Ramin Akbari - Academia.edu (original) (raw)

Papers by Ramin Akbari

Teacher identity has recently been under extensive investigations to understand its impacts on an... more Teacher identity has recently been under extensive investigations to understand its impacts on and relationships with classroom variables. Considering the effect identity has on individuals, an immediate relationship is that between teacher identity and an index of an effective teaching, i.e. teacher efficacy. The present study tries to understand the possibility of a direct relationship between the two concepts. 37 English teachers were given an efficacy scale to gauge and rank their efficacy indices. The top 5 participants in teacher 1 Institutional identity of teachers: A determinant… efficacy list were then regularly observed during an academic semester and interviewed to study their institutional identity. Meanwhile, similar procedure was conducted for 5 teachers with the least teacher efficacy scores, too. Detailed qualitative analysis of interview transcriptions and observation notes revealed the two groups were distinct regarding their institutional identity. In other words, it was shown that institutional identity and teacher efficacy were positively associated with each other.

Pazhuhesh-e Zabanha-ye Khareji, 2010

... For instance, Bejarano (2000) found that students' gender has no effect on teachers' ... more ... For instance, Bejarano (2000) found that students' gender has no effect on teachers' perceived efficacy (ie, Archive of SID www.SID.ir Page 5. Iranian English Teachers' self-efficacy ... 29 teachers are equally efficacious in teaching both males and females). ...

African Journal of Biotechnology, 2011

... Histological study of hepatopancreas in Hi Fin Pangasius (Pangasius sanitwongsei). Reza Sayra... more ... Histological study of hepatopancreas in Hi Fin Pangasius (Pangasius sanitwongsei). Reza Sayrafi 1 , Gholamreza Najafi 1 *, Hooman Rahmati-holasoo 2 , Aref hooshyari 1 , Ramin akbari 3 , Sara shokrpoor 3 and Masoomeh Ghadam 4. ... Pousty I, Seddigh-Marvasti SAH (2000). ...

System, 2010

The present study was carried out to develop and validate an L2 teacher reflection instrument. Fo... more The present study was carried out to develop and validate an L2 teacher reflection instrument. For this purpose, a six component model of second language (L2) teacher reflection, encompassing practical, cognitive, meta-cognitive, affective, critical and moral reflection, was developed using experts' opinion and a comprehensive review of the related literature. This initial model was then operationalized in an instrument consisting of 42 items, i.e. 7 behavioral items for each component. The piloting and testing of the tentative model through exploratory and confirmatory data analyses on a sample of 300 ESL teachers reduced the instrument to 29 items, removing the ''morality'' factor, and reducing the items in the ''affective'' factor to half.

System, 2008

The present study was conducted to investigate the existence of any possible relationship between... more The present study was conducted to investigate the existence of any possible relationship between the use of language learning strategies and multiple intelligences' scores of foreign language learners of English. Ninety subjects participated in the study. To measure the participants' multiple intelligence scores, MIDAS, a commercially designed instrument, was used. Learners' strategy use was checked through SILL, Strategy use Inventory for Language Learning. The correlational analysis of the results indicated significant relations between the use of language learning strategies and IQ scores of the learners. Musical intelligence, however, did not correlate with any aspect of strategy use, and kinesthetic intelligence correlated only with memory learning strategies.

The Modern Language Journal, 2011

The present study investigated the differences in pedagogical thought units between teachers with... more The present study investigated the differences in pedagogical thought units between teachers with a bachelor's degree (B.A.) in English and their counterparts with a master's degree (M.A.) in TESOL. English-as-a-foreign-language (n = 8) teachers with similar teaching experiences (between 2 and 3 years of teaching experience) and teaching in similar contexts (teaching in the same institute, the same book, and the same level of learners) took part in this study. A complete teaching session of each of the participants was video-recorded and teachers' pedagogical thoughts were probed using stimulated recall technique. The research found that, on the whole, M.A. teachers produced significantly more pedagogical thoughts compared to the B.A. teachers: The average pedagogical thought units for M.A. teachers was 5.18 per minute, whereas B.A. teachers produced 2.58 of such units per minute. In terms of thought categories, the same families were observed for both groups; however, there were slight differences in their ranking and significant differences in their frequency. THE LAST TWO DECADES HAVE BEEN YEARS of growing complexity and sophistication for second-language (L2) teacher preparation and development research. Numerous books and papers currently deal with different aspects of teacher education, and teacher growth is addressed from professional, cognitive, social, as well as contextual perspectives (

Journal of Moral Education, 2012

The second-language teacher education community has become increasingly interested in the moral d... more The second-language teacher education community has become increasingly interested in the moral dimensions of teaching. Herein ELT practitioners’ ‘moral knowledge base’, as a window into their mental lives, has not received the attention it deserves. The present study was conducted to document likely differences between the frequencies of pedagogical and moral thought units of male and female, experienced and less

Australian Journal of Teacher Education, 2009

Second language teacher education community has become increasingly interested in the pedagogical... more Second language teacher education community has become increasingly interested in the pedagogical knowledge base of teachers as a window into practitioners' mental lives. The present study was conducted to document likely differences between the pedagogic thoughts of experienced and less experienced teachers. Eight teachers participated in the project. Data were collected through the use of stimulated recall. The analysis of the data shows that there are differences both in the number and the order of the thoughts teachers produced in different groups. Experienced teachers produced an average of five pedagogical thoughts per minute, while their less experienced counterparts produced 3 thoughts. The top thought category for less experienced teachers was Language Management, while for the experienced teachers Self-Reflection ranked first. Some thought categories were also absent in the report of less experienced practitioners.

Australian Journal of Teacher Education, 2012

This paper studies the difference between the pedagogical thought units of ELT practitioners with... more This paper studies the difference between the pedagogical thought units of ELT practitioners with English-relevant degrees and those with non-relevant degrees. An entire teaching session of eight EFL teachers' performance was video recorded and their pedagogical thoughts were identified by using stimulated recall technique. The findings revealed that, in general, teachers with English-related degrees significantly reported more pedagogical thoughts than their colleagues with unrelated degrees. With respect to the categories of pedagogical thoughts, although the same families were reported by participants in both groups, there were slight differences in their rankings and significant differences in their frequency.

Australian Journal of Teacher Education, 2013

The aim of this study was to determine the major categories of English language teacher educators... more The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical knowledge encompasses eight macro categories; namely, knowledge of language and related disciplines, knowledge of ELT theories, skills, and techniques, knowledge of context and social relations, knowledge of class, time, and learning management, knowledge of research and professional development, knowledge of practicum, knowledge of teachers and their assessment, and knowledge of reflective and critical teaching. Among these categories, the first four ones are shared by language teachers, while the rest belong to the domain of teacher educators. The findings also revealed no significant statistical difference among the categories proposed by the three groups of the participants. The results are discussed and suggestions are provided for future research.