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Inequity in English Teacher Education during the Transition to Online Learning: Amplifying the Need for Socially Just Programs | ||
| Issues in Language Teaching | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 07 خرداد 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22054/ilt.2026.79039.847 | ||
| نویسندگان | ||
| Mojtaba Maghsoudi* 1؛ Abolfazl Khodamoradi2 | ||
| 1Department of English Language Teaching, Farhangian University,Tehran, Iran | ||
| 2Department of English language teaching, Farhangian university, Tehran, Iran | ||
| چکیده | ||
| The present study attempted to investigate the challenges English student teachers encountered compared to non-English student teachers at Farhangian University in online-learning environment. The data from focus groups, reflections, and interviews were analyzed using content analysis. The challenges were classified under two main themes: (1) the primary phase challenges pertaining to attaining online learning conditions, and (2) secondary phase challenges which included the adaptation and adjustments that had to be made to have a more effective online learning experience. Group comparisons revealed different learning pathways for the English and non-English student teachers, leading to educational inequities. It was also shown that the non-English student teachers suffered from gender inequity. Furthermore, the findings also revealed that the English student teachers and non-English student teachers as two social groups faced separate challenges resulting from different sources. It can be concluded that the two social groups go through two distinct pathways. Possible ways to safeguard social justice in terms of gender and social group equity in online teacher education based on the concept of “digital divide” are put forward. | ||
| کلیدواژهها | ||
| Educational inequity؛ English student teachers؛ Non-English student teachers؛ Transition to online learning؛ Digital divide | ||
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آمار تعداد مشاهده مقاله: 118 |
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