نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیأت علمی، گروه آموزش زبان انگلیسی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران.

2 عضو هیأت علمی، گروه علم اطلاعات و دانش‌شناسی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران

چکیده

اشتراک دانش و تفکر تأملی دو مقوله کلیدی در نظام آموزشی­اند. از این رو پژوهش پیش‌رو به بررسی وضعیت تمایل به اشتراک دانش در میان اساتید انگلیسی برای اهداف ویژه رشته‌های پیراپزشکی، رابطه‌ای بین اشتراک دانش و تفکر تأملی در اساتید انگلیسی برای اهداف ویژه و در نهایت علل عدم رغبت اساتید زبان تخصصی رشته‌های پیراپزشکی به تشکیل گروه‌های اشتراک دانش پرداخته است. به این منظور در فاز کمّی مطالعه دو نسخه پرسشنامه توسط 148 نفر از اساتید انگلیسی برای اهداف ویژه تکمیل شد. در فاز کیفی مطالعه 12 نفر از این اساتید در مصاحبه‌ای نیمه ساختاریافته شرکت کردند. بر اساس نتایج، اساتید انگلیسی برای اهداف ویژه، اشتراک دانش را مؤثر دانسته و نظر مثبت نسبت به آن داشتند. در ضمن، بین اشتراک دانش و تفکر تأملی رابطه معناداری وجود داشت و اشتراک دانش تونست تفکر تأملی را پیش‌بینی کند. یافته‌های بخش کیفی نیز حاکی از آن بود که سه دسته از عوامل در عدم رغبت اساتید به اشتراک دانش نقش دارند که شامل موانع فردی، سازمانی و فرهنگی می‌شود. با توجه به اهمیت اشتراک دانش پیشنهاداتی در جهت ترویج آن در بین اساتید انگلیسی برای اهداف ویژه پیشنهاد شده است.

کلیدواژه‌ها

عنوان مقاله [English]

Knowledge sharing and reflective practice among ESP instructors of allied medical sciences

نویسندگان [English]

  • Majid Farahian 1
  • Farshad Parhamnia 2

1 Faculty member, Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

2 Faculty member, Department of Knowledge and Information Science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

چکیده [English]

Knowledge sharing and reflective thinking are two key issues in any educational system. The present study examined the willingness of instructors of English for the students of allied medical sciences to share knowledge and think reflectively and investigated their reluctance to form knowledge sharing groups. To this aim, in the quantitative phase of the study, two questionnaires were completed by 148 instructors, while in the quantitative phase, 12 instructors participated in semi-structured interviews. Based on the results, the participants considered knowledge sharing effective and had a positive view about it. In addition, there was a significant relationship between knowledge sharing and reflective thinking, and knowledge sharing can be used to predict reflective thinking. The findings of the interview also indicated that three categories of factors play a role in the studied instructors' reluctance to share knowledge, which included individual, organizational and cultural barriers. Due to the importance of knowledge sharing, some suggestions were made to promote this practice among English for specific purposes (ESP) instructors.

کلیدواژه‌ها [English]

  • Knowledge sharing
  • Reflective thinking
  • ESP instructors
  • Reluctance
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