شناسایی مولفه های "دانش دبیران" در آموزش و پرورش شهر اهواز (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف اصلی این پژوهش، شناسایی مولفه های دانش دبیران در آموزش و پرورش شهر اهواز بود. پژوهش مذکور از نظر هدف در حیطه پژوهش های «نظری-کاربردی» و به لحاظ روش، آمیخته از نوع اکتشافی متوالی(کیفی و کمّی) است. در بخش کیفی بر اساس قاعده اشباع نظری 11 نفر از دبیران شهر اهواز به روش نمونه گیری هدفمند و با استفاده از الگوی موارد مطلوب انتخاب شدند و در این پژوهش مشارکت کردند. حجم نمونه برای بخش کمّی بر اساس فرمول کوکران 346 نفر برآورد شد و از روش نمونه گیری طبقه ای تصادفی برای انتخاب آنها استفاده شد. برای جمع آوری داده های کیفی از روش مصاحبه نیمه ساختمند و برای داده های کمّی، از پرسشنامه محقق ساخته استفاده شده است. در بخش کیفی به منظور تجزیه و تحلیل مصاحبه ها، از روش تحلیل محتوای استنتاجی مصاحبه ها و برای تجزیه و تحلیل داده های کمّی، از تحلیل عاملی اکتشافی استفاده شده است. نتایج به دست آمده نشان داد که مولفه های دانش دبیران شامل دانش مهارتی (مهارت در تدریس، مهارت ارزشیابی و ...)؛ دانش شناختی (شناخت دانش آموزان، شناخت قوانین و مقررات و ...)، دانش رویه ای (تدریس عملی، دانش ارزشیابی و ...)؛ دانش ارتباطی- تعاملی (تعامل با مدیر، تعامل با اداره و ...)؛ دانش مدیریت و برنامه ریزی (رهبری و مدیریت کلاس و ...) و دانش فن آوری (توانایی استفاده از محتوای الکترونیکی، کامپیوتر و اینترنت) می باشد.Identifying components of teachers’ knoeledge in Ahvaz education
Abstract: In this research we assume that knowledge is recognized as a strategic and key asset for all organizations and education systems too. Therefore the appropriate use of knowledge is an effective factor in the success/failure of educational organizations and teachers are main people that could create, save and share knowledge in the school systems. In the other hand we know that teaching, learning and educating process are the core of any education system and are most important duties of teachers. Based on this assumption the best teachers are those who their work lead to the highest levels of learning in school especially students’ learnings. But what is teacher’s knowledge that guides his/her teaching and learning activities and other organizational behaviors? It should be said that performing the above activities without identifying teachers' knowledge and its dimensions is difficult. Therefore it is important to school as an organization that know about teacher’s knowledge component and how to manage it in order to provide proper context for, creating, saving, maintaining, developing, sharing and exchanging of knowledge at the school level. Based on theoretical foundations we found that teacher’s knowledge has a wide range including cognation knowledge, experiences, skills, perspectives and even the value and mentality system of the teachers. Studying in a real context could lead to better understanding of teacher’s knowledge so the main purpose of this study aimed to identify and introduce the components and dimensions of teachers’ knowledge in Ahvaz education system. By purpose this research is a “Theoretical-Applied” research and by method is mixed method (Sequential Exploratory). In the qualitative part, based on theoretical saturation 11 teachers who were convinced and satisfied selected and participated in this research. They were selected by purposeful and best intensity case sampling. Sample size in quantitative part based on Cochran formula 346 persons estimated and they selected by stratified random sampling method. Semi-structured interview with participants was used to collect qualitative data and quantitative data gathered by a questionnaire that made by researcher. For date analysis, interviews inductive content analysis was used and exploratory factor analysis was used for quantitative data analysis. The results showed that, teachers knowledge can be classified into 6 components consists of, cognitive knowledge (recognition of students, rules and regulations …), proficiency knowledge (Teaching skills, Assessment skills…), procedural knowledge (Practical teaching, knowledge assessment…), Interactive knowledge (Interaction with the manager, interaction with office…),managerial and planning knowledge (Leadership and management of class…), technological knowledge (Computer and Internet knowledge). Keywords: Cognitive knowledge, Proficiency knowledge, Procedural knowledge, Interactive knowledge, Managerial & Planning knowledge, Technological knowledge
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