| تعداد نشریات | 25 |
| تعداد شمارهها | 563 |
| تعداد مقالات | 4,459 |
| تعداد مشاهده مقاله | 7,464,255 |
| تعداد دریافت فایل اصل مقاله | 3,903,262 |
ارزیابی سواد تربیتی معلمان و والدین پایه اول ابتدایی؛ دلالتهایی برای سیاستگذاری و آموزش | ||
| مطالعات سیاست گذاری تربیت معلم | ||
| مقاله 4، دوره 8، شماره 2، مرداد 1405، صفحه 49-64 اصل مقاله (538.78 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/edup.2026.20910.1436 | ||
| نویسندگان | ||
| حسن نجفی* 1؛ محیا سادات نجفی زاده2 | ||
| 1هیات علمی دانشگاه فرهنگیان | ||
| 2کارشناسیارشد برنامهریزی درسی دانشگاه آزاد اسلامی واحد قم، قم، ایران | ||
| چکیده | ||
| پیشینه و اهداف: پژوهش با هدف ارزیابی سواد تربیتی معلمان و والدین دانشآموزان پایه اول ابتدایی و تبیین دلالتهای آن برای سیاستگذاری تربیت معلم و آموزش خانواده انجام شد. روش پژوهش توصیفی از نوع پیمایشی بود. روشها: روش پژوهش توصیفی از نوع پیمایشی بود. جامعه آماری کلیه معلمان و والدین پایه اول ابتدایی ناحیه یک شهر قم بود. طبق فرمول کوکران از میان معلمان 108 و از میان والدین 384 نفر به عنوان حجم نمونه برآورد شدند. نمونه گیری تصادفی سهمیهای بود. ابزار گردآوری دادهها پرسشنامه محقق ساخته در حوزه سواد تربیتی بود که بعد از تعیین روایی و پایایی در اختیار افراد نمونه قرار گرفت. تجزیهوتحلیل دادهها از طریق آزمونهای تحلیل واریانس و تی تک نمونهای انجام شد. یافتهها: میانگین سواد تربیتی در معلمان 67/7 است و عمده ضعف شناسایی شده آنها به میزان آشنایی بر فلسفه و غایت تربیت در فضای فکری اسلام(با میانگین 97/5) و نقطه قوتشان مربوط به میزان برقراری ارتباط و تعامل مطلوب با والدین و اولیای مدرسه(با میانگین 3/8) است. درمیان والدین نیز میانگین سواد تربیتی 62/7 است و عمده ضعف شناسایی شده آنها به میزان زمینهسازی برای فراگیری معارف دینی توسط فرزند(با میانگین 04/7) و نقطه قوتشان مربوط به میزان توجه و دقت شما به رفتارهای فرزند(با میانگین 74/8) است. نتیجهگیری: پیشنهاد میشود سیاستگذاریهای تربیت معلم علاوه بر تقویت شایستگیهای آموزشی، بر ارتقای سواد تربیتی، بهویژه در حوزه فلسفه و غایت تربیت، متمرکز شود و همزمان سیاستهای آموزش خانواده نیز در جهت توانمندسازی والدین و تقویت مشارکت تربیتی خانه و مدرسه بازطراحی گردد. | ||
| کلیدواژهها | ||
| سواد؛ تربیت؛ سواد تربیتی؛ معلمان؛ والدین؛ پایه اول؛ سیاستگذاری | ||
| عنوان مقاله [English] | ||
| Evaluating the Educational Literacy of First-Grade Primary School Teachers and Parents: Implications for Policy-Making and Educational Practices | ||
| نویسندگان [English] | ||
| hassan najafi1؛ mahyasadat najafizadeh2 | ||
| 1allameh tabatabaei | ||
| 2Master's in Curriculum Planning, Islamic Azad University, Qom Branch, Qom, Iran, | ||
| چکیده [English] | ||
| Background and Objectives: This study aimed to evaluate the educational literacy of first-grade primary school teachers and parents and identify its implications for teacher education policy-making and family education. Methods:This descriptive survey was conducted among all first-grade primary school teachers and parents in District 1 of Qom, Iran. Based on Cochran’s formula, 108 teachers and 384 parents were selected through stratified random sampling. Data were collected using a researcher-developed Educational Literacy Questionnaire with established validity and reliability and analyzed using one-sample *t*-tests and analysis of variance (ANOVA). Findings:The mean educational literacy score of teachers was 7.67. Their main weakness was limited familiarity with the philosophy and purposes of education within the Islamic intellectual framework(mean = 5.97),while their greatest strength was effective interaction with parents and school staff(mean = 8.30).Among parents, the mean score was 7.62. Their main weakness was providing opportunities for children to learn religious teachings(mean = 7.04), whereas their greatest strength was monitoring their children’s behavior(mean = 8.74). Conclusion: Teacher education policies should extend beyond instructional competencies to strengthen educational literacy, particularly the philosophy and purposes of education. Likewise, family education policies should be redesigned to empower parents and foster effective home–school partnerships that promote students’ holistic development. | ||
| کلیدواژهها [English] | ||
| Literacy, Education, Educational Literacy, Teachers, Parents, First Grade, Policy-Making | ||
| مراجع | ||
|
Abdi, Z. (2024). Artistic teacher. Nariyamehr. [in persian]
Abdolmaleki, S., Maleki, H., & Farajmand, L. (2019). Components affecting effective teaching of teachers (case study: Fifth-grade elementary teachers in Tehran). Research in Education and Learning, 16(1), 123–135. [in persian]
Apple, M. W. (2019). Ideology and Curriculum. New York: Routledge.
A'rafi, A. (2014). Child rearing with a jurisprudential approach. Eshraq va Erfan. [in persian]
Aslani, E. (2017). Parental educational literacy. Payvand, 39(446), 17–19. [in persian]
Asvadi, F., & Zare Teymouri, N. (2024). Teacher's educational literacy and improving the quality of education by applying the six dimensions of education. In Proceedings of the First International Conference on Outstanding Teachers. Mosalla-e-Soleyman, Iran.
Bagheri, K. (2025). The impact of enhancing parents' educational and emotional literacy on reducing behavioral problems and improving academic performance of elementary students. In Proceedings of the First International Conference on Artificial Intelligence in Education, Psychology, Educational Sciences, and Religious, Cultural, Social, and Management Studies in the Third Millennium. Boushehr. [in persian]
Bazouband, F. (2024). Talent identification of children at home. Kelid-e Amuzesh. [in persian]
Beyrami, M. (2022). Child rearing in the practical conduct of the Prophet Muhammad (Unpublished Level 3 thesis). Howze-ye Elmiye-ye Qom, Qom, Iran. [in persian]
Cansever, B. A. (2021). An Introduction to Media Literacy. In book: Research Anthology on Developing Critical Thinking Skills in Students. Information Science Reference.
Danshvar, A., & Lak, P. (2019). Economic education of children. Mi’ad-e Andishe. [in persian]
Delaviz, K., Moidfar, H., & Kiani, Q. (2024). The impact of value creation in parental educational literacy on resilience and academic achievement mediated by responsibility. Innovation and Value Creation, 13(1), 150–172. [in persian]
Ensafi Mehrabani, S., Fayyaz, I., Beheshti, S., & Delavar, A. (2021). Goals of teaching moral concepts to children based on the views of Ayatollah Javadi Amoli. Thinking and Child, 12(2), 3–27. [in persian]
Esmaeilzadeh, H. (2021). Explaining the relationship between educational literacy and professional identity of novice teachers. Teacher Educational Literacy, 1(1), 190–206. [in persian]
Esteki, M., & Khaleqi, A. (2017). Helping children cope with stress. Nazari. [in persian]
Farhadian, R. (2009). Family and child rearing. Anjoman-e Oliya va Morabbiyan. [in persian]
Fuladvand, F., Shahanshahi, M., & Mahmoudi, M. (2022). Teacher titled educational literacy and classroom management. Biannual Journal of Teacher Educational Literacy, 2(1), 34–54. [in persian]
Giroux, H. A., & Penna, A. N. (1979). Social education in the classroom: The dynamics of the hidden curriculum. Theory & Research in Social Education, 7(1), 21-42.
Haeri Shirazi, M. (2016). Religious education of the child. Ma’aref. [in persian]
Huang, H. P., Cheng, Y. Y., & Yang, C. F. (2016). Science teachers’ perception on multicultural education literacy and curriculum practices. Mathematics Science and Technology Education, 13(6),2761-2775.
Kein, A. (2018). The role of parental literacy in students’ academic performance. https://www.researchgate.net
Khonkdar Tarsi, M., & Salahshouri, A. (2013). Cultural education factors from the perspective of Imam Khomeini (RA). Research in Islamic Education and Training Issues, 20(3), 115–133. [in persian]
Mahdavikhah, A., Javidi Kalateh Jafarabadi, T., Amin Khandaqi, M., & Karami, M. (2023). Boundaries of student participation in the curriculum: Analysis of experts' views. Education and Training, 39(1), 7–26. [in persian]
Makkarem Shirazi, N. (2021). Education and rearing in the Tafsir-e Nemune. Emam Ali ibn Abi Taleb. [in persian]
Masoumifard, M. (2019). Comparison of cultural, educational, and emotional literacies among students and professors in the field of Quran and Hadith sciences. Quran and Medicine, 4(4), 87–93. [in persian]
Mehrabi, D. (2019). The position of family in media literacy research in Iran: Systematic review. 14(1), 112–128. [in persian]
Mehrmohammadi, M., & Kian, M. (2014). Curriculum and art education in education. Samt. [in persian]
Mirmarshadi, M. M. (2024). The child and the foundations of Islamic thought. Mo’assese-ye Amuzesh va Pajuheshi-ye Emam Khomeini. [in persian]
Moghaddam Nazar, N. (2024). Enhancing parents' educational information to reduce violence in fifth-grade elementary students; Tafreshi Nia School in Qom city. Research in Art and Humanities, 9(9), 49–62. [in persian]
Mohigulkhon, K. (2024). Economic Education In Preschool And Primary School Age. Peerian, 34(1), 41-44.
Molaei, R., Mirzamohammadi, M. H., & Rahnama, A. (2023). Philosophical explanation of teacher ethics from the perspective of Western educational philosophers and Muslim educators and thinkers to present and validate a charter. Islamic Education, 18(2), 81–105. [in persian]
Maqām-e mo’azzam-e rahbari [Supreme Leader]. (2022). Response to the letter from a group of students at Shahid Motahhari Girls' High School. November 1, 2022. [in persian]
Motamedi Mohammadabadi, M., Nasr Esfahani, A., Asadi, A., & Zamani, B. E. (2022). Designing a model for teaching media literacy to teachers based on grounded theory approach. Curriculum Studies, 17(4), 139–170. [in persian]
Motamedi, A. (2023). The role of aesthetics in teaching and learning: A meta-synthesis study. Research in Curriculum Studies, 3(1), 74–91. [in persian]
Naderian, H., Taherian Nasab, F., & Eqbalian, S. (2024). The impact of teachers' educational literacy on alleviating student depression. In Proceedings of the 11th National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies. Tehran. [in persian]
Najafi, H. (2021). Moral education in childhood. Pajuheshkade-ye Baqer al-Olum. [in persian]
Najafi, H. (2024). Indicators of the Identity-giving Curriculum in the Intellectual System of the Supreme Leader. Islamic Perspective on Educational Science, 12(26), 31-49. [in persian]
Narvaez, D. (2008). Human flourishing and moral development: Cognitive and neurobiological perspectives of virtue development. In L. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education (pp. 310-327). Routledge.
OECD. (2021). Education at a Glance 2021: OECD Indicators. Paris: OECD Publishing.
Pahl, K, Rowsell, J. (2014). Literacy and Education: Understanding the New Literacy Studies in the Classroom. SAGE Publications.
Pouryazdi, R. (2020). Be childish with children. Qods. [in persian]
Radmard, H. (2025). Designing an operational model and process for achieving the ideal teacher. Pajuheshgāh-e Olum-e Eslāmi-ye Emām Sādeq. [in persian]
Rezaei Birjandi, A. (2018). Nutrition in Islam: Foundations, principles, and methods. Boostan-e Ketab. [in persian]
Sadeghi, A., & Najafi, H. (2017). Developing multicultural curriculum strategies for teacher education in Iran based on experiences from Australia, Canada, Malaysia, and India. Teacher Education Policy Studies, 1(1), 127–146. [in persian]
Sadeghi, A., Hashemi, J., Marashi, M., & Safaei Moghaddam, M. (2018). Conceptual analysis of competence and the role of ethical competence in parenting. Educational Psychology, 14(4), 1–24. [in persian]
Sarlak, S. (2024). An analysis of emotional educational literacy and providing an educational protocol for parents with young children. Applied Studies in Social Sciences and Sociology, 7(3), 83–96. [in persian]
Sattari, A. (2018). Teaching thinking to children and adolescents. Samt. [in persian]
Sho’ari-Nejad, A. A. (2019). Psychology of education and teaching. Ettela’at. [in persian]
Shahid Thani. (1995). The aspirant's desire in the etiquette of the teacher and the student (M. B. Hojjati, Trans.). Eslami. [in persian]
Shapiro, L. (2011). Exercises for creating calm and reducing psychological pressures for children (A. Mohtashami, Trans.). Andishe-ye Mo’aser. [in persian]
Sharifzadeh, A., Borjali, A., Eskandari, H., Farokhi, N., & Sohrabi, F. (2020). Identifying psychological characteristics in the selection of elementary teachers. Educational Psychology, 282–301. [in persian]
Snäll, E. (2024). Educational literacy through time: A concept analysis. Master’s thesis in University of Gothenburg.
Stamp, C. (2019). How Are Teachers Using Psychology In The Classroom?.
Tabarg, B. (2019). Examining and determining the professional development needs of teachers in curriculum reform. International Research in Education, 7(1), 68-96.
Theoretical foundations of the Fundamental Transformation Document of Education. (2011). Secretariate of the Supreme Council of the Cultural Revolution. [in persian]
| ||
|
آمار تعداد مشاهده مقاله: 238 تعداد دریافت فایل اصل مقاله: 23 |
||