اثربخشی آموزش درس‌پژوهی بر صلاحیت‌های حرفه‌ای معلمان دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشکده ادبیات علوم انسانی و اجتماعی، دانشگاه آزاد اسلامی واحدعلوم تحقیقات، تهران، ایران.

2 دانشیار، پژوهشکده تحقیق و توسعه علوم انسانی سازمان سمت (مطالعه و تدوین کتب علوم انسانی)، تهران، ایران.

3 استادپژوهشگاه مطالعات، سازمان پژوهش و برنامه‌ریزی آموزش و پرورش، تهران، ایران.

10.22034/trj.2023.62883

چکیده

هدف: هدف این پژوهش بررسی اثربخشی آموزش درس‌پژوهی بر صلاحیت‌های حرفه­ای معلمان دوره ابتدایی بود.
روش: نوع پژوهش حاضر نیمه آزمایشی با طرح پیش‌آزمون پس‌آزمون پیگیری با گروه گواه بود. با روش نمونه‌گیری در دســترس تعداد30 نفر انتخاب و به شــیوه تصادفی‌ســازی در دو گروه مساوی 30 نفری جایگزین شدند گروه آزمایشی مداخله آموزش درس پژوهی به  معلمان دوره ابتدایی و آزمودنی‌های گروه کنترل تا پایان مرحله پیگیری مداخله‌ای دریافت نکردند. گردآوری داده‌ها با کمک پرسشنامه استاندارد صلاحیت‌های حرفه­ای انجام شد. همچنین تحلیل  داده‌های پژوهش با از استفاده از تحلیل کوواریانس بین گروهی انجام شد.
یافته‌ها: بعد از مقایسه داده­های بدست آمده در پیش‌آزمون و پس‌آزمون بین دو گروه آزمایش و کنترل و با انجام آزمون تحلیل کواریانس بین گروهی، نتایج نشان داد بین نمرات کل صلاحیت‌های حرفه­ای معلمان گروه آزمایش و کنترل پس از اجرای دوره آموزشی درس پژوهی، نسبت به گروهی که آموزش درس پژوهی ندیده­اند تفاوت معناداری وجود داشته است بنابراین آموزش درس پژوهی، صلاحیت حرفه­ای معلمان آموزش‌دیده را در سطح معناداری افزایش داده است. همچنین نمره صلاحیت حرفه‌ای در معلمانی که آموزش درس پژوهی را دریافت کرده‌اند، بهبود بیشتری پیدا کرده است.
نتیجه: از آنجا که آموزش درس پژوهی بر صلاحیت حرفه­ای معلمان تأثیر دارد، توصیه می‌شود به آموزش درس پژوهی برای رشد و تقویت صلاحیت حرفه­ای معلمان توجه گردد. بنابراین برای بهبود کیفیت تدریس و یادگیری در مدارس ابتدایی، لازم است تا معلمان به شاخص‌های صلاحیت حرفه‌ای خود توجه کنند و با استفاده از درس‌پژوهی به مطالعه، تحلیل و بهبود برنامه‌های تدریس خود بپردازند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Research Course Teaching on The Professional Competencies of Primary School Teachers

نویسندگان [English]

  • mahdi ahmadi 1
  • Mohammad Armand 2
  • Ghodsi Ahghar 3
1 PhD student in the field of curriculum planning, Faculty of Literature, Humanities and Social Sciences, Islamic Azad University, Research Sciences Branch, Tehran, Iran.
2 Associate professor in curriculum studies the research institute for research & development in humanities the organization for researching and composing university textbooks in the humanities (Samt), Tehran, Iran.
3 Associate Professor, Research Institute of Studies, Educational Research and Planning Organization, Tehran, Iran.
چکیده [English]

Purpose: The purpose of this research was to investigate the effectiveness of lesson study training on the professional competencies of primary school teachers.
Method: The present study was semi-experimental with a pre-test, post-test follow-up design with a control group. With the available sampling method, 30 people were selected and randomly divided into two equal groups of 30 people. They were replaced by the experimental group of lesson study training for primary school teachers and the subjects of the control group did not receive any intervention until the end of the follow-up phase.  Data collection was done with the help of standard questionnaire of teachers' professional competencies. The data analysis of the research was done using Covariance Analysis of Intergroup Effects.
Findings: After comparing the data obtained in the pre-test and post-test between the experimental and control groups and performing the analysis of covariance between the groups, the results showed that there was significant difference between the total scores of the teachers' professional competencies in the experimental and control groups after the implementation. There was a significant difference in the lesson study training course compared to the group that did not receive lesson study training, so lesson study training has increased the professional competence of the trained teachers at a significant level. Also, the professional competencies score of teachers who have received lesson study training has improved more.
Conclusion: The effectiveness of lesson research training on the professional qualifications of primary school teachers has been influenced by dimensions and components such as content knowledge, educational knowledge, experience, reflective and critical thinking, mass collaboration, student learning, problem solving and innovation, empowerment and ownership, which work together to promote Teacher development, student learning, and overall amelioration of school education are applied.
The indicators of professional competence of primary school teachers include: teaching skills, expert knowledge, classroom management, interpersonal communication, motivating and motivating students, and the ability to assess and evaluate. These indicators play an important role in determining the quality of teaching and the academic progress of students.
In pedagogy, teachers can ameliorate their skills in teaching subjects by using their professional competence indicators. By analyzing the pros and cons of the courses and providing proper solutions, they can increase the quality of their teaching and strengthen the students' learning, and by examining the main topics and educational methods in providing the content, they can make the necessary changes and improvements in their teaching programs.
According to the above explanations, it can be concluded that there is a direct relationship between the indicators of professional competence of primary school teachers and pedagogy. The indicators of teachers' professional competence affect the quality of students` teaching and learning, and the research enables teachers to improve the quality of students` teaching and learning by applying these indicators. Eventually, in order to improve the quality of teaching and learning in elementary schools, it is essential for teachers to pay attention to their professional competence indicators and to study, analyze and improve their teaching programs by applying case studies.Since lesson study training has an effect on the professional qualification competencies of teachers, it is recommended to pay attention to lesson study training to grow and strengthen the professional competencies of teachers. Therefore, in order to improve the quality of teaching and learning in elementary schools, it is necessary for teachers to pay attention to their professional competence indicators and to study, analyze and improve their teaching programs using lesson research.
Regarding the results and considering the positive and constructive effect of the pedagogy on an important category such as the teachers` professional competence, it is recommended that this curriculum is widely taught to teachers in all schools and educational levels; additionally, the teachers apply them in their teaching method.
The findings indicate that under the pre-test statistical control conditions, with 95% reliability, the ratio between the total scores of the teachers' professional qualifications of the experimental group and the control group after carrying out the training course via applying pedagogy for primary school teachers, a significant difference was observed in the group which had not been exposed by training. Thus, the pedagogy has an impact on the professional qualifications of elementary teachers.

کلیدواژه‌ها [English]

  • Lesson Study
  • Teachers' Professional Competencies
  • Primary Teachers
  • Primary Schools
  • Effective Teaching
  • Education

مراجع

Anggrella, D. P., Izzati, L. R., & Sudrajat, A. K. (2023). Improving the quality of learning through lesson plan preparation workshops for an independent learning model. Journal of Community Service and Empowerment, 4(1), 162-171.
Bakhtiari, A., & Nik Mossadeghi, C. (2022). Teaching research or lesson research is a method of improving the culture of education and teaching. Tehran, Avayenoor.
Bautista, R. G., & Baniqued, W. B. (2021). From Competition to Collaboration: Unraveling Teachers' Lesson Study Experiences. International Journal of Evaluation and Research in Education, 10(3), 921-929.
Benedict, A. E., Williams, J., Brownell, M. T., Chapman, L., Sweers, A., & Sohn, H. (2023). Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change. Teaching and Teacher Education, 122, 103951.
Cevikbas, M., König, J., & Rothland, M. (2023). Empirical research on teacher competence in mathematics lesson planning: Recent developments. ZDM–Mathematics Education, 1-13.
Ebaeguin, M. (2015). Promoting Teacher Growth through Lesson Study: A Culturally Embedded Approach. Mathematics Education Research Group of Australasia.
Fazilla, S., Bukit, N., & Sriadhi, S. Professional Competence of Prospective Elementary School Teachers in Designing Lesson Plans Integrating Project-Based Learning Models and TPACK. Mimbar Sekolah Dasar, 10(1), 226-239.
Fitriati, F., Rosli, R., & Iksan, Z. H. (2023). Enhancing prospective mathematics teachers' lesson planning skills through lesson study within school university partnership program. Journal on Mathematics Education, 14(1), 69-84.
Godfrey, D., Seleznyov, S., Anders, J., Wollaston, N., & Barrera-Pedemonte, F. (2019). A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools. Professional Development in Education, 45(2), 325-340.
Guskey, T. R. (2009). Closing the knowledge gap on effective professional development. Educational horizons, 87(4), 224-233.
Gutierez, S. B. (2021). Collaborative lesson planning as a positive ‘dissonance’to the teachers’ individual planning practices: characterizing the features through reflections-on-action. Teacher Development, 25(1), 37-52.
Hammer, S., & Ufer, S. (2023). Professional competence of mathematics teachers in dealing with tasks in lesson planning. Teaching and Teacher Education, 132, 104246.
Ibda, H., Syamsi, I., & Rukiyati, R. (2023). Professional elementary teachers in the digital era: A systematic. Int J Eval & Res Educ, 12(1), 459-467.
Ilhami, A., Yusrianto, E., Lokollo, L., Fadilah, M., & Handrianto, C. (2023). Innovation of a model of field experience practice-based lesson study (THLS) to enhance pre-service science teacher research skills. Journal of Education Research and Evaluation, 7(1).
Kager, K., Jurczok, A., Bolli, S., & Vock, M. (2022). “We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions. Teaching and Teacher Education, 113, 103683.
Kager, K., Mynott, J. P., & Vock, M. (2023). A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes. International Journal of Educational Research Open, 5, 100272.
Kapici, H. O., & Akcay, H. (2023). Improving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform. Educational Studies, 49(1), 76-98.
Kihwele, J. E., & Mwamakula, E. N. (2023). "Factors Influencing the Implementation of the Lesson Study Approach in Pre-service Teacher Education in Tanzania".
Kitada, Y. (2022). Teacher agency in the modification of Japanese lesson study in the United States. Educational Studies in Japan, 16, 45-57.
Kor, L. K., Tan, S. F., & Lim, C. S. (2019). Capturing Changes and Differences in Teacher Reflection through Lesson Study: A Comparison of Two Culturally Diverse Malaysian Primary Schools. Theory and Practice of Lesson Study in Mathematics: An International Perspective, 369-391.
Kurt, G., & Çakıroğlu, E. (2023). Prospective mathematics teachers’ Tpack development in graphical data displays: a microteaching lesson study. International Journal of Mathematical Education in Science and Technology, 1-31.
Li, J., Goei, S. L., & Van Joolingen, W. R. (2023). A case study of teacher learning in enacting maker pedagogy through lesson study. International Journal for Lesson & Learning Studies, 12(3), 240-256.
Marlina, R., & Hamdani, H. (2023). Trend Topic in School-based Lesson Study for Learning Community in Transformational Program. Jurnal Penelitian Pendidikan IPA, 9(7), 4956-4962.
Mengistu, M. A., Worku, M. Y., & Melesse, T. (2023). Perceptions and practice of primary school English teachers in lesson study to improve their classroom practices. Cogent Education, 10(1), 2196906.
Midgette, A. J., Ilten-Gee, R., Powers, D. W., Murata, A., & Nucci, L. (2018). Using lesson study in teacher professional development for domain-based moral education. Journal of Moral Education, 47(4), 498-518.
Miller, E. C., Severance, S., & Krajcik, J. (2021). Motivating teaching, sustaining change in practice: Design principles for teacher learning in project-based learning contexts. Journal of Science Teacher Education, 32(7), 757-779.
Paristiowati, M., Rahmawati, Y., Fitriani, E., Satrio, J. A., & Putri Hasibuan, N. A. (2022). Developing preservice chemistry teachers’ engagement with sustainability education through an online project-based learning summer course program. Sustainability, 14(3), 1783.
Pham, K. T., Thi Do, L. H., Dinh, H. V. T., Nguyen, Q. A. T., Phan, Q. N., & Ha, X. V. (2023). Professional development of primary school teachers in Vietnamese educational reform context: an analysis from a sociocultural perspective. Education 3-13, 1-16.
Saddhono, K., Sueca, I. N., Sentana, G. D. D., Santosa, W. H., & Rachman, R. S. (2020). The application of STEAM (Science, Technology, Engineering, Arts, and Mathematics)-based Learning in Elementary School Surakarta District. In Journal of Physics: Conference Series (. 1573, 1,012003). IOP Publishing.
Sarkar Arani, M. (2018). Research teaching, A global idea for improving education and enriching learning, Tehran, Marat Institute of Learning Schools
Seleznyov, S. (2018). Lesson study: an exploration of its translation beyond Japan. International Journal for Lesson and Learning Studies, 7(3), 217-229.
Seleznyov, S., Goei, S. L., & Ehren, M. (2021). International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation. Professional Development in Education, 1-15.
Shafii Sarvestani, M., Khalifa, H., & Azizi, R. (2016). Lifelong learning of teachers with the help of lesson research process, national conference of Iranian Philosophy and Education Association (philosophy and continuous learning)
Shariat, H. (2020). "Designing and validating a lesson study model for the professional development of primary teachers in Qom province", (Doctoral thesis, Allameh Tabatabai University)
Sheikh Al-Islami, N., Oladian, M., & Bakhtiari, A. (2021). Presenting the empowerment model of primary teachers based on lesson research approach (Tehran city case study). Development of Jundishapur education,(12),108-119
Shinno, Y., & Yanagimoto, T. (2023). Conditions and Constraints of Implementing a Mathematics Lesson Study-Based PD Program for Japanese Pre-Service Teachers. European Journal of Science and Mathematics Education, 11(2), 322-343.
Vanblaere, B., & Devos, G. (2021). Learning in collaboration: Exploring processes and outcomes. In Concept and Design Developments in School Improvement Research: Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability (197-218). Cham: Springer International Publishing.
Wang, A., Yu, S., Wang, M., & Chen, L. (2023). Effects of the visual analytics of peer feedback on teachers’ TPACK development in a lesson study. Interactive Learning Environments, 1-20.
Zafarinejad, A. (2019). Lesson study, Tehran, Korosh Chap.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار