文章基本信息

标题：Neuro-linguistic Programming, Teacher’s Identity, and Teachers’ Effectiveness
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作者：Yaghoob Javadi ; Solmaz Azizzadeh Asl
期刊名称：Journal of Language Teaching and Research
印刷版ISSN：1798-4769
出版年度：2020
卷号：11
期号：3
页码：389
DOI：10.17507/jltr.1103.07
出版社：Academy Publisher
摘要：Education especially “teaching” is considered as a valuable profession through which future generations are generated and educated. In order to have a successful educational system, the main components of the system must work together. It is believed that teachers are active decision-makers of any educational system who can bring on success to the education, accounting for about 30 percent of the variance on pupils’ achievement. Based on different studies, developing rapport, critical thinking, self-efficacy, establishing clear goals, effective interpersonal communication, and a supportive classroom climate are some of the main determinant factors the teachers’ effectiveness. Among various variables which are related to teachers, identity is one of the important elements that affect teachers' performance. Neuro-linguistic programming, on the other hand, is considered as an approach which is claimed to help achieve excellence in performance and identity. It is also considered as a supplementary technique in teaching profession which helps the teachers to develop outstanding skills. In this article, the researcher defines the concept of teacher’s identity as a key element effective in the teaching profession. Then some factors that have significant impact on teachers’ effectiveness are taken into account. Also, the definition of neuro-linguistics programming, some of its characteristics, and its implications for developing teacher’s identity and teacher’s effectiveness are discussed.
关键词：neuro-linguistic programming; teacher’s identity; teachers’ effectiveness