یک مطلب دیگر :

یک مطلب دیگر : مراحل رسیدن به خودکنترلی و ادراک کنترل

1.5.1. Definition of Key Terms………………………………………………………………16

1.5.2. Motivation and Delimitation……………………………………………………………19

1.6. Thesis Outline……………………………………………………………………………………………………..20

Chapter Two: Emerson’s Philosophy……..…………………….…………………22

2.1. Emerson’s Philosophy……………………………………………………………………23

2.1.1. Unity in Emerson’s philosophy………….……….……………………………….……25

2.1.2. Individuality in Emerson’s philosophy……………………………………………………………… 32

2.1.3. Microcosm in Emerson’s philosophy……………………………………………………….38

Chapter Three: New Identity in Emerson’s Selected Poems………………….45

3.1. Unity in Emerson’s Philosophy………………………………………………………….47

3.1.1. Unity in “Each and All”……………………………………………………………….47

3.1.1.1. The Relation of Each and All to shape a unity……………………………………….48

 

3.1.1.2. Interrelatedness of all Things in the World …………………………………………48

3.1.1.3. To find the Truth through Beauty……………………………………………………52

3.1.1.4. Man is the Universal Reality…………………………………………………………53

3.1.1.5. The Foundation of a united Spirit……………………………………………………54

3.2.2. Unity in “The Sphinx”………………………………………………………………….55

3.2.2.1. Variety leads to Unity………………………………………………………………..56

3.2.2.2. Exploration of Universal truth through Intuition……………………………………58

3.2.2.3. Man is the answer to the question……………………………………………………59

3.2.2.4. Opposite notions find the same essence……………………………………………..61

3.2.3. Unity in “Xenophanes”………………………………………………………………..62

3.2.3.1. Variety Resolves into Unity…………………………………………………………..63

3.2.3.2. Each Element Introduces another One………………………………………………..64

3.2.4. Unity in “Brahma”…………………………………………………………………..…66

3.2.4.1. All Things as One Reality……………………………………………………….…..68

3.2.5. Unity in “Wood-notes I, II”……………………………………………………………..70

3.2.5.1. The Existence of Universal Truth Everywhere………………………………….…..70

3.2.6. Unity in “The World-Soul” ……………………………………………………………73

3.2.7. Unity in “Unity”………………………………………………………………….……76

Chapter Four: New Identity in Emerson’s Selected Poems ………………….81

4.1. Individuality in Emerson’s Philosophy………………………………………………….82

یک مطلب دیگر :

4. 2. Individuality in “The Sphinx”……………………………………………………………83

4.2.1. The Answer is the Universal Reality…….……………………….……………………84

4.2. 2. “Man is a Transparent Eyeball”……………………………………………………….85

4.2.3. Individuality in “Each and All”………………………………………………..………86

4.2. 4. Man should Leave Egotism …………………………………………………………….86

4.3. Individuality in “Brahma”………………………………………………………….……88

4.3.1. “Turn Thy back on Heaven”…………………………………………………………….88

4.3.4. Individuality in “Unity”………………………………………………………………..88

4.3.5. Individuality in “The World-Soul”…………………………………………….……….90

4.4. Microcosm in Emerson’s Philosophy……………………………………………………91

4.4.1. Microcosm in “Wood-notes”…………………………………….……………….…….91

4.4.1. 1. Everything will be discovered in Man …………………………………………………………….91

4.3.2. Microcosm in the Sphinx…………………………………………..………………….94

Chapter Five……………………………………………………………………………………..100

5.1. Summing Up……………………………………………………………………………101

5.2. Findings…………………………………………………………………………………103

5.3. Suggestions for Further Research………………………………………………………112

Work Cited……………………………………………………………….……115

Work Consulted…………………………………………………………………..….…118

Electronic Texts…………………………………………………………………………………………………119

Chapter One

1.5.1.       Definition of Key Terms. 15

1.5.2.       Limitation/ Delimitation. 17

1.6.      Organization of the Study. 18

Chapter Two: Alfred Adler and His Theories in the Light of Feminism.. 20

2.1.  Introduction. 20

2.2.      Introduction to Adlerian Theory. 21

2.2.1.       Alfred Adler’s Biography. 22

2.2.2.       Individual Psychology. 24

2.2.3.       Social Interest 26

2.2.4.       Life Style. 31

2.2.5.       The Final Goal 33

2.2.6.       Fictional Finalism and Striving towards Superiority. 36

 

2.2.7.       Feeling of Inferiority and Inferiority Complex. 38

2.3.      Feminist psychology. 40

2.3.1. Feminist Jurisprudence. 41

2.3.2.       Masculine Protest 44

2.3.3.       Feminism and Disability. 45

2.4.      Concluding Remarks. 45

Chapter Three: Adlerian Psychoanalytic Feminism in A Doll’s House. 47

3.1.      Introduction. 47

3.2.      Individual Psychology in A Doll’s House. 48

3.2.1.       Social Interest in A Doll’s House. 54

3.2.2.       Life Style in A Doll’s House. 58

3.2.3.       The Final Goal in A Doll’s House. 61

3.2.4.       Feeling of Inferiority in A Doll’s House. 63

3.2.5.       Fictional Finalism and Striving towards Superiority in A Doll’s House. 65

3.3.      Feminist Psychology in A Doll’s House. 67

3.3.1.       Feminist Jurisprudence in A Doll’s House. 70

3.3.2.       Masculine Protest in A Doll’s House. 72

3.3.3.       Feminism and Disability in A Doll’s House. 74

3.4.      Concluding Remarks. 76

Chapter Four: Adlerian Psychoanalytic Feminism in HeddaGabler 78

یک مطلب دیگر :

4.1.      Introduction. 78

4.2.      Individual Psychology in Hedda Gabler 80

4.2.1.       Social Interest in Hedda Gabler 83

4.2.2.       Life Style in Hedda Gabler 87

4.2.3.       The Final Goal in HeddaGabler 90

4.2.4.       Feeling of Inferiority in Hedda Gabler 92

4.2.5.       Fictional Finalism and Striving Towards Superiority in Hedda Gabler 94

4.3.      Feminist Psychology in Hedda Gabler 96

4.3.1.       Feminist Jurisprudence in Hedda Gabler 99

4.3.2.       Masculine Protest in Hedda Gabler 100

4.3.3.       Feminism and Disability in Hedda Gabler 102

4.4.      Concluding Remarks. 104

Chapter Five: Conclusion. 105

5.1.      Summing Up. 105

5.2.      Findings and Implications. 107

5.3. Suggestions for Further Research. 110

Bibliography. 112

Chapter One: Introduction

 

1.1.         General Overview

Henrik Ibsen (1828-1906) is a Norwegian playwright and poet. He belongs to the school of realism, but he is not afraid to be unrealistic. His works include Brand (1866), Peer Gynt (1867), An Enemy of the People (1882), Emperor and Galilean (1873), A Doll’s House (1879), HeddaGabler (1890), Ghosts (1881), The Wild Duck (1884), Rosmersholm (1886), and The Master Builder (1892).There are melodramatic devices like secret revealing letters. People enter and exit just when Ibsen needs to continue on to the next scene and bring on new opinions. His goal is to interrogate ideas, to deal with individuals, to make characters think about their society rather than presenting photographic reality.

Ibsen tried to incorporate as much prose writing in his plays as possible without losing the story’s focal point. He tried to combine social and psychological problems in realistic contemporary settings of this plays; plays that deal with such problems are called problem plays. During his life, he went through three separate writing periods: Romantic, Social, and Symbolist.  His radical views condensed in his plays give an insight into a life meaning.

Ibsen’s themes were similar to those of early Greek plays which focused on a certain issue and questioned the ethical morality of a situation.

1.7 Delimitations of the study                                                                                                        17

1.8Definition of Key Terms                                                                                                           18

1.8.1 Teacher Education                                                                                                                18

1.8.2 Knowledge                                                                                                                            19

1.8.3 Teacher Performance                                                                                                            19

1.8.4 INTASC Model Standards                                                                                                    20

CHAPTER2: Review of Literature

2.1 Introduction                                                                                                                              24

2.2 Schooling in Iran                                                                                                                      24

2.3Islamic Philosophy of Education                                                                                              26

2.4. The Importance of Understanding Educational Philosophies                                                28

2.5. Components of Teacher Preparation                                                                                      30

2.6.History: Teacher Education in Iran                                                                                          33

2.7. Teacher Education in Other Countries                                                                                    35

2.7.1Evaluation of Teacher Education in Turkey                                                                     36

2.7.2Evaluation of Teacher Education in India                                                                       37

2.7.3Evaluation of Teacher Education in Pakistan                                                                 37

2.8. Issues in the Investigation of Teachers                                                                                     37

2.8.1 Investigation of Teachers’ Knowledge                                                                              40

2.8.2 Investigation of Teachers’ Performance                                                                            43

 

2.8.3 Investigation of Teachers’ Disposition                                                                              44

2.8.4 Teacher Effectiveness                                                                                                       44

2.9 Evaluation of English Language Teachers                                                                              50

2.10. Globalization                                                                                                                        52

2.11Standards and Accountability                                                                                                 53

2.12 Chapter Summary                                                                                                                  54

 

CHAPTER 3 :Methodology

3.1. Overview                                                                                                                                 55

3.2.Subjects                                                                                                                                    55

3.3Instrument                                                                                                                                 57

3.3.1 The teacher’s Knowledge                                                                                              57

3.3.2 The teacher’s Performance                                                                                           57

3.4. Procedure                                                                                                                                57

3.5. Research Design                                                                                                                     58

3.6. Data Analysis                                                                                                                          59

3.7Chapter Summary                                                                                                                     59

CHAPTER 4 :Results and Discussion

4.1 Overview                                                                                                                                  60

4.2 Data Analysis                                                                                                                           60

4.2.1. Testing the Research Hypotheses                                                                                   61

4.2.1.1 Hypothesis 1                                                                                                         61

4.2.1.2 Hypothesis 2                                                                                                        63

4.2.1.3 Hypothesis 3                                                                                                       64

4.2.1.4Hypothesis 4                                                                                                        66

4.3 Discussion

4.3.1 Comparing the participants’ responses to knowledge                                                     67

4.3.2  Comparing the participants’ responses to performance                                                  71

4.4 Chapter Summary                                                                                                                    75

یک مطلب دیگر :

CHAPTER5 :Conclusion, Pedagogical Implications, and Suggestions for further Research

5.1.Overview                                                                                                                                  77

5.2Restatement of Findings                                                                                                           77

5.3Conclusions and Discussion                                                                                                     80

5.4 Pedagogical Implications                                                                                                        82

5.5. Suggestions for Further Research                                                                                           83

REFRENCES                                                                                                                                85

APPENDICES                                                                                                                               111

 

ABSTRACT

English teachers need to be well-equipped at both knowledge and performance levels to meet their needs in real teaching practices. This study was conducted to investigate the Iranian foreign language teachers’ knowledge and performance based on INTASC model standards. Two questionnaires (knowledge and performance) were adopted using INTASC (2011) model and used in this study. The participants of this study were 70 EFL Junior high school teachers of Tehran Province that selected randomly. This study investigated the levels of English teachers’ knowledge and performance and also revealed the relationship between teachers’ knowledge and performance, as well as, identifying the teachers’

knowledge could predict their performance. The results indicated the strong and weak points of English teacher education programs in Iran.

 

LIST OF TABLES

Table 3.1: Demographic information of the participant………………………………54

Table 4.1: Distribution of English Teachers’ Knowledge Score…………………………59

Table 4.2: Contingency Table for the knowledge Two-Way Chi-Square Analysis …60

Table 4.3: Distribution of English Teachers’ Performance Score……………………61

Table 4.4: Contingency Table for the Performance Two-Way Chi-Square Analysis..62

Table 4.5: Correlation Coefficient of Teachers’ Knowledge and Performance……. . 63

Table 4.6: Model of Regression Teachers’ performance Component…………….. …  64

Table 4.7: Statistics of Item8, 10, and 11………………………….….………………67

Table 4.8: Statistics of Item 29…………………………………..……………..….…..69

Table 4.9: Statistics of Item 14…………………………………….………….….……70

Table 4.10: Statistics of Item 40………………………………………………………72

Table 4.11: Statistics of Item 42…………………………………………..….………73

Table 4.12: Statistics of Item 3…………………………………………….…………74

 

 

CHAPTER I

 

Background and Purpose

 

1.1 Introduction