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

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مطالعات سیاست گذاری تربیت معلم
دوره 4، شماره 3
مهر 1400
صفحه 41-71

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  • تاریخ دریافت: 27 بهمن 1399
  • تاریخ بازنگری: 27 اردیبهشت 1400
  • تاریخ پذیرش: 08 تیر 1400

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