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تدوین مدل معادلات ساختاری دانش محتوایی معلمان دوره ابتدایی بر اساس دانش عملی و سواد رسانه ای | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 6، دوره 14، شماره 4 - شماره پیاپی 45، دی 1404، صفحه 115-131 اصل مقاله (948.2 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.15810.4391 | ||
| نویسندگان | ||
| طیبه تجری* 1؛ شادمهر پاکزاد2؛ فرشته سورگی3 | ||
| 1گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران | ||
| 2دانشجوی کارشناسی ارشد برنامه ریزی درسی، دانشگاه مازندران، بابلسر، ایران | ||
| 3کارشناسی ارشد مدیریت آموزشی، دانشگاه آزاد، علی آباد کتول، ایران | ||
| چکیده | ||
| پیشینه و اهداف: پژوهش حاضر باهدف تدوین رابطه بین دانش عملی و محتوایی معلمان با توجه به نقش میانجی سواد رسانهای در مدارس ابتدایی شهر علیآباد کتول انجام گرفت. روشها: روش پژوهش، توصیفی - همبستگی بود. جامعه آماری پژوهش تمامی معلمان مدارس مقطع ابتدایی شهر علیآباد کتول به تعداد 734 نفر تشکیل دادهاند. از جامعة آماری یادشده، بر اساس جدول کرجسی و مورگان، 190 نفر به روش نمونهگیری تصادفی طبقهای، انتخاب شدند. برای گردآوری دادهها از پرسشنامههای دانش عملی و دانش محتوایی ساهین (2011) و پرسشنامه سواد رسانهای فلسفی و همکاران (2014) به کار گرفته شد. برای تجزیهوتحلیل دادههای پژوهش، مدل معادلات ساختاری اجرا شد. یافتهها: یافته ها نشان داد دانش عملی معلمان با ضریب همبستگی (671/0) و سواد رسانه ای با ضریب همبستگی (661/0) ارتباط مستقیم و معناداری دارد و سواد رسانه ای معلمان دوره ابتدایی با دانش محتوایی ضریب همبستگی (722/0) رابطه مستقیم و معناداری دارند. هم چنین دانش عملی معلمان از طریق سواد رسانه ای با د انش محتوایی آنان رابطه معناداری دارد. نتیجهگیری: در نتیجه مدل مفهومی ارائه شده از برازش آماری مناسبی برخوردار است؛ بدین معناکه مدل دانش محتوایی معلمان دوره ابتدایی بر اساس دانش عملی و سواد رسانه ای، با داده های تجربی برازش دارد. | ||
| کلیدواژهها | ||
| دانش عملی"؛ " دانش محتوایی"؛ " دوره ابتدایی"؛ " سواد رسانهای؛ تربیت معلم"؛ " تربیت معلم | ||
| عنوان مقاله [English] | ||
| Compilation of the model of structural knowledge equations of primary school teachers based on practical knowledge and media literacy | ||
| نویسندگان [English] | ||
| tayebeh tajari1؛ Shadmehr Pakzad2؛ fereshteh soorgi3 | ||
| 1Department of Educational Sciences, Farhangian University, Tehran, Iran | ||
| 2M.A. Student in Curriculum Planning, Mazandaran University, Babolsar, Iran | ||
| 3Master of Educational Management, Azad University, Aliabad Katul, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The present study was conducted with the aim of investigating the relationship between practical and content knowledge of teachers with regard to the mediating role of media literacy in primary schools of Aliabad Katul city. Methods: The research method was descriptive-correlation. The statistical population of the research consisted of all primary school teachers of Aliabad Katul city, numbering 734 people. 190 people were selected from the aforementioned statistical population based on the Karjesi and Morgan table by stratified random sampling. Sahin (2011) and Philosophical Media Literacy Questionnaire (2014) were used to collect data. To analyze the research data, the structural equation model was implemented. Findings: The findings showed that teachers' practical knowledge with correlation coefficient (0/671) has a direct and meaningful relationship with their media literacy with correlation coefficient (0/661), and primary school teachers' media literacy has a direct and meaningful relationship with their content knowledge with correlation coefficient (0/722). Also, teachers' practical knowledge through media literacy has a significant relationship with their content knowledge. Conclusion: As a result, the presented conceptual model has a good statistical fit; This means that the content knowledge model of primary school teachers based on practical knowledge and media literacy fits | ||
| کلیدواژهها [English] | ||
| content knowledge", "media literacy", " practical knowledge", "primary school", ".teacher education", ".teacher education | ||
| مراجع | ||
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