ساخت و اعتباریابی مقیاسی برای سنجش دانش محتوای آموزشگری دانشجومعلمان رشته آموزش ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار روان‌شناسی تربیتی دانشگاه ارومیه. ارومیه. ایران.(نویسنده مسئول) f.michaeli.manee@gmail.com

2 دانش‌آموخته کارشناسی‌ارشد روان‌شناسی تربیتی دانشگاه ارومیه. ارومیه. ah.faraji96@gmail.com

چکیده

دانش محتوای آموزشگری، تاثیر مهم و بسیار زیادی بر طراحی و اجرای تدریس معلمان در مدرسه دارد. بنابراین، در وضعیت فعلی، توسعه و کارآیی این دانش، روابط آن با کیفیت آموزش و تاثیر آن بر فرایندهای یادگیری، نیاز به بررسی دقیق این دانش دارد. بر این اساس، هدف پژوهش حاضر، ساخت مقیاسی برای سنجش دانش محتوای آموزشگری دانشجو معلمان رشته آموزش ابتدایی و تعیین روایی آن بود. روش پژوهش، توصیفی است. جامعه آماری شامل کلیه دانشجو معلمان رشته آموزش ابتدایی دانشگاه‌های فرهنگیان بود. ابتدا، با مطالعه پیشینه پژوهش، به استخراج مولفه‌ها و تدوین مقیاس اقدام شد. نمونه‌ای 203 نفری از دانشجویان، 120 زن و 83 مرد پرسش‌نامه را به‌صورت برخط تکمیل کردند. ابتدا، با مطالعه ادبیات تحقیق، به استخراج مولفه‌ها و ترکیب آن پرداخته شد. سپس برای تعیین همبستگی بین مولفه‌ها و روایی مقیاس از ضریب همبستگی پیرسون و تحلیل عاملی تاییدی استفاده شد و  از آلفای کرونباخ (معادل 90/0) برای بررسی پایایی استفاده گردید. یافته‌های پژوهش نشان داد که بین مولفه‌های مقیاس، رابطه همبستگی مثبت و معناداری وجود دارد و مقیاس از روایی محتوایی قابل قبولی برخوردار است، روایی سازه نیز با استفاده از تحلیل عاملی اکتشافی به روش مولفه‌های اصلی تعیین شد. در نهایت مقیاس  به صورت سه مولفه اصلی دانش برنامه درسی، دانش یادگیرنده و دانش تدریس راهبردها تعیین شد. لذا می‌توان بیان داشت که مقیاس دانش محتوای آموزشگری در جامعه ایران دارای روایی مناسب می‌باشد و در موقعیت‌ها و پژوهش‌های سازمانی مربوط به دانش محتوای آموزشگری قابل استفاده است.

کلیدواژه‌ها


عنوان مقاله [English]

Development and Validation of Pre-service Primary school Teachers Pedagogical Content Knowledge

نویسندگان [English]

  • farzaneh Michaeli 1
  • Asrin Faraji 2
1 Associate Professor of Educational Psychology, Urmia University. Orumieh. Iran. (Responsible author)
2 Graduated bachelor's degree of Educational Psychology, Urmia University. Orumieh.
چکیده [English]

Knowledge of pedagogical content has a very important impact on the design and implementation of teacher teaching in schools. Therefore, the curnent situation, development and efficiency of this knowledge, its relationship whit the quality of education and it impact on learning processes need to be carefully examined. The purpose of this research was the development and validation scale for pedagogical content knowledge of Primary school teacher training students. The method of the research was descriptive. The statistical society was all of the student teachers in elementary course of the Teachers University that of the whole of the sample with the number of 203 students, 120 female and 83 male filled out the questionnaire online. First, it was proceeded to derivation the components and composition the measure by studying the literature of the research. Then, in order to determine correlation between components and validity of the scale Pearson's coefficient of correlation and factor analysis were used. The results of the research showed that there was a positive and significant correlation between components of the scale and the scale has an acceptable content validity. The validity of the structurewas determined using exploratory factor analysis by principal components. Finally, the scale was determined as the three main components of curriculum knowledge, learner knowledge and teaching knowledge strategies. Then it can be concluded that the pedagogical content knowledge of pre- service teachers- scale has appropriate validity in Iranian society and it can be used inorganizational situations and research related to educational content knowledge.

کلیدواژه‌ها [English]

  • Primary school teacher training students
  • Pedagogical Content Knowledge
  • Testing
  • Validity
  • Confirmatory Factor analysis
منابع
مرتاضی‌ مهربانی، ن؛ و گویا، ز. (1393). مدلی برای حرکت از توسعه حرفه‌ای به یادگیری حرفه‌ای معلمان ریاضی متوسطه در ایران. فصلنامه مطالعات برنامه درسی ایران، 9(34)، 70-35.
Adunola, O. (2011). An analysis of the relationship between class size and academic performance of students. Ego Booster Book: Ogun State, Nigeria.
Akbari, R., & Dadvand, B. (2011). Does formal teacher education make a difference? a comparison of pedagogical thought units of B.A. versus M.A. teachers. The Modern Language Journal, 95(1), 44-60.
Aksu, Z., Metin, M. (2014). Develoment to of the pedagogical content knowledge scale for pre- service teachers: The validity and reliability study. Mediterranean Journal of Social Sciences, 5(20), 1365-1377.
Ball, D.L., & Sleep, L. (2007, January). What is knowledge for teaching, and what are features of tasks that can be used to develop MKT. In Presentation made at the center for proficiency in teaching mathematics (CPTM) pre-session of the annual meeting of the association of mathematics teacher educators (AMTE), Irvine, CA.
Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle kompetenz von lehrkräften. Zeitschrift für Erziehungswissenschaft, 9(4), 469–520.
Baumert, J., & Kunter, M. (2013). The COACTIV model of teacher professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss. & M. Neubrand (Eds), Cognitive activation in the mathematics classroom and professional compentence of teacher (pp.25-48). Dordrecht, The Netherland: Springer.
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & Tsai, Y.-M. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
Bentler, P.M., & Bonnet, D.C. (1980). Significance Tests and Goodness of Fit in the Analysis of Covariance Structures. Psychological Bulletin, 88(3), 588- 606.
Blomeke, S. (2017). Modelling teacher professional competence as a multi dimensional construct. In S. Guerriero (Ed.), Pedagogical knowledge and the changing nature of the teaching profession (pp. 119-135). Paris, France: OECD Publishing.
Blömeke, S., Felbrich, A., & Müller, C. (2008). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Botha, M.L. & Reddy, C.P.S. (2011). In-service Teachers’ Perspectives of Pre-Service Teachers’ Knowledge Domains in Science. South African Journal of Education, 31(2), 257-274.
Bukova-Güzel, E., Cantürk-Günhan, B., Kula, S., Özgür, Z. & Nüket Elçi, A. (2013). Scale development for pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge. South African Journal of Education, 33(2), 1-21.
Carlsen, W. S. (1999). Domains of teacher knowledge. In J. Gess Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 133–144). Dordrecht: Kluwer.
Carmines, E.G. & McIver, J.P. (1981). Analyzing models with unobserved variables. In Bohrnstedt, G.W. & Borgatta, E.F. [Eds.] Social measurement: Current issues. Beverly Hills: Sage.
Chick, H. L., Baker, M., Pham, T., & Cheng, H. (2006). Aspects of teachers’ pedagogical content knowledge for decimals. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, 2, 297-304. Prague: PME.
Clermont, C. P., Borko, H., & Krajcik, J. S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31(4), 419–441.
Cochran-Smith, M., Villegas, A. M. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In D. H. Gitomer, 7 C.A. Bells (Eds.), Handbook of research on teaching (5th ed., pp. 439-547). Washington, DC: AERA.
Cronbach, L.J., & Meehl, P.E. (1955). Construct validity in psychological tests. Psychological bulletin, 52(4), 281.
Cronbach, L.J., & Shavelson, R.J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64(3), 391-418.
Darling-Hammond, L. (2000). Teacher quality and student achievement. A review of state policy evidence. Education Policy Analysis Archive, 8(1), 1–44.
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286-302.
Eilks, I., & Markic, S. (2011). Effects of a long-term participatory action research project on science teachers’ professional development. Eurasia Journal of Mathematics. Science and Technology Education, 7(3), 149–160. doi:10.12973/ejmste/75196.
Eshter, M. (2008). Theacher views on understanding evolutionary theory: A PCK-Study in the Framwork of the ERTE-model.Teaching and Teacher Education, 25(2), 259-267.
Etezadi-Amolo, J., & Farhoomand, A.F. (1996), A structural model of end user computing satisfaction and user performance. Information and Management, 30 (2), 65–73.
European Commission. (2013). Supporting teacher competence development for better learning outcomes. Brussels, Belgium: European Commission.
Fernandez, C. (2013). PcK - conhecimento pedagógico do conteúdo: perspectivas e possibilidades para a formação de professores (pcK - pedagogical content Knowledge: prospects and possibilities for teacher training. in: Viii encontro nacional de pesquisa em educação em ciências – enpec, 2011, Campinas, sp. Atas do VIII ENPEC – I CIEC 2011. rio de Janeiro, rJ: abrapec, 1, 1-12.
Fernandez-Balboa, J. M., Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching and Teacher Education, 11(3), 293-306.
Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? Teaching and Teacher Education, 38(2), 272-279.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from North American educational research on teacher education in English. Language Teaching, 35(1), 1-13.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
Hair, J.F., Anaderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate data analysis. Prentice Hall, London.
Hashweh, M.Z. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: theory and practice, 11(3), 273-292.
Henze, I., van Driel, J.H., & Verloop, N. (2008). Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 30(10), 1321–1342. [CrossRef].
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372–400.
Hudson, P., & Peard, R. (2006). Mentoring pre-service elementary teachers in mathematics teaching. EDU-COM 2006. International Conference. Engagement and Empowerment: New Opportunities for Growth in Higher Education, Edith Cowan University, Perth Western Australia, 22-24 November. Available at http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1078&context=ceducom.
Hudson, P., & Skamp, K. (2003). Mentoring preservice teachers of primary science. The Electronic Journal for Research in Science & Mathematics Education, 7(1). Available at http://wolfweb.unr.edu/homepage/crowther/ejse/hudson1.pdf. Accessed 11 October 2009.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M. & Jordan, A. (2008). Pedagogical content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716-725. DOI: 10.1037/0022-0663.100.3.716.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, and seeing. New York: Routledge.
Leavit, T. (2008). German mathematics teachers’ subject content and pedagogical content knowledge. Doctoral Dissertation.
Lortie, Dan C. (1975). School teacher: A sociological study. Chicago: University of Chicago Press.
Magnusson, S., Krajcik, J., Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess- Newsome and N.G. Lederman (Eds.), Examining Pedagogical Content Knowledge. (95–132). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers Knowledge. Teachers College Record, 108(6), 1017–1054.
Mohr, D. J., & Townsend, J. S. (2002). Using comprehensive teaching models to enhance pedagogical content knowledge. Teaching Elementary Physical Education, 13(4.), 32-36.
Pajares, M. F. (1992). Teacher beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers’ mathematics subject knowledge: the knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255-281.
Schleicher, A, (2016). Teaching excellence through professional learning and policy reform. Paris, France: OECD.
Schoenfeld, A.H. (1998). Toward a theory of teaching-in-context. Issues in Education, 4(1), 1-94.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Smith, K. (2005). Teacher educators' expertise: What do novice teachers and teacher educators say?. Teaching and Teacher Education, 21(2), 177-192.
Tamir, P. (1988) Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99 – 110.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, I., Rowley, G., Peck, R., Bankov, K., Rodriguez, M., & Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Amsterdam: IEA, Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M).
Tepner, O. & Dollny, S. (2014). Measuring chemistry teachers’ content knowledge: Is it correlated to pedagogical content knowledge. In: C. Bruguiere A. Tiberghien & P. Clément (Eds.), Topics and Trends in Current Science Education, 9th ESERA Conference Selected Contributions (pp. 243–254).
Toluk Uçar, Z. (2010). Sýnýf öðretmeni adaylarýnýn matematiksel bilgileri ve öðretimsel açýklamalarý. In proceedings of 9 Ulusal Sýnýf Öðretmenliði Eðitimi Sempozyumu, 20-22 Mayýs, Elazýð, 261-264.
Van Driel, J. H., de Jong, O. & Verloop N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86(4), 572-590, 2002. DOI: 10.1002/sce.10010.
Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441-461.
Westwood, P. (2004). Effective teaching to reduce educational failure (Ph.D Dissertation). University of Hong- Kong
YeSildere, S., & Akkoç, H. (2010). Matematik öðretmen adaylarýnýn sayý örüntülerine ilikin pedagojik alan bilgilerinin konuya özel stratejiler baðlamýnda incelenmesi. Ondokuz Mayýs Üniversitesi Eðitim Fakültesi Dergisi, 29(1), 125-149.
Zahorik, J. A. (1991). Teaching style and textbooks. Teaching and Teacher Education, 7(2), 185-196.