باورهای تربیتی معلمان و نقش آن در اقدامات تدریس آنان و عملکرد ریاضی دانش‌آموزان

این پژوهش با هدف شناسایی باورهای تربیتی معلمان و نقش آنان در اقدامات تدریس و عملکرد ‌ریاضی دانش‌آموزان اجرا شد. بدین منظور از طریق تحلیل‌ ثانویۀ داده‌های مطالعۀ تیمز 2019، داده‌های 220 معلم و نتایج عملکرد ریاضی 5890 دانش‌آموز پایۀ هشتم بررسی شد. از سوالات ملی پرسشنامه معلم ریاضی در زمینۀ باور در مورد ریاضی و باورهای تربیتی معلم، هفت عامل استخراج و با کاربرد مقیاس‌سازی راش، نمرات مقیاسی برای هر یک از عامل‌ها تولید شد. به همراه این سوالات، سه مقیاس اقدامات تدریس شامل فعالیت‌های تدریس، درخواست از دانش‌آموزان حین تدریس و سنجش از دانش‌آموزان به همراه نمرات عملکرد ریاضی دانش‌آموزان استفاده شدند. نمرات مقیاسی برای شناسایی باورهای معلمان با استفاده از تحلیل کلاس ‌مکنون به‌کار برده شدند. نتایج نشان داد که سه باور تربیتیِ غالب معلمان سازنده‌گرایی، انتقال مستقیم و مخلوط است که به ترتیب 48/5، 20/5 و 30/9 درصد از معلمان با آن باور دارند. هم‌چنین، مقایسۀ اقدامات تدریس میان این سه گروه نشان داد، معلمان با باور انتقال مستقیم کمترین و معلمان سازنده‌گرا بیشترین فعالیت‌های تدریس را گزارش دادند. در فعالیت سنجش از دانش‌آموزان، معلمان با باور مخلوط بیشترین میزان را گزارش دادند، ولی در متغیر درخواست از دانش‌آموزان تفاوتی بین معلمانِ سازنده‌گرا و معلمان با باور مخلوط وجود نداشت. در بررسی نهایی، تفاوتی در عملکرد ریاضی دانش‌آموزان این سه گروه از معلمان دیده نشد. نتایج نشان دادند که هنوز بخش زیادی از معلمان به باورهای جدیدتر تدریس گرایش ندارند؛ با این حال، تغییر باورهای آنان به ارتقای عملکرد تحصیلی دانش‌آموزان منجر نمی‌شود.

teacher pedagogical beliefs and their role in teaching practices and math performance among students

the present study was designed to identify the pedagogical beliefs of teachers and to explore the role of their beliefs in teaching practices and the math performance of their students. data from 220 math teachers and 5890 students in the eighth grade were analyzed by a secondary analysis of timss 2019. also, a part of the national items in the teacher questionnaire of timss 2019 was selected and seven factors were extracted by rasch scaling based on two scales, including belief about mathematics and teacher pedagogical beliefs. the scaled scores were analyzed by latent class analysis to classify teacher pedagogical beliefs. the results showed that three dominant beliefs in the teachers were constructivism, direct transfer, and blended, to which 20.5%, 48.5%, and 30.9% of the teachers were classified, respectively. comparing teaching practices in these groups revealed that less practices were reported in teachers who believed in direct transmit. constructivist teachers reported the most teaching activities, while blended teachers reported the greatest volume of assessment. meanwhile, there was no significant difference between the constructivist and traditional teachers in the use of assessment; there was also no difference between the math performance of their students. the results showed that a large part of teachers did not believe in newer pedagogical beliefs. nevertheless, modifying their beliefs does not improve the students’ achievement. therefore, although teachers’ beliefs are useful for learning processes, they are not very effective in improving the students’ learning.introduction: every teacher holds certain beliefs that determine their priorities for teaching and how the students acquire knowledge. it is assumed that teachers’ beliefs influence their classroom decisions and behaviors (buehl and beck, 2015; fives et al., 2015).much of the literature on the subject focuses on two prototypical beliefs, namely teacher-centered or behaviorist beliefs and learner-centered or constructivist beliefs (horgan gardiner-hyland, 2019; berger, et al., 2019). meanwhile, teachers can hold multiple, potentially-competing beliefs simultaneously, which is entitled blended belief.studies on the subject of teachers’ beliefs and teaching activities show that teacher self-efficacy, sense of responsibility, pedagogical knowledge, and self-awareness have a moderator role between teachers’ beliefs and practices (buehl and beck, 2015). moreover, despite the scarce research on the powerful effects of teachers’ beliefs on their students’ achievements, these beliefs, which are often communicated nonverbally and unintentionally, are perceived and internalized by the students and have direct consequences for their self-efficacy, efforts, and achievements (watt and richardson, 2015). nonetheless, the idea that the quality of teaching and learning will improve if teachers are supportive of constructivist and student-centered beliefs does not seem to be the case. (francis, rapacki eker, 2015).the present study was designed to investigate the classes of pedagogical beliefs toward which iranian teachers tend more. identifying the relationship between teachers’ pedagogical beliefs and teaching practice as well as the students’ achievements is another point of focus in this study.methodology: the present study was a secondary analysis of timss 2019 data.