پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 543 |
| تعداد مقالات | 4,224 |
| تعداد مشاهده مقاله | 6,800,304 |
| تعداد دریافت فایل اصل مقاله | 3,449,914 |
بازتعریف نقشهای معلم در چهارچوب PCK با توجه به مهارت بازخورد | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| دوره 5، شماره 1 - شماره پیاپی 8، شهریور 1404، صفحه 59-71 اصل مقاله (697.51 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.18755.1145 | ||
| نویسندگان | ||
| مهشید ترکمان اسدی* 1؛ مصطفی قادری2؛ بهرام صالح صدق پور3 | ||
| 1دانش آموخته دکتری برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| 2دانشیار گروه برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران. | ||
| 34دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: این پژوهش با هدف تحلیل و بازتعریف نقشهای معلم در چارچوب دانش آموزش محتوا (PCK) با تأکید ویژه بر مهارت بازخورد انجام شده است. هدف اصلی، ارائة مدلی جامع و عملیاتی برای نقشهای معلم است که بتواند تدریس اثربخش، یادگیری عمیق، و بهبود تعاملات عاطفی و شناختی در کلاس درس را تسهیل کند. روشها: این مطالعه با رویکرد کیفی، از نوع سنتزپژوهی بوده و به تحلیل ادبیات پژوهشی موجود پرداخته است. در گام نخست، 47 مقاله مرتبط که بین سالهای 2007 تا 2024 منتشر شده بودند، با معیارهایی نظیر ذکر کلیدواژه بازخورد، ارتباط با حوزه آموزش، و دسترسی به متن کامل انتخاب شدند. پس از غربالگری، 33 مقاله برای تحلیل عمیقتر مورد بررسی قرار گرفتند. تحلیلها بر اساس چارچوب PCK و تمرکز بر نقشهای کلیدی معلمان در فرایند یاددهی-یادگیری انجام شد. یافتهها: یافتهها همچنین نشان داد که بازخورد مؤثّر نه تنها به اصلاح عملکرد دانشآموزان کمک میکند؛ بلکه تفکر انتقادی، خودتنظیمی و اعتمادبهنفس آنان را تقویت کرده و محیطی حمایتی برای یادگیری فراهم میآورد. نتیجهگیری: مطالعات نشان داد که نقشهای معلم تحت عنوان تحلیلگر شرایط یادگیری، طراح و تنظیمگر محتوای آموزشی، تسهیلگر یادگیری و حل مسئله، و بازخورددهنده است. این نقشها در چارچوب چرخهای با محوریت بازخورد قرار میگیرند. این چرخه منجر به ارتقای کیفیت یادگیری میشود. | ||
| کلیدواژهها | ||
| بازخورد آموزشی؛ تحلیل شرایط یادگیری؛ تسهیل یادگیری؛ دانش آموزش محتوا (PCK)؛ سنتزپژوهی؛ نقشهای معلم | ||
| عنوان مقاله [English] | ||
| Redefining teacher roles within the PCK framework with regard to feedback skills | ||
| نویسندگان [English] | ||
| Mahshid Torkaman Asadi1؛ Mostafa Ghaderi2؛ Bahram Saleh Sedghpour3 | ||
| 1Phd Graduated of Curriculum Planning, Faculty of Psychology and Educational sciences, Allameh Tabataba'i University, Tehran, Iran. | ||
| 2Associate Professor in Department of Curriculum Planning, Faculty of Psychology and Educational sciences, Allameh Tabatabaei University, Tehran, Iran. | ||
| 3Associate professor in Department of Educational Science, Faculty of Human sciences, Shahid Rajaee Teacher Training University, Tehran, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: This study aims to analyze and redefine teacher roles within the framework of pedagogical content knowledge (PCK) with a special emphasis on feedback skills. The main goal is to provide a comprehensive and operational model for teacher roles that can facilitate effective teaching, deep learning, and improved emotional and cognitive interactions in the classroom. Methods: This study, with a qualitative approach, is a synthesis study and analyzes existing research literature. In the first step, 47 relevant articles published between 2007 and 2024 were selected using criteria such as mentioning the keyword feedback, relevance to the field of education, and availability of full text. After screening, 33 articles were reviewed for more in-depth analysis. The analyses were conducted based on the PCK framework and focused on the key roles of teachers in the teaching-learning process. Findings: The findings also showed that effective feedback not only helps improve students' performance, but also strengthens their critical thinking, self-regulation, and self-confidence, and provides a supportive environment for learning. Conclusion: Studies have shown that the roles of the teacher are as an analyst of learning conditions, a designer and organizer of educational content, a facilitator of learning and problem solving, and a feedback giver. These roles are placed within a feedback-centered cycle. This cycle leads to improved learning quality. | ||
| کلیدواژهها [English] | ||
| educational feedback, learning situation analysis, learning facilitation, pedagogical content knowledge (PCK), synthesis research, teacher roles | ||
| مراجع | ||
|
References Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. London: School of Education, King’s College. Carless, D. (2022). Feedback for student learning in higher education. In 4th International Encyclopedia of Education (pp. 1-2). Elsevier. https://doi.org/10.1016/b978-0-12-818630-5.14066-7 Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game-based feedback for educational multi-user virtual environments. British Journal of Educational Technology, 42(4), 638-654. Elena Cano García. (2024). Peer feedback for teaching professional development: Conditions for it to take effect. Cogent Education, 11(1), 2391577. https://doi.org/10.1080/2331186X.2024.2391577 Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education, 36, 51-62. Fernandez, C. (2014). Knowledge base for teaching and pedagogical content knowledge (PCK): Some useful models and implications for teachers' training. Problems of Education in the Twenty First Century, 60, 79-100. Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28-42). Routledge. https://doi.org/10.4324/9780203097267 Harris, L. R., Brown, G. T. L., & Harnett, J. A. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Assessment in Education: Principles, Policies, and Practices, 21(1), 44-70. https://doi.org/10.1080/0969594X.2013.848942 Hasan, A. M. M. (2024). Teachers’ feedback and its impact on students’ performance in education. International Journal of Academic Pedagogical Research, 8(3), 21-31. https://www.ijeais.org/ijapr [in Persian] Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 Iannaccone, A., Marsico, G., & Tateo, L. (2013). Educational self: A fruitful idea? Instructional Science, 18, 119–144. Ion, G., Sánchez Martí, A., & Agud Morell, I. (2019). Giving or receiving feedback: Which is more beneficial to students’ learning? Assessment & Evaluation in Higher Education, 44(1), 124–138. https://doi.org/10.1080/02602938.2018.1484881 Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63–76. https://doi.org/10.1177/1469787412467125 Khodarahmi, M., Ghaderi, M., Khosravi, M., & Mehrmohammadi, M. (2024). PCK: Professional teaching knowledge (1st ed.). Tehran: Allameh Tabataba’i University Press. [In Persian]. Kickmeier-Rust, M. D., Marte, B., Linek, S., Lalonde, T., & Albert, D. (2008). The effects of individualized feedback in digital educational games. University of Graz, Austria and ORT France, Paris, France. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. Levine, T. H., & Turner, A. C. (2020). Pedagogical content knowledge in action: The intersection of teacher knowledge, student thinking, and instruction. Teaching and Teacher Education, 89, 102989. https://doi.org/10.1016/j.tate.2019.102989 Le, N.-T. (2016). A classification of adaptive feedback in educational systems for programming. Systems, 4(2), 22. https://doi.org/10.3390/systems4020022 Lustigova, Z., Dufresne, A., Courtemanche, F., Malcik, M., & Malach, J. (2010). Mining physiological data for automated educational feedback in virtual learning environments. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). The Netherlands: Kluwer Academic Publishers. Martins, D., & Carvalho, C. (2018). Teachers’ feedback and educational self of institutionalized youngsters: A possible dialog? In G. Marsico & L. Tateo (Eds.), The emergence of self in educational contexts (Cultural Psychology of Education, Vol. 8). Springer Nature. https://doi.org/10.1007/978-3-319-98602-9_6 McGinness, H. T., Caldwell, P. H. Y., Gunasekera, H., & Scott, K. M. (2020). An educational intervention to increase student engagement in feedback. Medical Teacher, 42(11), 1289-1297. https://doi.org/10.1080/0142159X.2020.1804055 Moroz, A., Stone, J., Lopez, F., Racine, C., & Carmody, K. (2022). Educator feedback skill assessment: An educational survey design study. International Medical Education, 1, 97–105. https://doi.org/10.3390/ime1020012 Ni, J. (2024). Positive teacher feedback and academic emotions among primary school children in China: A study within the control-value theory framework. International Journal of Educational Research Open, 8, 100409. Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6 Schwab, S., Markus, S., & Hassani, S. (2024). Teachers’ feedback in the context of students’ social acceptance, students’ well-being in school, and students’ emotions. Educational Studies, 50(5), 978–995. https://doi.org/10.1080/03055698.2021.2023475 Shaul, S., Zelber-Sagi, S., & Sadeh, A. (2013). Teacher feedback and student self-regulation: The impact on deep learning and achievement. Educational Psychology, 33(4), 413–429. https://doi.org/10.1080/01443410.2013.785054 Shing, C. L., Saat, R. M., & Loke, S. H. (2015). The knowledge of teaching—Pedagogical content knowledge (PCK). Malaysian Online Journal of Educational Sciences. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Turkman Asadi, M., Ghaderi, M., Khosravi, M., Saleh-Sadeghpour, B., & Karami-Ghazafi, A. (2023). Design and validation of a combined model of pedagogical content knowledge (PCK) with psychological teaching experience for chemistry student-teachers (Doctoral dissertation). Allameh Tabataba’i University. [In Persian]. Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education, 11(1), 49-65. | ||
|
آمار تعداد مشاهده مقاله: 338 تعداد دریافت فایل اصل مقاله: 206 |
||