ORIGINAL_ARTICLE
اثربخشی آموزش ذهنآگاهی با رویکرد اسلامی بر دلزدگی تحصیلی و بهزیستی مدرسه دانش آموزان
هدف: زندگی تحصیلی از مهمترین دورههای زندگی فرد است که بر تربیت و یادگیری ثمربخش و موفقیتآمیز فرد تأثیر میگذارد و در آنجا لیاقتها و تواناییها به بار مینشیند و پیشرفتهای علمی حاصل میشود. اما در زندگی روزانة تحصیلی، دانشآموزان با انواع چالشها، موانع و فشارهای خاص این دوره مواجه میشوند. هدف پژوهش حاضر اثربخشی شناخت درمانی مبتنی بر ذهن آگاهی با رویکرد اسلامی بر دلزدگی تحصیلی و بهزیستی مدرسه دانشآموزان مقطع دبیرستان بود. روش: طرح این پژوهش شبهآزمایشی و از نوع پیشآزمون ـ پسآزمون با گروه کنترل بود. جامعه آماری این پژوهش را کلیه دانشآموزان دختر مقطع متوسطه شهر تهران که در سال تحصیلی 96-1395 مشغول به تحصیل میباشند تشکیل میدادند. در این پژوهش از روش نمونهگیری خوشهای چندمرحلهای استفاده شد. ابتدا بهصورت خوشهای یک ناحیه از تهران سپس از بین مدارس آن ناحیه نیز یک مدرسه دبیرستان دخترانه بهصورت تصادفی انتخاب شد. در نهایت براساس لیست دانشآموزان، 50 دانشآموز از میان دانشآموزان این مدرسه که متمایل به شرکت در پژوهش بودند انتخاب و بهصورت تصادفی در دو گروه آزمایش و گواه گمارده شدند. برای جمعآوری دادههای پژوهش از پرسشنامه دلزدگی تحصیلی و بهزیستی مدرسه استفاده شد. یافتهها: دادههای بهدست آمده از اطلاعات جمعآوری شده با استفاده از تحلیل کوواریانس در نرمافزار 21-SPSS تحلیل شد. نتایج تحلیل کوواریانس نشان داد که آموزش ذهنآگاهی مبتنی بر فرهنگ اسلامی باعث کاهش دلزدگی تحصیلی و بهبود بهزیستی مدرسه دانشآموزان گروه آزمایش در مقایسه با گروه کنترل شد (001/0≥P). براساس نتایج این پژوهش میتوان از آموزش ذهنآگاهی مبتنی بر رویکرد اسلامی بهعنوان یک برنامه آموزشی مناسب برای بهبود بهزیستی و کاهش هیجان منفی سود برد.
https://trj.uok.ac.ir/article_59812_06ebce6bb90e4a232b01f862460b335e.pdf
2018-03-18
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16
ذهنآگاهی
رویکرد اسلامی
دلزدگی تحصیلی
بهزیستی مدرسه
پرویز
پرزور
p.porzoor@gmail.com
1
دانشجوی دکتری تخصصی روان شناسی، دانشگاه محقق اردبیلی، تبریز، ایران؛
AUTHOR
فاطمه
بابایی
abbasi2@kazeronsfu.ac.ir
2
کارشناس ارشد مشاوره و راهنمایی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران؛
AUTHOR
مسلم
عباسی
abbasi@kazeronsfu.ac.ir
3
استادیار گروه روانشناسی، دانشگاه سلمان فارسی کازرون؛
LEAD_AUTHOR
ذبیح
پیرانی
z_pirani@iua_arak.ac.ir
4
استادیار گروه روان شناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران؛
AUTHOR
اشرف
میکاییلی
5
استادیار گروه معارف اسلامی، دانشگاه محقق اردبیلی
AUTHOR
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ORIGINAL_ARTICLE
بررسی میزان تطابق فعالیتها و روشهای تدریس در دورههای یادگیری الکترونیکی با نظریههای یادگیری
هدف: ظهور فناوریهای نوین باعث گسترش یادگیری الکترونیکی شده است با وجود این نباید یادگیری الکترونیکی را یک سیستم آموزشی مجزا دانست که نوع آموزش را تعیین کند بلکه یادگیری الکترونیکی باید انعکاسدهنده نظریهها و فنون یادگیری و روانشناسی باشد و در جهت تسهیل بهکارگیری این نظریات در فرایند یادگیری عمل نماید. بر این مبنا هدف پژوهش حاضر بررسی میزان توجه به نظریات مهم یادگیری در ارائه دورههای یادگیری الکترونیکی دانشکده علوم تربیتی دانشگاه شهید بهشتی تهران میباشد.
روش: نوع پژوهش به لحاظ رویکرد، کمی و از نوع تحلیل محتوا و بر مبنای مدل تعیین مقولههای اصلی نظریات یادگیری کنل و همکاران انجام گرفته است. جامعه موردپژوهش 330 جلسه کلاس درس الکترونیک برای 22 ماده درسی قرار دادهشده بر روی سیستم آموزش الکترونیکی دانشکده علوم تربیتی دانشگاه شهید بهشتی تهران در نیمسال اول سال تحصیلی 96-1395 میباشد. برای انتخاب جامعه نمونه از روش تصادفی منظم استفاده گردید و از این تعداد جلسات، 91 جلسه کلاس درس با استفاده از فرمول کوکران و با پذیرش خطای 01/0 بهعنوان نمونه موردپژوهش انتخاب شدند. دادهها به روش تحلیل محتوای کمی بررسی شدند.
یافتهها: نتایج پژوهش نشان میدهد که بیشتر فعالیتها و فناوریهای بهکار گرفته شده در این دورهها بر مبنای نظریات یادگیری رفتارگرایی به میزان (51%) میباشد و فعالیتهای اندکی از این دورهها بر مبنای درگیر نمودن یادگیرنده در جریان تدریس و تئوریهای یادگیری مانند ساختنگرایی به میزان (12%) میباشد. بر این اساس لازم است به ضمن طراحی مجدد محیطهای یادگیری الکترونیکی با استفاده از فناوریهای نوین آموزشی و یادگیرندهمحور، و آموزش مدرسان این دورهها جهت طراحی و بهکارگیری فعالیتهای یادگیری اشتراکی و همکارانه به غنیشدن محیطهای یادگیری الکترونیکی کمک نمایند.
https://trj.uok.ac.ir/article_59825_3852321ec0eb5b4221f977f7302e2f7a.pdf
2018-03-18
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یادگیری الکترونیکی
رفتارگرایی
شناختگرایی
ساختنگرایی
سیدجمال
بارخدا
1
دانشجوی دکتری مدیریت آموزشی، دانشگاه کردستان، ایران.
AUTHOR
نوری
براری
noribarari@gmail.com
2
دانشجوی دکتری فناوری اطلاع رسانی دانشگاه شهید بهشتی تهران،دبیر آموزش و پرورش مریوان.
LEAD_AUTHOR
مرتضی
رضایی زاده
m.rezaeezadeh12@gmail.com
3
عضو هیئت علمی گروه علوم تربیتی و روانشناسی دانشگاه شهید بهشتی تهران.
AUTHOR
اباصلت
خراسانی
somayeh.daneshandi@gmail.com
4
عضو هیئت علمی گروه علوم تربیتی و روانشناسی دانشگاه شهید بهشتی تهران
AUTHOR
محسن
حاج زین العابدینی
zabedini@gmail.com
5
عضو هیئت علمی گروه علم و اطلاعات دانشگاه شهید بهشتی تهران
AUTHOR
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ORIGINAL_ARTICLE
تأثیر جذبه شخصیتی استادان بر درک دانشجویان از اثربخشی تدریس
هدف: پژوهش حاضر هدفی دوگانه داشت نخست، شناسایی متغیرهای مداخلهکننده در نتایج ارزیابی دانشجویان از اثربخشی تدریس اعضای هیأتعلمی و دوم، تبیین حیطههای تدریس اثربخش از دیدگاه دانشجویان. روش: ازاینرو، با رویکردی کمی و راهبرد توصیفی- همبستگی، نمرات حاصل از اجرای یک پرسشنامه ارزیابی 12 سؤالی، بر روی250 نفر از دانشجویان مقطع کارشناسی دانشگاه کردستان، جمعآوری شدند. دادههای گردآوریشده با استفاده از روش تحلیل عاملی تأییدی مورد بررسی قرار گرفت و پارامترهای یک مدل فرضی از تدریس اثربخش و جذبه شخصیتی، در قالب ماتریس کوواریانس و با استفاده از روش برآورد بیشینه درست نمایی، مورد آزمون قرار گرفتند. با توجه به شاخصهای بهدست آمده از آزمون برازش مدل، نتایج نشان داد که مدل، برازش مطلوبی با دادههای مورد بررسی دارد. همچنین، یافتهها گویای آن بود که تشخیص یک مدرس بهعنوان شخصیتی پرجاذبه توسط دانشجویان، یک پیشبینی کننده مهم نمره ارزشیابی تدریس است. یافتهها چالشی را برای استفاده از ارزشیابی دانشجویان از اثربخشی تدریس در تصمیمهای مهم برای استخدام و ارتقای اعضای هیأتعلمی ارائه نمود. از اینرو پیشنهاد مینماید که نتایج ارزشیابی دانشجویان از تدریس اعضای هیأتعلمی باید بااحتیاط تفسیر شود.
https://trj.uok.ac.ir/article_59813_c4b0fd363c3154be68f83c92e739246c.pdf
2018-03-18
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تدریس اثربخش
ارزشیابی دانشجویان
اعضای هیأتعلمی
ناصر
شیربگی
nshibaghi@gmail.com
1
دانشیار، گروه علوم تربیتی دانشگاه کردستان، سنندج، ایران؛
LEAD_AUTHOR
آزاد
همتی
madartin@gmail.com
2
استادیار گروه روانشناسی- دانشگاه کردستان؛
AUTHOR
سمیه
نعمتی
72somaye@gmail.com
3
دانشجوی دکتری مدیریت آموزشی ،دانشگاه کردستان
AUTHOR
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ORIGINAL_ARTICLE
تبیین راهبردهای اجرای برنامه درسی در محیطهای یادگیری شخصی مبتنی بر وب 2
هدف: تحقیق حاضر با هدف واکاوی محیطهای یادگیری شخصی مبتنی بر وب 2 و راهبردهای پشتیبان اجرای برنامه درسی در اینگونه محیطهای یادگیری انجام گرفت. روش: در این تحقیق رویکرد آمیخته اکتشافی، ابتدا روش کیفی از نوع پدیدارشناسی و سپس روش کمی از نوع پیمایشی استفاده شد. جامعة آماری پژوهش در بخش کیفی مدیران مراکز آموزش الکترونیکی، مدرسان و خبرگان یادگیری الکترونیکی و متخصصان برنامه درسی بودند که تعداد 11 نفر از میان آنها بهصورت هدفمند جهت انجام مصاحبه نیمهساختمند انتخاب شد. تحلیل دادهها با استفاده از روش تحلیل مضمونی براون و کلارک صورت پذیرفت. مطابق یافتههای تحقیق راهبردهای اجرایی در سه مقوله راهبردهای فراسازمانی، سازمانی و پداگوژیک دستهبندی شد. در بخش کمی پژوهش، مدرسان، پرسنل تخصصی مراکز آموزش مجازی و اساتید علومتربیتی 6 دانشگاه جامع و صنعتی تهران (550 نفر) بهدلیل دسترسی محقق به اعضای جامعه، دایر بودن گروه علومتربیتی در سه دانشگاه جامع و همچنین برخورداری این دانشگاهها از سابقه و تجربه موفق در راهاندازی دورههای آموزش مجازی بهعنوان اعضا جامعه آماری تعیین و با استفاده از جدول کرجسی و مورگان تعداد 225 نفر با رعایت نسبتها در جامعه بهعنوان نمونه آماری انتخاب شدند. در این مرحله براساس یافتههای بخش کیفی، پرسشنامهای تنظیم و پاسخ 177 نفر دریافت شد. دادههای کمی با استفاده از آمار توصیفی و تحلیل عاملی تاییدی مرتبه اول و دوم تحلیل شد. یافتهها: براساس یافتههای کمی، شاخصهای برازش تحلیل عاملی تأییدی مرتبه اول مقوله راهبردهای اجرایی همسو بودن گویهها با سازه نظری و تأیید تحلیلی عاملی را نشان داد. همچنین تحلیل عاملی تأییدی مرتبه دوم نشان داد مولفه راهبردهای فراسازمانی به میزان 90، سازمانی به میزان 84 و پداگوژیک به میزان 83 درصد در تبیین واریانس سازه اصلی نقش داشتند. یافتههای تحقیق را میتوان در تنظیم راهبردها و خطمشیهای آموزش مجازی در سطوح خرد و کلان و همچنین طراحی یا بازنگری برنامه درسی بویژه یادگیری مبتنی بر وب 2 مورد استفاده قرار داد.
https://trj.uok.ac.ir/article_59815_b09c5c1ea9025a1c1ff34d8c486b7c17.pdf
2018-03-18
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اجرای برنامه درسی
یادگیری شخصی مبتنی
محیطهای یادگیری
محمد
جمالی تازه کند
mhm.jamali@gmail.com
1
دانش آموخته دکتری برنامه ریزی درسی آموزش عالی دانشگاه شهید بهشتی، تهران؛
LEAD_AUTHOR
کوروش
فتحی واجارگاه
k_fathivajargah@sbu.ac.ir
2
استاد گروه علوم تربیتی دانشگاه شهید بهشتی، تهران؛
AUTHOR
محبوبه
عارفی
m-aref@sbu.ac.ir
3
دانشیار گروه علوم تربیتی دانشگاه شهید بهشتی، تهران
AUTHOR
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ORIGINAL_ARTICLE
توصیفی از معلم شدن من: خودمردمنگاری یک دانشآموختۀ دانشگاه فرهنگیان
هدف: هدف این پژوهش بیان و تحلیل تجارب زیسته نویسندۀ اول از تحصیل در دانشگاه فرهنگیان باروش خودمردم نگاری بود. روش: این پژوهش رویکردی کیفی و پدیدارشناسانه دارد. منبع دادههای پژوهش، تجارب و خاطرات یکی از دانشآموختگان دانشگاه فرهنگیان است که به شیوه روایتنگاری تنظیم گردید. روایتهای پژوهشگر کدگذاری شد. یافتهها: یافتههای پژوهش نشان میدهد آشنایی با حرفۀ معلمی از طریق خانواده، برخی معلمان، امنیت شغلی و معافیت از خدمت سربازی باعث شد سوژۀ مورد مطالعه به معلمی گرایش یابد. در بدو ورود، انتظاراتی که او از دانشگاه داشت برآورده نشد، زیرا دانشگاه دچار مشکلات آموزشی-رفاهی بود. باگذشت زمان و مرتفعشدن مشکلات، نگارنده نگرش مثبتتری نسبت به دانشگاه فرهنگیان پیدا کرد. او مسائل آموزشی-پژوهشی دوران تحصیل خود را ترکیبی از نقاط قوت و ضعف میداند و معتقد است کارورزی یکی از نقاط قوت دانشگاه است که با رفع پارهای از نواقصش میتواند بهتر هم شود. بهزعم او، غالباً روابط بینفردی مناسبی در دانشگاه حاکم بود ولی بعضاً برخی از نظرات مدرسان، دانشجویان را مکدر میکرد. افزون براین، نسبت به نامشخص بودن محل خدمتش، سنجههای فرم سازماندهی و بیتوجهی به گزینش انتقاداتی را وارد کرد.
https://trj.uok.ac.ir/article_59816_602b55d873add04c17d11c13ad3ff9a0.pdf
2018-03-18
71
97
معلم
دانشگاه فرهنگیان
خودمردمنگاری
مهدی
قنبری
ghanbary73@gmail.com
1
عضو باشگاه پژوهشگران جوان و نخبگان، دانشگاه آزاد اسلامی واحد شهرکرد، شهرکرد، ایران؛
LEAD_AUTHOR
لیلا
الماسی
almasi_leila@yahoo.com
2
کارشناسارشد مطالعات برنامۀدرسی، دانشگاه خوارزمی، تهران، ایران.
AUTHOR
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ORIGINAL_ARTICLE
چارچوب فعالیتهای یادگیری اعضای هیأتعلمی در برنامههای درسی توسعه حرفهای در رشتههای علمی STEM
هدف: این پژوهش با رویکردی کیفی و پژوهشی تطبیقی و تحلیلی-تبیینی در پی تدوین چارچوبی برای فعالیتهای یادگیری اعضای هیأتعلمی در برنامههای درسی توسعه حرفهای در رشتههای علمی علوم پایه، تکنولوژی، مهندسی و ریاضیات است. برای رسیدن به این هدف دو سؤال اصلی مطرح شد. نخست آنکه دانشگاههای پیشرو چه برنامههایی را برای فعالیتهای یادگیری اعضای هیأتعلمی تدارک می بینند؟ و سپس اینکه کدام برنامههای توسعه حرفهای هم خوانی بیشتری با حوزه رشتههای علمی STEM دارد.
روش: سؤال اول از طریق پژوهش تطبیقی و روش بردی با کمی تغییرات استفاده شد. در بخش دوم پژوهش با استفاده از رویکرد تحلیلی تببینی مشخصات برنامههای توسعه حرفهای در حوزه رشتههای علمی STEM استخراج و همخوانی برنامههای دانشگاههای پیشرو بررسی شد نمونهگیری از نوع هدفمند معیاری بود. معیار انتخاب داشتن مرکز یادگیری و تدریس در دانشگاههای پیشرو بود.
یافتهها: دانشگاهها در مجموع چهار حیطه برنامههای توسعه حرفهای را دنبال میکنند: الف) برنامههایی مبتنی بر تعاملات ب) برنامههایی در راستای پشتیبانی های مالی و غیرمالی ج) برنامههایی مبتنی بر خدمات انلاین و د) خودکاوی روایتی. در بخش دوم پژوهش یافتهها نشان داد که تدریس و یادگیری اعضای هیأتعلمی در حوزه STEM در دانشگاه برکلی و آموزش مبتنی بر یادگیریهای الکترونیکی (MOOCS) در دانشگاههای مالزی، هنگ کنگ و ژاپن همخوانی بیشتری با این حوزه رشتههای علمی دارد. در پایان مدلی مفهومی استخراج و توصیه شد.
https://trj.uok.ac.ir/article_59817_b3faa4752e369fde6ec60b4985206560.pdf
2018-03-18
99
122
برنامه درسی
برنامههای توسعه حرفهای اعضای هیأتعلمی
STEM
دانشگاههای پیشرو
فعالیتهای یادگیری
صادقی
زارع صفت
1
دانشجوی دکتری برنامهریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران؛
AUTHOR
مرضیه
دهقانی
dehghani_m33@ut.ac.ir
2
استادیار گروه روشها و برنامههای آموزشی، دانشکدة روانشناسی و علوم تربیتی، دانشگاه تهران؛
LEAD_AUTHOR
رضوان
حکیم زاده
hakimzadeh@ut.ac.ir
3
دانشیار گروه روشها و برنامههای آموزشی، دانشکدة روانشناسی و علوم تربیتی، دانشگاه تهران؛
AUTHOR
مرتضی
کرمی
m.karami@um.ac.ir
4
دانشیار گروه دانشکده روانشناسی و علوم تربیتی دانشگاه فردوسی مشهد؛
AUTHOR
کیوان
صالحی
keyvansalehi@ut.ac.ir
5
استادیار گروه روشها و برنامههای آموزشی، دانشکدة روانشناسی و علوم تربیتی، دانشگاه تهران
AUTHOR
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ORIGINAL_ARTICLE
رابطه بین میزان آگاهی و چگونگی استفاده از شبکه ملی رشد با توسعه حرفهای معلمان دوره اول متوسطه
هدف: پژوهش حاضر با هدف بررسی رابطه بین میزان آگاهی و چگونگی استفاده از شبکه ملی رشد با توسعه حرفه ای معلمان دوره اول متوسطه انجام شده است.
روش: این تحقیق توصیفی از نوع پیمایشی بوده است .جامعه آماری متشکل از کلیه معلمان دوره اول متوسطه شهرستان رودسر به تعداد 175 نفر هستند. روش نمونه گیری تصادفی و تعداد برآورد نمونه از جامعه بر اساس جدول مورگان 118 نفر انتخاب شدند. روش گردآوری اطلاعات پرسش نامه محقق ساخته (39گویه) استفاده شده است. روایی پرسشنامه به صورت روایی محتوی و پایایی با استفاده از ضریب آلفای کرونباخ برابر با 95% محاسبه گردید.
یافتهها: نتایج تحقیق نشان داده است: که وضعیت آگاهی و شناخت، میزان و نوع استفاده معلمان از شبکه رشد بالاتر از متوسط می باشد، و بین متغیرهای شبکه ملی رشد و توسعه حرفه ای معلمان رابطه مثبت و مستقیم وجود دارد، بطوریکه با افزایش آگاهی، میزان و نوع استفاده معلمان از شبکه ملی رشد، توسعه حرفه ای معلمان نیز ارتقا می یابد.
https://trj.uok.ac.ir/article_59818_4df347d5144d601634f82c10c6a9665d.pdf
2018-03-18
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شبکه ملی رشد
توسعه حرفه ای
معلمان دوره اول متوسطه
سپیده
محمدپور بلترک
s.mohamadpour70@gmail.com
1
دانشجوی کارشناسی ارشد رشته برنامهریزی آموزشی دانشگاه مازندران؛
LEAD_AUTHOR
صمد
ایزدی
s.izadi@gmail.com
2
دانشجوی کارشناسی ارشد رشته برنامهریزی آموزشی دانشیار گروه علوم تربیتی دانشگاه مازندران؛
AUTHOR
علیرضا
بادله
alireza.badeleh@gmail.com
3
استادیار گروه علوم تربیتی دانشگاه فرهنگیان پردیس آیت اله خامنه ای گرگان، ایران
LEAD_AUTHOR
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24
ORIGINAL_ARTICLE
طراحی چارچوب توسعه حرفه ای مدرسان تربیت معلم در پردیسهای دانشگاه فرهنگیان استان اصفهان
هدف: این مقاله با هدف طراحی چارچوبی برای توسعه حرفهای مدرسان تربیت معلم تدوین شده است. در مورد توسعه حرفهای معلمان و اعضای هیاتعلمی تحقیقات زیادی وجود دارد ولی در زمینه توسعه حرفهای مدرسان تربیت معلم تحقیقات چندانی در ایران صورت نگرفته است. در این مطالعه تلاش شده عوامل و مؤلفههای مؤثر بر توسعه حرفهای مدرسان تربیت معلم شناسایی گردد.
روش: این پژوهش از روش کیفی و با بهرهگیری از تئوری مفهومسازی بنیادی انجام پذیرفته و پس از مصاحبه با مدرسان تربیت معلم، مفاهیم و مقولهها از روش کدگذاری باز، محوری و انتخابی استخراج گردیده است.
یافته ها: در چارچوب طراحی شده از مفاهیم و مقولههای حاصل از مصاحبهها، شرایط علی در سه دسته توانمندی شناختی، رفتاری و اجتماعی و استراتژیها در سه گروه تدریس در مورد تدریس، یادگیری در مورد تدریس و همسویی تدریس و یادگیری قرار گرفتهاند که زمینههای حرفهای و اجتماعی با مؤلفههای مرتبط خود، بر شرایط علی و استراتژیها تأثیر میگذارند. برونداد این چارچوب مدرس تربیت معلم حرفهای است و حرفهای شدن مدرسان تربیت معلم علاوهبر پیامدهای حرفهای و اجتماعی متعدد، میتواند نقطه آغازی برای تغییر و تحول نظام آموزشی باشد.
https://trj.uok.ac.ir/article_59819_5c9c24d7549ca8dab54a7ef6e277030a.pdf
2018-03-18
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توسعه حرفه ای
مدرسان تربیت معلم
دانشگاه فرهنگیان
ندا
زجاجی
nedazojaji@gmail.com
1
دکتری تخصصی، مدیریت آموزشی، دانشگاه فرهنگیان، اصفهان؛
LEAD_AUTHOR
خسین
خنیفر
2
استاد، مدیریت آموزشی، گروه مدیریت و حسابداری، پردیس فارابی دانشگاه تهران، تهران؛
AUTHOR
نقی
آقاحسینی
3
استادیار، مدیریت آموزشی، گروه علوم آموزشی، دانشگاه فرهنگیان، اصفهان؛
AUTHOR
حمیدرضا
یزدانی
hryazadani@ut.ac.ir
4
استادیار، مدیریت منابع انسانی، گروه منابع انسانی، دانشگاه تهران، تهران
AUTHOR
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Loughran, J. (2011). On becoming a teacher educator. Journal of Education for Teaching, 37(3): 279-291.
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Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4): 271-283
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Margolin, I. (2011). Professional development of teacher educators through a “transitional space”: A surprising outcome of a teacher education program. Teacher Education Quarterly, 38(3): 7-25
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Tack, H. and Vanderlinde, R. (2016). Measuring Teacher Educators’ Researcherly Disposition: Item Development and Scale Construction. Vocations and Learning, 9(1): 43-62.
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Valli, L. and Rennert-Ariev, P. (2002). New standards and assessment? Curriculum transformation in teacher education. Journal of Curriculum Studies, 34(2): 201-225.
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Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2): 702-739.
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Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21(2): 117-124.
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ORIGINAL_ARTICLE
نقش فناوری های ارتباطی و اطلاعاتی در فرایند یاددهی-یادگیری اثربخش در گروه های آموزش مهندسی
هدف: هدف از این پژوهش بررسی وضعیت استفاده از فناوریهای ارتباطی و اطلاعاتی در گروههای آموزشی مهندسی براساس نتایج حاصل از گزارشهای ارزیابی درونی میباشد.
روش: بهمنظور انجام پژوهش حاضر از روش فرا-تحلیل استفاده شده و گردآوری دادهها از طریق تحلیل گزارشهای نهایی ارزیابی درونی گروههای مذکور صورت گرفته است. در تدوین این پژوهش از نتایج گزارشهای ارزیابی درونی 80 گروه آموزشی مهندسی دانشگاه های دولتی تابعه وزارت علوم، تحقیقات و فناوری که مجری طرح ارزیابی درونی بوده و در زمان تدوین پژوهش، گزارش آنها مورد تأیید بخش ارزشیابی آموزشی سازمان سنجش آموزش کشور بوده، استفاده گردیده است. بر این اساس نشانگرهایی که در ارزیابی کاربرد فناوریهای ارتباطی و اطلاعاتی در عامل فرایند تدریس و یادگیری مورد استفاده قرار گرفته بودند در سه حوزه فناوریهای اطلاعات و ارتباطات: 1-دانش و آگاهی، 2- مهارت و بهکارگیری و 3- زیرساختها و امکانات بررسی شدند.
یافتهها: تحلیل دادهها بیانگر این است که میزان آشنایی اعضای هیأتعلمی با کاربرد فناوریهای اطلاعاتی و ارتباطی در سطح مطلوب قرار داشته و آگاهی دانشجویان از تاثیر فناوریهای اطلاعات در بالا بردن کیفیت تدریس دارای مطلوبیت نسبی میباشد، بنابراین دانش و آگاهی حوزه فناوری اطلاعات و ارتباطات با امتیاز (5/2) در سطح مطلوب بوده و مهارت و بکارگیری فناوریهای ارتباطی و اطلاعاتی با امتیاز (2) از مطلوبیت نسبی برخوردار می باشد. امتیاز محاسبه شده برای زیرساختها و امکانات فناوریها (6/1) نشان دهنده سطح نامطلوب این حوزه میباشد. در نهایت برای بهبود و ارتقای کیفیت آموزشی و استفاده مؤثر از این فناوریها پیشنهادهایی ارائه شده است.
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کیفیت
فرایند یاددهی- یادگیری
فناوری اطلاعات و ارتباطات
ارزیابی درونی
گروههای آموزش مهندسی
رضا
محمدی
remohamadi@yahoo.ca
1
استادیار سازمان سنجش آموزش کشور، تهران، ایران؛
LEAD_AUTHOR
فاطمه
صادقی مند
2
همکار پژوهشی سازمان سنجش آموزش کشور، تهران، ایران؛
AUTHOR
مریم
زمانی فر
3
همکار پژوهشی سازمان سنجش آموزش کشور، تهران، ایران
AUTHOR
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ORIGINAL_ARTICLE
همسنجی تأثیر آموزش مدیریت خشم با آموزش همدلی در پرخاشگری دانشآموزان دختر
هدف: اینپژوهش با هدف هم سنجی اثربخشی آموزش همدلی با آموزش مدیریت خشم بر تراز پرخاشگری دانشآموزان دختر شهرستان اسلامآباد غرب به انجام رسیده است. روش: روش پژوهش نیمه آزمایشی است و با بهکار بستن طرح پیشآزمون و پسآزمون با گروه گواه انجامشده است. جامعه آماری همۀ دانش آموزان دختر مقطع راهنمایی شهرستان اسلامآباد غرب بود که تعداد 60 نفر از آنها به روش نمونه گیری خوشه ای گزینش و به روش تصادفی ساده در دو گروه هماندازۀ آزمایش و گروه گواه گمارده شدند. برای گردآوری دادهها پرسشنامه پرخاشگری باس و پری (1992) و مصاحبه بالینی بهکاربرده شد. برای گروههای آزمایش آموزش همدلی و آموزش مدیریت خشم در هشت جلسه 70 دقیق های برگزار شد، درحالیکه گروههای گواه مداخله ای دریافت نکردند. دادههای گردآوریشده با بهرهگیری از آزمون تحلیل پراکنش یکراهه تحلیل شد. یافته ها: برآیند آزمون تحلیل پراکنش نشان داد آموزش مهارت هـــمدلی (001/0>P و 32/157 F=) و مدیریت خشـــم (001/0>P و 95/21 F=) در سنجش با گروههای گواه بر کاهش پرخاشگری دانشآموزان موثر بوده است. برآیند آزمون تعقیبی کمینه تفاوت معنیدار نیز نشان داد کاهش متغیر وابسته در گروههای آزمایش در سنجش با گروههای گواه معنیدار (001/0>P) ولی تفاوت تأثیر گروههای آزمایش معنیدار نیست. ازاینرو کارآمدی آموزش مهارتهای همدلی و مدیریت خشم برای دانش آموزان پرخاشگر به کارشناسان آموزشوپرورش گوشزد میگردد.
https://trj.uok.ac.ir/article_59826_7e5016fd8ff52ea7f7dd34cceb9a0116.pdf
2018-03-18
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همدلی
مدیریت خشم
پرخاشگری
دانش آموزان
سیمین
غلامرضایی
simin.gh@yahoo.com
1
دانشیار گروه روانشناسی، دانشکده علوم انسانی، دانشگاه لرستان، خرمآباد، ایران؛
LEAD_AUTHOR
غفار
نصیری هانیس
gh.nasiri.hanis@gmail.com
2
دانشجوی دکتری ، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه لرستان، خرمآباد، ایران؛
AUTHOR
افسانه
منصوری جلیلیان
mansourijalilian@yahoo.com
3
کارشناس ارشد روان-شناسی عمومی، دانشگاه رازی، کرمانشاه، ایران؛
AUTHOR
حسین
حسینی
psycology90@yahoo.com
4
دانشجوی دکتری، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه لرستان، خرمآباد، ایران؛
AUTHOR
مریم
مهدی عراقی
5
استادیار گروه روان شناسی , دانشگاه پیام نور تهران، ایران
AUTHOR
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ORIGINAL_ARTICLE
مدیریت تدریس و یادگیری ،تاثیرات تعاملی انجمن های دانش آموختگان وتدریس و یاگیری
هدف: هدف این پژوهش شناسایی عوامل مؤثر در مدیریت تدریس واکولوژی یادگیری و عوامل ایجاد ارتباط هم افزا بین زیست جهان دانشآموختگان و انجمن آن ها بود.
روش: روش تهیه ابزار پرسشنامه با مطالعات نظری، اساسنامه ها ، مصاحبه با مطلعان. پرسشنامه مشتمل بر 7 عامل در مدیریت تدریس واکولوژی یادگیری در قالب 65 عبارتِ نگرشیِ چهارگزینه ای ) به همراه پرسشهای جمعیتشناختی و زمینهای) درنظر گرفته شد. روایی محتوایی پرسشنامه از دیدگاه مطلعان ذی ربط بررسی شد. 200پرسشنامه توزیع شده از 222 تکمیل و جمع آوری شد.
یافتهها: هفت عامل مذکور تقریباً 50 در صد از واریانس کل را تبیین میکند. نتیجه گیری: از میان 7 عامل بر انگیزنده ، عامل فرستنده پیام( مدیریت یا اعتبار گردانندگان ارتباط هم افزاو همکاریها) بیشترین واریانس را به خود اختصاص داده است. پیشنهاد می شود پس از گشایش انسداد ارتباطی، نقش مدیریت تدریس واکولوژی یادگیری به ترتیب اولویت آنها و هماهنگ با سبک آموزشی و مشارکتی توانمند ساز مد نظر قرار گیرد .
https://trj.uok.ac.ir/article_61106_d41d8cd98f00b204e9800998ecf8427e.pdf
2018-02-20
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مدیریت تدریس واکولوژی یادگیری
خودتنظیمی
به اشتراک گذاشتن دانش
یادگیری مشارکتی
ارتباط هم افزا
علی
ذکاوتی قراگزلو
zakavati@chmail.com
1
دانشیار دانشگاه خوارزمی، تهران-ایران.
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