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طراحی مدل عوامل مؤثر در شکل گیری دانش دبیران در تلفیق فناوری (مورد مطالعه: دبیران شهر شیراز) | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 11، دوره 8، شماره 2 - شماره پیاپی 21، اسفند 1398، صفحه 233-252 اصل مقاله (1.46 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| محمد حسن سیف* 1؛ احمد رستگار1؛ اعظم ظهیری2 | ||
| 1دانشیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران | ||
| 2کارشناسیارشد، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر ارائة مدل عوامل مؤثر در شکلگیری دانش ضروری برای دبیران در تلفیق فناوری است. پژوهش حاضر از منظر هدف کاربردی و از نظر روش گردآوری توصیفی- همبستگی است. جامعة آماری پژوهش دبیران مقطع متوسطة شهر شیراز در سال تحصیلی 93 -94 است که تعداد آنها 5824 نفر (زن و مرد) بود. براساس فرمول کوکران، 255 نفر با روش نمونهگیری خوشهای انتخاب شدند. ابزار گردآوری دادهها پرسشنامههای ساهین (2011)، چای و همکاران (2011)، نیدرهاوزر و پرکمن (2008)، و چنن- موران و ولفولک هوی (2001) بود. برای آزمون فرضیههای پژوهش مدلسازی معادلات ساختاری استفاده گردید. یافتهها نشان داد بین همة حوزههای دانش محتوایی تربیتی فناوری همبستگی مثبت و معنادار وجود دارد و دانش محتوا، دانش تربیتی، دانش محتوای فناوری، دانش تربیتی فناوری، دانش محتوای تربیتی بر دانش محتوایی تربیتی فناوری (دانش ضروریِ معلم) اثر مستقیم دارند. علاوه بر این، دانش فناوری، دانش محتوا و دانش تربیتی به طریق غیرمستقیم بر دانش محتوایی تربیتی فناوری تأثیر دارند و بیشترین اثر کل مربوط به دانش محتواست. | ||
| کلیدواژهها | ||
| خودکارآمدی معلم؛ دانش محتوایی تربیتی فناوری؛ عوامل درون فردی | ||
| عنوان مقاله [English] | ||
| Modelling the Factors Affecting the Formation of the High School Teachers’ Knowledge Required for Technology Integration (The Case: Shiraz City’ High School Techers) | ||
| نویسندگان [English] | ||
| Mohammad Hassan Seif1؛ Ahmad Rastegar1؛ Azam Zahiri2 | ||
| 1Associate Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran | ||
| 2M.S degree, Department of Educational Sciences, Payame Noor University, Tehran, Iran | ||
| چکیده [English] | ||
| The purpose of this study is presenting a causal model of factors affecting the formation of the knowledge required by high school teachers in technology integration. In terms of objectives, this study is an applied research and in terms of method of collecting and analyzing data it is a descriptive and correlational research. The participants were 255 high school teachers in Shiraz city (based on Cochran Formula) who were selected through stratified random and cluster sampling method among 5824 in service teachers in Shiraz in 1393-1394. This study employed a combination of instruments to collect data: the Technological Pedagogical Content Knowledge (TPACK) instrument developed and validated by Sahin (2011) for evaluating CK, PK, PCK, and TCK and Chai, et al. (2011) questionnaire for assessing TK, TPK and TPACK, the Intrapersonal Technology Integration Scale (ITIS) instrument developed and validated by Niederhauser and Perkmen (2008); the Teachers’ Sense of Self- Efficacy Scale instrument developed and validated by Tschannen-Moran and Woolfolk Hoy (2001). The path analysis was used to examine the research hypotheses. Findings showed that significant positive correlations exist between the TPACK constructs. CK and PK had direct and indirect effects on TPACK, while TK had only indirect effect on TPACK. Content Knowledge had the greatest total effect on TPACK. | ||
| کلیدواژهها [English] | ||
| Intrapersonal factors, Teacher’s self-efficacy, Technological pedagogical and content knowledge | ||
| مراجع | ||
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