تأثیر روش تدریس معکوس بر نگرش حرفه‌ای و خودکارآمدی معلمان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران

2 استادیار گروه روانشناسی و علوم تربیتی واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران

چکیده

هدف پژوهش حاضر بررسی تأثیر روش تدریس معکوس بر نگرش حرفه‌ای و خودکارآمدی معلمان مقطع متوسطه شهر تهران است. روش پژوهش کمی، غیرآزمایشی از نوع علی-مقایسه ای (پس رویدادی) است. جامعه‌ی آماری شامل معلمان مقطع متوسطه مناطق 22 گانه ی تهران که از روش معکوس استفاده کرده‌اند، است که به کمک روش نمونه‌گیری در دسترس و هدفمند 15 نفراز معلمان مقطع متوسطه که دارای بیشترین فراوانی در جنسیت، سابقه، نوع استخدام و منطقه‌ی محل خدمت بودند، انتخاب شدند. 15 نفر همتای آنان که به روش سنتی تدریس می‌کردند به گروه گواه گمارش یافتند.به‌منظورارزیابی اثربخشی روش تدریس معکوس، دو متغیر وابسته نگرش حرفه‌ای و خودکارآمدی به ترتیب به‌وسیله‌ی پرسشنامه‌ی یزدان پناه (1393) وچانن موران و ولفولک هوی (2001) موردبررسی قرار گرفت. برای تحلیل داده‌ها، از تحلیل واریانس چندمتغیری (مانوا) و تحلیل واریانس یک‌راهه (آنوا) استفاده شد. نتایج پژوهش بیانگر آن است میزان نگرش حرفه‌ای و خودکارآمدی کلی و مؤلفه‌های خودکارآمدی معلمانی که از تدریس معکوس استفاده کرده‌اند به‌طور معناداری بیش از معلمانی است که از روش سنتی در کلاس خود بهره برده‌اند درنتیجه می‌توان اذعان کرد رویکرد تدریس معکوس در افزایش نگرش حرفه‌ای و خودکارآمدی معلمان مقطع متوسطه اثربخش می‌باشد

چکیده تصویری

تأثیر روش تدریس معکوس بر نگرش حرفه‌ای و خودکارآمدی معلمان

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The effect of Flipped Teaching Method on Professional Attitude and Teachers' Self-efficacy

نویسندگان [English]

  • Ali Dinarvand 1
  • zeinab Golzari 2
1 M.A. of Instructional Tecnology, Faculty of Psychology and Education, South Tehran Branch, Islamic Azad University,Tehran,Iran
2 Assistant Professor of the Faculty of Psychology and Education, South Tehran Branch, Islamic Azad University,Tehran,Iran
چکیده [English]

The aim of present study is to investigate the effect of Flipped Classroom approach on the professional attitude and self-efficacy of high school teachers in Tehran. The present study is a non-empirical quantitative researchwith a causal-comparative (retrospective) method. The statistical population included all high school teachers at 22 districts of Tehran who adopted inverse teaching method. Using purposive available sampling method, 15 teachers who had the highest score in terms of gender, years of experience, type of employment, and the district of service were selected as the study group. 15 counterparts who were teaching via the conventional methods were selected as the control. To investigate the effectiveness approach, the dependent variables of professional attitude and self-efficacy were examined by the questionnaires of Yazdanpanah (2014) and schannen-Moran&WoolfolkHoy(2001)respectively. To analyze data, multiple analysis of variance and one-way analysis of variance were used. The results indicate that the level of the professional attitude and self-efficacy in general and the components of self-efficacy were significantly higher for teachers usingflipped classroom methods than teachers who used conventional methods in their class. As a conclusion, it can be stated that Flipped Classroom approach is effective on improving the professional attitude and self-efficacy among high school teachers.

کلیدواژه‌ها [English]

  • Flipped teaching method
  • Flipped Classroom Approach
  • teachers’professional attitude
  • teachers’self-efficacy
  • high school

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