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شناسایی و اعتبارسنجی فرصت ها و شرایط و نیازهای آموزشی معلمان در جهت توسعه-حرفه‌ای و ارتقاء کیفیت تدریس | ||
| نظریه و عمل در تربیت معلمان | ||
| دوره 10، شماره 18، مهر 1403، صفحه 305-323 اصل مقاله (861.33 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/itt.2025.17311.1005 | ||
| نویسندگان | ||
| شیما دورقی نجمی1؛ محمدحسین زارعی* 2 | ||
| 1کارشناسی ارشد برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام نور، تهران، ایران. آموزگار. | ||
| 2استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: : هدف از پژوهش حاضر شناسایی و اعتبارسنجی فرصت‌ها، شرایط و نیازهای آموزشی معلمان در جهت توسعه حرفه‌ای و ارتقای کیفیت تدریس است. روش: : این پژوهش کاربردی از نوع آمیخته (کیفی- کمی) متوالی- اکتشافی با دو رویکرد تحلیل محتوا به‌منظور شناسایی فرصت‌ها، شرایط و نیازهای آموزشی معلمان و توصیفی پیمایشی در جهت اعتبارسنجی یافته‌های کیفی بود. برای شناسایی از مصاحبه نیمه‌ساختاریافته با 11 نفر از متخصصان موضوعی که معیار انتخاب اشباع نظری دادهها بود و برای اعتبارسنجی81 نفر معلمان باتجربه و سابقه بیش از10 سال شهرستان شادگان که در هر دو بخش پژوهش نمونه به‌صورت هدفمند از نوع گلوله‌برفی انتخاب شدند، فرصت‌ها، شرایط و نیازهای شناسایی‌شده را اعتبارسنجی کردند. ابزار بخشی کیفی مصاحبه نیمه‌ساختاریافته با 9 سؤال و ابزار بخش کمی پرسش‌نامه محقق ساخته با 71 سؤال بود که با طیف لیکرت درجه‌بندی شده بود. اصالت مصاحبه‌ها و روایی محتوایی پرسش‌نامه توسط 5 نفر از متخصصان موضوعی تأیید و پایایی پرسش‌نامه با آلفای کرنباخ (719/0) سنجیده شد. دادههای بخش کیفی در MAXQDA به اشتراوس-کوربین با پارادایم تفسیرگرایی بوریل و مورگان تحلیل و دادههای بخش کمی با ضریب مسیر و آماره t در SMART PLS4 تحلیل شد. یافته‌ها: یافته‌های بخش کیفی شامل3 کد انتخابی (فرصت‌ها، شرایط و نیازهای آموزشی معلمان در جهت توسعه حرفه‌ای و ارتقای کیفیت تدریس) 9 کد محوری (امکانات و زیرساختها، اقدامات مؤثر سیاست‌گذاران و مدیران، مهارتهای حرفه‌ای، آموزشهای حرفه‌ای، عوامل مؤثر بر توسعه حرفه‌ای، مهارتهای توسعه فردی، مهارتهای توسعه اجتماعی، اهداف توسعه حرفه‌ای و چالشهای توسعه حرفه‌ای) و 71 کدباز بود. یافته‌های بخش کمی نشان داد که تمام مؤلفه‌های شناسایی شده با آماره t بیش از 96/1 و سطح خطای کمتر 05/0 بر توسعه حرفه‌ای معلمان و ارتقای کیفیت تدریس با احتمال 95 درصد تأثیر معنادار داشت و تمام مسیرها نیز تأیید شده بود. نتیجه‌گیری: در پژوهش حاضر علاوه بر شناسایی فرصت‌ها، شرایط و نیازهای آموزشی معلمان در جهت توسعه حرفه‌ای و ارتقای کیفیت تدریس، تمام مؤلفه‌ها اعتبارسنجی شد. توسعه حرفه‌ای و ارتقای کیفیت تدریس معلمان محور تقویت و پیشرفت جامعه در علم و دانش است. ازهمین‌رو، شناساندن نیازهای آموزشی معلمان، فرصت‌های توسعه حرفه‌ای و شرایط موجود به سیاست‌گذاران و مدیران، زمینه را برای ارتقای کیفیت توسعه حرفه‌ای و اثربخشی این دورهها در عملکرد معلمان فراهم میسازد. | ||
| کلیدواژه‌ها | ||
| توسعه حرفه ای؛ نیازهای آموزشی؛ کیفیت تدریس؛ اعتبارسنجی؛ شناسایی؛ معلمان | ||
| موضوعات | ||
| آموزش مداوم معلمان. | ||
| عنوان مقاله [English] | ||
| Identification and Validation Opportunities, Conditions and Teachers' Educational needs for Professional development and Improvement of Teaching Quality | ||
| نویسندگان [English] | ||
| Shima Doraghi Najmi1؛ Mohammad Hosein Zarei2 | ||
| 1MA. curridculum planning, Department of Education Sciences, Peyame Noor University, Tehran, Iran | ||
| 2Assistant professor, Department of Education Sciences, Peyame Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| validate the opportunities, conditions and Teachers' Educational needs for Professional development and Improvement of teaching quality. Method: This applied research was a mixed (qualitative-quantitative) sequential-exploratory type with two approaches of content analysis to identify the opportunities, conditions, and educational needs of teachers and descriptive survey to validate the qualitative findings. To identify the opportunities, conditions, and educational needs, semi-structured interviews were conducted with11subject experts, which was the selection criterion for theoretical saturation of the data, and for validation, 81 experienced teachers with more than 10years of experience in Shadegan County, who were selected in both parts of the research as a purposeful snowball sample, validated the identified needs. The qualitative part of the tool was a semi-structured interview with 9 questions, and the quantitative part of the tool was a researcher-made questionnaire with71questions, which was graded with a Likert scale. The authenticity of the interviews and the content validity of the questionnaire were confirmed by5subject experts, and the reliability of the questionnaire was measured with Cronbach's alpha (0.719). The qualitative data were analyzed in MAXQDA using Strauss-Corbin with the Burrill and Morgan interpretive paradigm, and the quantitative data were analyzed with the path coefficient and t-statistic in SMART PLS4. Findings: The codes extracted from the qualitative part of the research included 3 selective codes (opportunities, conditions, and educational needs of teachers for professional development and improving teaching quality), 9 Axial codes (facilities and infrastructure,Effective actions of policymakers and managers, Professional, Professional training, Factors affecting professional development, Personal development skills,Social development skills,Professional development goals,professional development challenges)and 71open codes.The findings of the quantitative section showed that all identified needs with a t-statistic of more than(1.96) and a lower error level of (0.05)had a significant effect on the professional development of teachers with a probability of 95%,and all the paths were confirmed. Conclusion: In the present study, in addition to identifying the opportunities, conditions, and educational needs of teachers for professional development and improving the quality of teaching, all components were validated. Professional development and improving the quality of teachers' teaching are the focus of strengthening and advancing society in science and knowledge. Therefore, introducing teachers' educational needs, professional development opportunities, and existing conditions to policymakers and managers provides the basis for improving the quality of professional development and the effectiveness of these courses in teachers' performance. | ||
| کلیدواژه‌ها [English] | ||
| Professional development, Educational needs, Teaching quality, Validate, Identification, Teachers | ||
| مراجع | ||
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