مقایسه صلاحیت های حرفه ای معلمان در بین فارغ التحصیلان دانشگاه فرهنگیان، تربیت معلم سابق و سایر دانشگاه ها

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه روان شناسی تربیتی، دانشگاه فرهنگیان، تهران، ایران

2 گروه علوم پایه، دانشگاه فرهنگیان، ایران

3 گروه فیزیک دانشگاه تربیت دبیر شهید رجایی، ایران

چکیده

هدف از مطالعه حاضر، بررسی صلاحیت‌های حرفه‌ای معلمان، فارغ‌التحصیلان دانشگاه فرهنگیان، تربیت معلم سابق و سایر دانشگاه ها می باشد. طرح پژوهش حاضر از نوع تحقیقات علی-مقایسه‌ای است. نمونه آماری عبارت از 210 معلم فیزیک و ریاضی در سه گروه فارغ‌التحصیل دانشگاه فرهنگیان، تربیت معلم سابق و سایر دانشگاه‌های کشور می باشد که از نظر ویژگی‌های جمعیت شتاختی مشابه می باشند. هر سه گروه به وسیله پرسشنامه صلاحیت‌های حرفه‌ای معلمان مورد ارزیابی قرار گرفتند. نتایج تحلیل واریانس دوراهه نتایج نشان می دهد که صلاحیت‌های حرفه‌ای معلمان سه گروه باهم تفاوت دارند. از نظر صلاحیت شناختی فارغ التحصیلان دانشگاه فرهنگیان وضعیت بالاتری در مقایسه با دو گروه دیگر دارند. فارغ‌التحصیلان مراکز تربیت معلم نیز تفاوت معنی-داری با فارغ‌التحصیلان سایر دانشگاه‌ها دارند. از نظر صلاحیت مدیریتی تفاوت فارغ‌التحصیلان دانشگاه فرهنگیان با فارغ‌التحصیلان مراکز تربیت معلم معنی دار نیست، اما از فارغ‌التحصیلان سایر دانشگاه‌ها بالاتر است. در مورد صلاحیت نگرشی تفاوت بین گروه ها معنی‌دار نمی‌باشد.

چکیده تصویری

مقایسه صلاحیت های حرفه ای معلمان در بین فارغ التحصیلان دانشگاه فرهنگیان، تربیت معلم سابق و سایر دانشگاه ها

کلیدواژه‌ها


عنوان مقاله [English]

A Comparison of the Professional qualifications among teachers graduated from Farhangian university, Ex-teacher Education centers and other universities

نویسندگان [English]

  • Hossein Vahedi Kojanagh 1
  • Naser Karimi 2
  • rasoul rezaei 1
  • Ayoub Esmail Pour 3
1 Educational psychology Department, Farhangian University, Tehran, Iran
2 Basic Science Department, Farhangian University, Tehran, Iran
3 Physic Department, Shahid Rajaee Teacher Training University, Tehran, Iran
چکیده [English]

The aim of this study is to investigate Professional qualifications among teachers that Graduated from Farhangian university, Ex-teacher Education Centers and other universities. The method of Study is causal-comparative. The sample was comprised of 210 teachers in three groups that Graduated from Farhangian university, Ex-teacher Education centers and other universities such that the groups was similar in demographic factors. All subjects assessed by the Teachers Professional qualifications questioner. The variance analysis results show that teacher’s Professional qualifications in three groups is different. In cognitive qualification results show Farhangian university Graduated teachers have best state. In management qualification, the difference between Farhangian university Graduated with Ex-Teacher Education Centers graduated are not significant but with other universities graduated is significant. Attitude qualification difference is not significant between groups.

کلیدواژه‌ها [English]

  • Professional qualification
  • Farhangian University
  • Ex-teacher Education Centers
  • teacher
  • graduated

[1] Mehrmohamadi, A. (2010). Critique of the National Curriculum Document. Journal of Curriculum Studies (J.C.S.), 5(18), 8-31. [in Persian]

[2] Deißinger, T., Dipl, H., & Silke, H. (2012). Structures and functions of Competency-based Education and Training (CBET): A comparative perspective. Germany: University of Konstanz Press.

[3] Paulick, I., Großschedl, J., Harms, U., & Möller, J. (2016). Pre-service teachers’ professional knowledge and its relation to academic self-concept. Journal of Teacher Education, 67 (3), 173-182.

[4] Nijveldt, M., Mieke, B., Douwe, B., Nico, V., & Theo, W. (2005). Assessing the interpersonal competence of beginning teachers: The quality of the judgement process, International Journal of Educational Research, 43, 89-102.

[5] Neumann, K., Härtig, H., Harms, U., & Parchmann, I. (2017). Science teacher preparation in Germany. In J., Pedersen, T., Isozaki, and T. Hirano, T. (ed.), Model science teacher preparation programs: An international comparison of what works best (pp. 29-52). Charlotte, NC: Information Age Publishing.

[6] Oser, F. Κ.Α. (2006). Competence- oriented teacher training: old research demands and new pathways. In: F. Oser, F. Achterhagen, and U. Renold (eds.), Competence oriented teacher training: old research demands and new pathways (pp. 219-236). Rotterdam: Sense Publisher

[7] Liakopoulou, M. (2011). The professional competence of teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness? International Journal of Humanities and Social Science, 1(21), 66-78.

[8] Taylor, v. (1990). A comparison of perceptions of the importance of mental competencies between in-service and preservice teacher. Mid-south Educational Research Association, 32 (7), 45-54.

[9] Huntly, H. (2008). Teachers work: Beginning teachers conceptions of competence. The Australian Educational Researcher, 35(1), 125145.

[10] Abdollahi, B., Dadjo, A., & Yousaliani, G. (2014). Identify and validate the professional competencies of effective teachers, Quarterly of Educational Innovation, 3(49), 25-48. [in Persian]

[11] Roshan-ghias, P., Kian, M., & Geramipour, M. (2015). Designing and reviewing the tools for assessing the competencies of primary school teachers in Isfahan. Paper presented in the 3rd National Conference on Psychology and Behavioral Sciences.Tehran. [in Persian]

[12] Mollayinejad, A. (1391). Desirable professional qualifications for teachers in elementary education. Quarterly Educational Innovation, 44(11), 33-62. [in Persian]

[13] Wu, M. J., & Lin, S. C. (2011). Teachers’ professional growth: Study on professional (pedagogical) competency development of teachers in junior colleges/ universities of technology. The Journal of American Academy of Business, Cambridge, 16 (2), 197-208.

[14] The Education fundamental evolution document. Supreme Council of the Cultural Revolution (2011). Tehran: Publishing Center of the Ministry of Education. [in Persian]

[15] Schleicher, A. (2012) (Ed.). Preparing teachers and developing school leaders for the 21st century. Lessons from around the world. US: OECD publishing.

[16] Villegas, E., & Reimers, F. (2000). The professional development of teachers as lifelong learning: Models, practices and factors that influence it. Washington, D.C: The Board on International Comparative Studies in Education (BICSE), of the National Research Council.

[17] Babaei, R. (2014). Comparison of professional qualifications and teaching patterns used by teachers graduating from Teacher Training Centers and other universities. (Unpublished master’s thesis). Mohaghegh Ardabili University, Ardabil, Iran.

[18] Palmquist, B. C., & Finley, F. N. (1997). Preservice teachers’ views of the nature of science during a postbaccalaureate science teaching program, Journal of Research in Science Teaching, 34, 595

[19] Martin, N. K., & Sass, D. A. (2010). Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, 26, 1124-1135.

[20] Sharifian, F., Nasr Ahmad, R., & Abedi L. (2007). Determine the parameters affecting classroom management in universities and institutions of higher education, Journal of Educational and Psychological Studies, 15, 49-61. [in Persian [

[21] Kaykci, K. (2009). The effect of classroom management skills of elementary school teachers on undesirable discipline behaviour of students. Procedia Social and Behavioral Sciences, 1(1), 1215-1225.

[22] Jamshiditavana, A., & Emamjomeh, M. (2016). The study of thinking internship effectiveness in teacher education curriculum on teacher-students’ competency development. Journal of Educational Curriculum Research, 6(1), 1-20. [in Persian]

[23] Liu, S., & Onwuegbuzie, A. J. (2014) Teachers' motivation for entering the teaching profession and their job satisfaction: A cross-cultural comparison of China and other countries. Learning Environments Research, 17(1), 75- 94.

[24] Dündar, S. (2014). Reasons for choosing the teaching profession and beliefs about teaching: A study with elementary school teacher candidates. College Student Journal, 48(3), 445-460.

[25] Curtis, C. (2012). Why do they choose to teach--and why do they leave? A study of middle school and high school mathematics teachers. Education, 132(4(, 779-788.

[26] Shabani, Z. (2004). Comparative study of teacher training program of Iran and several countries. Quartery of Education, 79, 122-159. [in Persian]