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توسعة حرفهای گامی در راستای تدریس اثربخش (مطالعهی موردی: معلمان ابتدایی شهر سنندج) | ||
تدریس پژوهی | ||
مقاله 9، دوره 8، شماره 1، فروردین 1399، صفحه 197-166 اصل مقاله (959.9 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): https://doi.org/10.34785/J012.2020.770 | ||
نویسندگان | ||
ناصر شیربگی* 1؛ شهاب نصیری نیا2 | ||
1دانشیار مدیریت آموزشی دانشگاه کردستان، سنندج-ایران | ||
2کارشناسی ارشد مدیریت آموزشی دانشگاه کردستان، سنندج-ایران | ||
چکیده | ||
هدف: این پژوهش از اهداف چندگانهای مانند آزمون شاخصههای روایی و پایایی پرسشنامه «توسعۀ حرفهای اثربخش»، شناسایی تفاوتها بین نظرات معلمان بر اساس متغیرهای جمعیت شناختی و کمک به بهبود توسعة حرفهای معلمان از طریق شناسایی اولویتهای توسعة حرفهای اثربخش برخوردار بود. روش: رویکرد پژوهش حاضر پسااثباتگرایی و راهبرد آن پیمایشی -توصیفی بود. جامعه تحقیق شامل معلمان دوره ابتدایی شهر سنندج که 1258 نفر بود. مشارکتکنندگان در این پژوهش، 300 نفر بودند که با استفاده از جدول کرجسی و مورگان و با نمونهگیری به روش خوشهای چندمرحلهای انتخاب شدند. از پرسشنامه سوین و لومپه (2014) تحت عنوان «ویژگیهای توسعة حرفهای اثربخش» استفاده شد. جهت آزمون فرضیهها با توجه به نوع توزیع دادهها از آمارهای مناسب استنباطی استفاده شد. برای آزمون روایی محتوایی پرسشنامه از تحلیل عاملی تأییدی و برای آزمون پایایی از آزمون آلفای کرانباخ استفاده شد که آلفای بهدست آمده 967/0 بود که نشان از پایایی مناسب پرسشنامه بود. یافته ها و نتیجهگیری: نتایج نشان داد که پرسشنامه «ویژگیهای توسعة حرفهای اثربخش» دارای روایی و پایایی مطلوب برای استفاده در بین معلمان ایرانی است. در بین مؤلفههای توسعة حرفهای اثربخش از نظر معلمان با توجه به نتایج آزمون فریدمن رتبه اول این مؤلفهها تمرکز بر دانش محتوایی معلمان و نحوه یادگیری مطالب توسط دانش آموزان و در رتبه آخر یادگیری فعال فراتر از کلاس درس قرار داشت. همچنین بین مؤلفههای توسعة حرفهای اثربخش معلمان تفاوت معناداری وجود دارد. | ||
کلیدواژهها | ||
توسعة حرفهای؛ معلمان؛ توسعة حرفهای اثربخش؛ تدریس اثربخش؛ بهبود کیفیت | ||
مراجع | ||
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