Department of Knowledge and Information Science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
J Psycholinguist Res. 2023 Dec;52(6):2007-2026. doi: 10.1007/s10936-023-09982-z. Epub 2023 Jun 25.
Despite the accumulated body of research on teachers' professional development few have offered a relationship between professional development and knowledge sharing or reflective practice. We investigated whether Iranian Teaching English as a foreign language (TEFL) teachers' reflective teaching and their knowledge sharing can predict their professional success. To answer the research questions a quantitative approach was utilized. Then, 264 faculty members through available sampling were recruited using three questionnaires, namely reflective teaching measurement scale by Akbari et al. (System, 38(2): 211-227, 2010), teacher professional development scale by Soodmand Afshar and Ghasemi (J Teach Lang Skills 37: 169-210, 2018), and Teachers' knowledge sharing behavior by Ramayah et al. (Eval Rev 38(2): 1-28, 2014). Findings showed that knowledge sharing has a significant relationship with professional development (P < 0.001). In addition, teachers' reflective practice has a significant relationship with professional development (P < 0.001). Based on the findings we suggest that TEFL teachers should promote their knowledge sharing and reflection to improve their professional development.
尽管关于教师专业发展的研究积累了很多，但很少有研究探讨专业发展与知识分享或反思实践之间的关系。我们调查了伊朗英语作为外语教学（TEFL）教师的反思教学和知识分享是否可以预测他们的职业成功。为了回答研究问题，采用了定量方法。然后，通过现有的抽样方法，招募了 264 名教师，使用了三份问卷，即 Akbari 等人的反思教学测量量表（System，38(2): 211-227, 2010）、Soodmand Afshar 和 Ghasemi 的教师专业发展量表（J Teach Lang Skills 37: 169-210, 2018）和 Ramayah 等人的教师知识分享行为量表（Eval Rev 38(2): 1-28, 2014）。研究结果表明，知识分享与专业发展呈显著正相关（P<0.001）。此外，教师的反思实践与专业发展呈显著正相关（P<0.001）。根据研究结果，我们建议 TEFL 教师应促进知识分享和反思，以提高其专业发展。
