Abstract:
هدف: این پژوهش از اهداف چندگانهای مانند آزمون شاخصههای روایی و پایایی پرسشنامه «توسعۀ حرفهای اثربخش»، شناسایی تفاوتها بین نظرات معلمان بر اساس متغیرهای جمعیت شناختی و کمک به بهبود توسعة حرفهای معلمان از طریق شناسایی اولویتهای توسعة حرفهای اثربخش برخوردار بود. روش: رویکرد پژوهش حاضر پسااثباتگرایی و راهبرد آن پیمایشی -توصیفی بود. جامعه تحقیق شامل معلمان دوره ابتدایی شهر سنندج که 1258 نفر بود. مشارکتکنندگان در این پژوهش، 300 نفر بودند که با استفاده از جدول کرجسی و مورگان و با نمونهگیری به روش خوشهای چندمرحلهای انتخاب شدند. از پرسشنامه سوین و لومپه (2014) تحت عنوان «ویژگیهای توسعة حرفهای اثربخش» استفاده شد. جهت آزمون فرضیهها با توجه به نوع توزیع دادهها از آمارهای مناسب استنباطی استفاده شد. برای آزمون روایی محتوایی پرسشنامه از تحلیل عاملی تاییدی و برای آزمون پایایی از آزمون آلفای کرانباخ استفاده شد که آلفای بهدست آمده 967/0 بود که نشان از پایایی مناسب پرسشنامه بود. یافتهها و نتیجهگیری: نتایج نشان داد که پرسشنامه «ویژگیهای توسعة حرفهای اثربخش» دارای روایی و پایایی مطلوب برای استفاده در بین معلمان ایرانی است. در بین مولفههای توسعة حرفهای اثربخش از نظر معلمان با توجه به نتایج آزمون فریدمن رتبه اول این مولفهها تمرکز بر دانش محتوایی معلمان و نحوه یادگیری مطالب توسط دانش آموزان و در رتبه آخر یادگیری فعال فراتر از کلاس درس قرار داشت. همچنین بین مولفههای توسعة حرفهای اثربخش معلمان تفاوت معناداری وجود دارد.
Purpose: This study had multiple objectives such as testing the validity and reliability characteristics of the "Effective Professional Development" questionnaire, identifying differences between teachers 'opinions based on demographic variables and helping to improve teachers' professional development by identifying effective career development priorities. Method: The approach of the present study was post-stability and its strategy was survey-descriptive. The research community included primary school teachers in Sanandaj who numbered 1,258. The participants in this study were 300 people who were selected using Karajsi and Morgan tables and by sampling using multi-stage clustering method. Sweeney and Lumpe's (2014) questionnaire was used under the heading "Characteristics of Effective Professional Development". Appropriate inferential statistics were used to test the hypotheses according to the type of data distribution. For the content validity test of the questionnaire, confirmatory factor analysis and for reliability test, Cranbach's alpha test was used. The obtained alpha was 0.967, which showed the appropriate reliability of the questionnaire. Results and Conclusions: The results showed that the questionnaire "Effective professional development characteristics" has the desired validity and reliability for use among Iranian teachers. Among the components of effective teacher development in terms of teachers, according to Friedman's test results, the first rank of these components was the focus on teacher content knowledge and how students learn the content and the last rank was active learning beyond the classroom. There is also a significant difference between the components of effective teacher development. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement. Purpose: This study had multiple objectives such as testing the validity and reliability characteristics of the "Effective Professional Development" questionnaire, identifying differences between teachers 'opinions based on demographic variables and helping to improve teachers' professional development by identifying effective career development priorities. Method: The approach of the present study was post-stability and its strategy was survey-descriptive. The research community included primary school teachers in Sanandaj who numbered 1,258. The participants in this study were 300 people who were selected using Karajsi and Morgan tables and by sampling using multi-stage clustering method. Sweeney and Lumpe's (2014) questionnaire was used under the heading "Characteristics of Effective Professional Development". Appropriate inferential statistics were used to test the hypotheses according to the type of data distribution. For the content validity test of the questionnaire, confirmatory factor analysis and for reliability test, Cranbach's alpha test was used. The obtained alpha was 0.967, which showed the appropriate reliability of the questionnaire. Results and Conclusions: The results showed that the questionnaire "Effective professional development characteristics" has the desired validity and reliability for use among Iranian teachers. Among the components of effective teacher development in terms of teachers, according to Friedman's test results, the first rank of these components was the focus on teacher content knowledge and how students learn the content and the last rank was active learning beyond the classroom. There is also a significant difference between the components of effective teacher development. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement. Purpose: This study had multiple objectives such as testing the validity and reliability characteristics of the "Effective Professional Development" questionnaire, identifying differences between teachers 'opinions based on demographic variables and helping to improve teachers' professional development by identifying effective career development priorities. Method: The approach of the present study was post-stability and its strategy was survey-descriptive. The research community included primary school teachers in Sanandaj who numbered 1,258. The participants in this study were 300 people who were selected using Karajsi and Morgan tables and by sampling using multi-stage clustering method. Sweeney and Lumpe's (2014) questionnaire was used under the heading "Characteristics of Effective Professional Development". Appropriate inferential statistics were used to test the hypotheses according to the type of data distribution. For the content validity test of the questionnaire, confirmatory factor analysis and for reliability test, Cranbach's alpha test was used. The obtained alpha was 0.967, which showed the appropriate reliability of the questionnaire. Results and Conclusions: The results showed that the questionnaire "Effective professional development characteristics" has the desired validity and reliability for use among Iranian teachers. Among the components of effective teacher development in terms of teachers, according to Friedman's test results, the first rank of these components was the focus on teacher content knowledge and how students learn the content and the last rank was active learning beyond the classroom. There is also a significant difference between the components of effective teacher development. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement. Purpose: This study had multiple objectives such as testing the validity and reliability characteristics of the "Effective Professional Development" questionnaire, identifying differences between teachers 'opinions based on demographic variables and helping to improve teachers' professional development by identifying effective career development priorities. Method: The approach of the present study was post-stability and its strategy was survey-descriptive. The research community included primary school teachers in Sanandaj who numbered 1,258. The participants in this study were 300 people who were selected using Karajsi and Morgan tables and by sampling using multi-stage clustering method. Sweeney and Lumpe's (2014) questionnaire was used under the heading "Characteristics of Effective Professional Development". Appropriate inferential statistics were used to test the hypotheses according to the type of data distribution. For the content validity test of the questionnaire, confirmatory factor analysis and for reliability test, Cranbach's alpha test was used. The obtained alpha was 0.967, which showed the appropriate reliability of the questionnaire. Results and Conclusions: The results showed that the questionnaire "Effective professional development characteristics" has the desired validity and reliability for use among Iranian teachers. Among the components of effective teacher development in terms of teachers, according to Friedman's test results, the first rank of these components was the focus on teacher content knowledge and how students learn the content and the last rank was active learning beyond the classroom. There is also a significant difference between the components of effective teacher development. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement.
Machine summary:
راهبرد مديريت دانش مدرسه ، توسعه حرفه اي مداوم ؛ تمرکز بر راهبردهاي آموزش و يادگيري، ترويج همکاري بين کارکنان و ارزيابي فرايندها؛ تمرکز بر يادگيري فعال ، اجراي تدريس مبتني بر گفتگو، شيوه هاي استفاده از فناوري اطلاعات و ارتباطات ، سواد رايانه اي و آشنايي با فناوري اطلاعات ؛ رفتار صميمانه معلم و رفتار حمايتي مدير را در توسعه حرفه اي در کلاس درس مؤثر است ( ,Coulter and Woods ;٢٠٠٥ ,Ingvarson et al ;٢٠١٠ ,Zhao 2012; Coldwell, 2017; Wang, Hsu, Reeves and Coster, 2014; Ninlawan, 2015; Sedova, ٢٠٠٤ ,Aubi and Askari ;٢٠١٦ ,Sedlacek, and Svaricek).
با توجه به پيشينه نظري موجود و تحقيقات انجام شده ميتوان اظهار کرد که به رغم اهميت توسعۀ حرفه اي معلمان و پژوهش هايي که در مورد آن انجام شده است ، جز مواردي معدود (٢٠١٠) Buczynski and Hansen اغلب دوره هاي توسعۀ حرفه اي کوتاه مدت که به صورت ضمن خدمت برگزار ميشوند و موضوعي خاص را مطرح ميکنند موردمطالعه قرارگرفته اند و به دوره هاي توسعۀ حرفه اي بلندمدت معلمان کمتر توجه شده است ( Garet, Porter, Desimone, Birman and ;٢٠١٠ ,Fielder Yoon, 2001; Miller, 2009; Richter, Kunter, Klusmann, Lüdtke and Baumert, 2011; Scott ٢٠٠٩ ,and Sutton).
اين تغيير بسيار چشمگير بوده است که بسياري از آن ها به عنوان يک تصوير جديد يادگيري معلمان ، يک الگوي جديد آموزش معلمان ، يک انقلاب در آموزش و حتي يک «پارادايم جديد» پيشرفت حرفه اي به آن اشاره کرده اند (٢٠٠٠ ,Walling and Lewis)؛ بنابراين اهميت و جايگاه توسعۀ حرفه اي بر کسي پوشيده نيست و ما در پژوهش حاضر به دنبال آزمون شاخصه هاي روان سنجي پرسشنامه «ويژگيهاي توسعۀ حرفه اي اثربخش » در بين معلمان ابتدايي سنندج ، شناسايي تفاوت ها بين نظرات معلمان براساس متغيرهاي جمعيت شناختي (مانند جنسيت ، سابقه اشتغال و ...