Volume 7, Issue 2 (8-2024)
Iranian Journal of Educational Sociology 2024, 7(2): 26-35 |
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Najafi T, Razmjoo S A, Sahragard R. (2024). Achievement Goal Orientations of Iranian EFL Teachers in Postmethod Pedagogy Expertise. Iranian Journal of Educational Sociology. 7(2), 26-35. doi:10.61838/kman.ijes.7.2.4
URL: http://iase-idje.ir/article-1-1398-en.html
URL: http://iase-idje.ir/article-1-1398-en.html
1- PhD Student, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran.
2- Professor, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran.
2- Professor, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran.
Abstract: (83 Views)
Purpose: The efficacy of postmethod pedagogy (PMP) in Iran remains undetermined despite the growing attention being paid to it. A multitude of factors may contribute to differing levels of motivation among teachers in effectively implementing postmethod principles. The Achievement Goal Theory (AGT), rooted in a socio-cognitive perspective, provides a framework for understanding the types of goals individuals tend to pursue in achievement situations. Hence, this study aims to investigate the goal orientations of experienced English as a Foreign Language (EFL) teachers who are practicing postmethod tenets.
Methodology: The current study employed an applied qualitative approach to explore the goal orientations of 18 experienced EFL teachers from various language institutes in Kermanshah, Iran. Participants were selected in two phases: first, a postmethod questionnaire was administered to identify respondents familiar with Postmethod Pedagogy (PMP) principles. Next, a semi-structured interview was conducted to elicit their goal orientations while adopting PMP conditions. Field notes were also used to document the researcher’s reflections and opinions, facilitating data analysis. The researchers utilized a three-stage approach for data analysis, following the inductive data coding method of open, axial, and selective coding.
Findings: After analyzing the interview transcripts, it became apparent that the implementation of postmethod pedagogy tenets in teachers' teaching practice was influenced by their achievement goal orientations. This included learning, relational, and performance-approach goal orientations. The findings revealed that expert teachers predominantly exhibited learning goal orientations. In contrast, performance-approach goal orientations were the least prevalent among these educators.
Conclusion: Examining teachers’ goal orientations through the socio-cognitive lens of postmethod language teaching can benefit the growth and development of teacher training programs, curriculum planning, and policymakers.
Methodology: The current study employed an applied qualitative approach to explore the goal orientations of 18 experienced EFL teachers from various language institutes in Kermanshah, Iran. Participants were selected in two phases: first, a postmethod questionnaire was administered to identify respondents familiar with Postmethod Pedagogy (PMP) principles. Next, a semi-structured interview was conducted to elicit their goal orientations while adopting PMP conditions. Field notes were also used to document the researcher’s reflections and opinions, facilitating data analysis. The researchers utilized a three-stage approach for data analysis, following the inductive data coding method of open, axial, and selective coding.
Findings: After analyzing the interview transcripts, it became apparent that the implementation of postmethod pedagogy tenets in teachers' teaching practice was influenced by their achievement goal orientations. This included learning, relational, and performance-approach goal orientations. The findings revealed that expert teachers predominantly exhibited learning goal orientations. In contrast, performance-approach goal orientations were the least prevalent among these educators.
Conclusion: Examining teachers’ goal orientations through the socio-cognitive lens of postmethod language teaching can benefit the growth and development of teacher training programs, curriculum planning, and policymakers.
Keywords: Socio-cognitive Theory, Achievement Goal Orientation, Postmethod Pedagogy, Experienced EFL Teachers, Qualitative Study
Type of Study: Research Article |
Subject:
Special
Received: 2024/01/3 | Accepted: 2024/04/15 | Published: 2024/04/28
Received: 2024/01/3 | Accepted: 2024/04/15 | Published: 2024/04/28
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