ارزشیابی برنامه‌های درسی ضمن خدمت بر اساس اصول آندراگوژی

هدف این پژوهش، به‌کارگیری الگوی هاماند در ارزشیابی اثربخشی برنامه‌های آموزش ضمن خدمت بر اساس اصول آندراگوژی است. جامعۀ آماری پژوهش حاضر شامل سه گروه 1 معلمان 2 مدرسان دوره 3 دست‌اندرکاران و مجریان برگزارکنندۀ دوره است. جامعۀ آماری گروه اول 175 نفر بودند که 120 نفر به‌صورت تصادفی، با توجه به جدول مورگان انتخاب شدند، حجم جامعۀ گروه دوم 12 نفر و حجم جامعۀ گروه سوم 21 نفر بود که به شیوۀ سرشماری مطالعه شدند. برای گردآوری داده‌ها از دو روش کتابخانه‌ای و میدانی استفاده شده است. در روش میدانی برای پاسخ‌گویی به سوالات پژوهش از دو پرسش‌نامۀ محقق ساخته در مقیاس پنج‌درجه‌ای لیکرت استفاده شد. برای بررسی کیفیت محتوای ارائه‌شده در ابعاد مختلف از یک پرسش‌نامه با 42 گویه و جهت بررسی میزان اثربخشی برنامۀ درسی ارائه‌شده در این دوره از یک پرسش‌نامه با 14 گویه استفاده شد. داده‌های جمع‌آوری‌شده به صورت توصیفی تجزیه‌وتحلیل شدند. نتایج نشان داد که کیفیت محتوای آموزشی، کیفیت برنامۀ درسی  ارائه‌شده در این دوره در ابعاد مختلف کمتر از حد متوسط، و متناسب با اصول آندراگوژی نبوده است. همچنین، کیفیت سازمان‌دهی محیط آموزش، امکانات و توانایی مدرسان دوره از نظر فراگیران در ابعاد مختلف درحد متوسط بوده است.

Evaluating In-Service Training Programs Based on the Principles of Andragogy

Introduction Evaluation can have an important role in improving the quality of any training program. The aim of this study was to evaluate the effectiveness of applying the Hammond Model in inservice education programs based on the principles of Andragogy (2005).   Research questions How is the quality of the content in its different dimensions presented in InService Training Programs? How well has been quality of the training environment, equipment and facilities in these programs? How effective have been he teaching methods used by teacher trainers? How effective has been the educational program presented in these programs in achieving  the desired learning outcomes and goals?   Materials and method Participants of this study were 120 teachers, 12 teacher trainers, and 21 course organizers and administrators. One of the questionnaires, which was used in this study, was designed based on the Andragogical Process Model proposed by Knowles’ (2005). The model involves the elements of preparation for learning, creation of an informal atmosphere, joint planning, participation in needs identification, participation in goal setting, creation of flexible learning design patterns, program implementation, selfassessment and joint evaluation.  Furthermore, to obtain data on the quality of the presented content in its various dimensions, a 42item questionnaire was used. Validity of this questionnaire was assessed and confirmed through seeking the perspectives of four faculty members who were specialist in Educational Evaluation, Curriculum Planning and Educational Psychology. Then, correlation analysis was run to assess reliability of the questionnaire. Cronbach’s alpha value was found to be 0.89, suggesting a good internal consistency reliability for the whole scale.  Additionally, Cronbach’s alpha value was 0.83 for the first component, i.e. quality of content presented in its different dimensions it was 0.80 for the second component, (i.e. quality of training environment, equipment and facilities), and 0.79 for the third component, i.e. teachers’ ability. The data were analyzed through using descriptive analysis. To evaluate the effectiveness of the curriculums presented in these programs, another questionnaire with 14 items and on a fivepoint Likert scale was used. Validity of the instrument was then assessed and confirmed through seeking the perspectives of four faculty members specialist in Educational Evaluation, Curriculum Planning, and Educational Psychology. Cronbach’s alpha value was also 0.81, and thus reliability of the questionnaire was confirmed.   Results Based on the viewpoints of teachers, teacher trainers, and course organizers and administrators and as the results of this study indicated, the quality of contented presented in different dimensions was of a moderate level in these programs. Furthermore, from the viewpoints of teachers and teacher trainers, the quality of organization of the educational setting, equipment and facilities was moderate in these programs. Teachers, teacher trainers, and course organizers and administrators also believed that trainers had a moderate ability level for making the courses effective. Finally, as participants of this study thought and considering the objectives and outcomes of the courses, the achievement level of the educational curriculums presented in these programs was moderate.   Discussion Inservice training programs should be designed based on the characteristics of adult learning. Lack of problemoriented curriculums, ignoring the interests and needs of learners, inconsistency between curriculum content and the allocated time, lack of attention to teachers’ personal growth, and excessive attention to reach cognitive goals, and most importantly, ignoring the principles of Andragogy while designing an inservice training programs for teachers are among the reasons for why inservice training programs cannot achieved their desired goals and outcomes. Consequently, goal setting and specification of content, desired outcome and procedures for the evaluation of training programs can be enumerated as a number of factors which can guarantee success of any training program.