عنوان مقایسة شایستگی های حرفه ای دانش آموختگان کارشناسی پیوسته و مهارت آموزان مادة 28 دانشگاه فرهنگیان: مطالعه مبتنی بر الگوی TPACK

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار مطالعات برنامه درسی, گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

2 استادیار سنجش و ارزشیابی آموزشی. گروه علوم تربیتی. دانشگاه فرهنگیان کردستان.سنندج. ایران

3 دکتری مطالعات برنامه درسی، مسئول نظارت، ارزیابی دانشگاه فرهنگیان، کردستان. سنندج، ایران

10.22034/emes.2023.2002191.2477

چکیده

هدف:  هدف اصلی پژوهش حاضر مقایسه شایستگی­های حرفه­ای دانش­آموختگان کارشناسی پیوسته و مهارت­آموزان ماده 28 دانشگاه فرهنگیان­بود.
روش پژوهش: این پژوهش از نظر هدف کاربردی، از حیث رویکردکمّی، برحسب پارادایم و فلسـفة زیربنایی تصمیم­گرا و آینده­نگر و از نظر راهبرد اجرا، علّی مقایسـه­ای یا پـس­رویدادی­است. جامعة آماری پژوهش شـامل تمامـی معلمان دانش‌آموختة دانشگاه فرهنگیان در دوره‌های کارشناسی پیوسته و مهارت­آموزان ماده 28 در بازة زمانی 1395 تا 1399 شاغل در آموزش‌ و پرورش کشور بود. روش نمونه‌گیری، خوشه‌ای چندمرحله‌ای بود. نمونه­ای به حجم440 نفر از میان معلمان در دو گروه و پنج رشتة آموزش­ابتدایی، زبان­انگلیسی، ریاضی، علوم­اجتماعی و مشاوره انتخاب­شدند. ابزار جمع­آوری اطلاعات، آزمون سنجش دانش و مهارت­های حرفه­ای معلم­بود که بر اساس مولفه­های­هفت­گانة مدل­تی­پک (TPACK)، توسط متخصصان در قالب موقعیت­های شبیه­سازی­شده طراحی­ شد. داده‌های جمع­آوری شده با استفاده از شاخـص­های آمار توصیفی و آزمون t در گروه‌های مستقل، تحلیل­شد.
یافته‌ها: یافته­های پژوهش نشان­داد بالاترین و پایین­ترین میانگین عملکرد به­ترتیب متعلق دانش­آموختگان کارشناسی پیوستة رشته­­های­ آموزش­ابتدایی و ریاضی دانشگاه فرهنگیان­است. تفاوت­مشاهده­شده بین­میانگین عملکرددانش­آموختگان کارشناسی پیوسته و مهارت­آموزان ماده 28 در مهارت­های محتوایی، پداگوژیکی و تکنولوژیکی ازنظر آماری معنی­دار است و این تفاوت در مهارت پداگوژیکی و تکنولوژیکی به­نفع دانش­آموختگان کارشناسی پیوسته و در دانش موضوعی به نفع دانش­آموختگان ماده28 است.
نتیجه‌گیری: نتایج پژوهش نشان­داد دانش­آموختگان کارشناسی پیوسته دانشگاه­فرهنگیان در دانش و مهارت پداگوژیکی و تکنولوژیکی عملکرد بهتری نسبت به مهارت­آموزان ماده 28 داشته­اند، در حالی­که عملکرد مهارت­آموزان ماده 28 در دانش­محتوایی موفق­تر از دانش­آموختگان کارشناسی پیوسته­­است. براین­اساس، می­توان نتیجه­گرفت علاوه بر شیوة جذب و پذیرش معلم، عوامل­ دیگری در تفاوت کیفیت شایستگی حرفه­ای آن­ها مؤثر بوده­است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparing the professional Competencies Teachers Graduated from Farhangian University with Those of Madeh 28: A TPACK-Based Study

نویسندگان [English]

  • Yahya Maroofi 1
  • Ebrahim Mohammad pour 2
  • Shahriar Haidari 3
1 Associate Professor of Curriculum Studies, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
2 Ph D, Measurement and Evaluation, Educational sciences, Farhangian University, Sanandaj, Iran
3 PhD, Evaluation Responsable of Farhangian University, Kurdistan. Sanandaj, Iran
چکیده [English]

Objective: The primary purpose of the present study was to compare the professional competencies of teachers who graduated from Farhangian University with those of Madeh 28.
Methods: It is quantitatively applied research designed to compare the knowledge of two groups of teachers. The statistical population included all the teachers who graduated with a Bachelor's degree from Farhangian University and those of Medeh 28 between 2015 - 2019. A total of 440 graduated teachers were sampled from the primary education, English language, mathematics education, social sciences, and counseling fields of study using the multi-stage sampling method. A set of performance-based tests were developed to collect the data. Descriptive statistical measures and t-Test were employed to analyze the data.
Results: The findings indicated that the highest and the lowest average performance belonged to the primary education and mathematics education teachers who graduated from Farhangian University, respectively. A significant difference was found between the performance of the two groups of teachers in content knowledge (CK), technological knowledge (TK), and pedagogical knowledge (PK), and the differences in TK and PK are in favor of those of Bachlo's degree graduated from Farhangian University. However, the significant difference in CK was in favor of Madeh 28 teachers.  
Conclusion: Recruiting teachers’ method is one of many factors that impact teacher qualification. The Bachelor's degree teachers who graduated from Frhangian University performed higher in PK and TK than those of Madeh 28. In contrast, Madeh 28 teachers performed better in CK than the other group.

کلیدواژه‌ها [English]

  • Keywords: "teacher professional competencies"
  • "TPACK model"
  • "Madeh 28”
  • " Farhangian University"

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