رابطه باورهای معرفت‌شناختی و فلسفه‌های آموزشی با رویکردهای تدریس دانشجو معلمان

پژوهش حاضر با هدف بررسی رابطه باورهای معرفت‌شناختی و فلسفه‌های آموزشی با رویکردهای تدریس دانشجو معلمان صورت گرفته است. روش پژوهش حاضر توصیفی – همبستگی بوده و از نظر هدف پژوهش نیز، کاربردی می‌باشد. جامعه پژوهش متشکل از کلیه دانشجو معلمان پردیس الزهراء(س) دانشگاه فرهنگیان استان سمنان ، با حجم نمونه 122 نفر است. ابزار گردآوری داده‌ها نیز شامل سه پرسشنامه باورهای معرفت‌شناختی، فلسفه‌های آموزشی و رویکردهای تدریس با تایید روایی و پایایی مناسب بود. آزمون‌های توصیفی و همبستگی و روش‌های فراوانی، آزمون کلموگروف اسمیرنف، آزمون تی تک نمونه‌ای، ضریب همبستگی پیرسون و رگرسیون چند متغیره استفاده شد. نتایج پژوهش نشان داد که اولویت باورهای معرفت‌شناختی دانشجو معلمان، «دانش ساده» بوده و اولویت فلسفه‌های آموزشی ایشان «بازسازی گرایی» بود و همچنین رویکرد تدریس «شاگرد محور» را بیشتر مورد تاکید قرار داده‌اند. بر اساس نتایج، باور معرفت‌شناختی دانش ساده با رویکرد تدریس معلم محور و شاگرد محور، و باور معرفت‌شناختی یادگیری سریع نیز با رویکرد تدریس معلم محور و شاگرد محور ارتباط مثبت و معناداری دارد. باور معرفت‌شناختی دانش قطعی با رویکرد تدریس معلم محور و باور معرفت‌شناختی تغییرناپذیری نیز با رویکرد تدریس معلم محور دارای ارتباط مثبت و معنادار می‌باشد. همچنین فلسفه‌های آموزشی ضرورت گرایی و پایدارگرایی با رویکرد تدریس معلم محور، و فلسفه‌های آموزشی پیشرفت گرایی و بازسازی گرایی با رویکرد تدریس شاگرد محور ارتباط مثبت و معنادار دارند. در نهایت نتایج نشان دادند که باورهای معرفت‌شناختی دانش ساده، یادگیری سریع و دانش قطعی و همچنین فلسفه‌های آموزشی ضرورت گرایی و پایدارگرایی قابلیت پیش‌بینی رویکردهای تدریس را دارند.

The Relationship between Epistemological Beliefs and Educational Philosophies with Teacher/Students’ Teaching Approaches

Purpose: Given the relationship between theory and practice, there has always been a strong tendency to explore the theoretical foundations of practice on the one hand, and the effects of practice on the repair and completion of theory on the other. Efforts in this field of education can help to shape an educational philosophy and consequently an appropriate educational program (Zandvanian Naini, Safaei Moghaddam, Pakseresht & Sepasi, 2009). This is especially important for teacher/students. Teacher/students are of particular importance as a link between educational thought and practice because they are directly exposed to higher education and education. In other words, teacher/students can operation apply theories of higher education at the level of education, and this is of particular importance because they can critique and analyze educational theory and also, with the touch of the operational levels, help improve educational practice (Mohammadi Pouya & Dehghani, 2016). This study investigate the relationship between epistemological beliefs and educational philosophies with teacher/students’ teaching Approaches.   Method: The research conduct with descriptivecorrelational method. The research population includes all teacher/students of Alzahra University in Semnan province with a sample size of 122 people. Data gathering by three questionnaires: epistemological beliefs, educational philosophies and teaching approaches. For determine reliability, Cronbach,s alpha was used which its value for epistemological beliefs 0.93, educational philosophies 0.92 and teaching approaches 0.88. SPSS software was used for data analysis in format of descriptive and inferential tests, including, KS test, one sample Ttest, Pearson correlation coefficient (PCC) and multivariate regression.   Results: Findings from the survey relationship between epistemological beliefs and educational philosophies with teacher/students’ teaching Approaches showed the priority of epistemological beliefs of teacher/students was simple knowledge and the priority of their educational philosophies was reconstructionism and also Teacher/Students prefer the learnercentered teaching approach. Based on the findings, the epistemological beliefs of »simple knowledge« and »quick learning« with teachercentered and learnercentered approach and epistemological beliefs of »definitive knowledge« and »immutability« with teachercentered approach, have a positive and significant relationship. Because in definitive knowledge and immutability, there is talk of certainty and principles and definitive and inviolable knowledge is dependent on the authority other than itself (Chan & Elliot, 2003). Therefore, the teacher is the source of knowledge and control of learning with him and considered the teachercentered approach. But, beliefs such as quick learning, need to be used interactive of the role of teacher and student, and therefore use of teachercentered and studentcentered teaching approaches. Another result of the study was that the educational philosophies of »essentialism« and »perennialism« with teachercentered approach, and educational philosophies of »progressivism« and »reconstructionism« with studentcentered approach have a positive and significant relationship. This result is in line with the research results of Mohammadi Pouya (2017) because they also found in their research that the teaching centered teaching approach had a significant relationship with the educational philosophy of sustainability. It is consistent, as they also report that there is a significant relationship between the types of educational philosophy and classroom management strategies. The results of this research section are in line with the research results of Malekipour and et al (2016), because they also report that there is a significant relationship between types of educational philosophy and classroom management strategies. Also the results showed that the epistemological beliefs of »simple knowledge«, »quick learning« and »definitive knowledge« and the educational philosophies of »essentialism« and »perennialism« can predict teaching approaches. This result is also in line with the results of the study Malekipour and et al (2016), because they have found that the types of educational philosophy of essentialism and sustainability can predict authoritarian and authoritarian class management, and the types of educational philosophy of progressivism and restructuring can predict authoritative, democratic, and indifferent class management. Finally, it was found that teacher/students prioritized the studentcentered teaching approach to teachercentered teaching approach. This result is inconsistent with the findings of the study by Javadipour and et al (2016) and Mohammadi Pouya (2017), because they reported that the teachercentered teaching approach was more supportive than the studentcentered teaching approach. In explaining this finding, it can be acknowledged that in the Javadipour et al’s research, Teachers as the research community and in the Mohammadi Pouya’s research, professors as the research community, whose average age is often higher than the current research community. They are from the older generation of the educational system, and the current research community teacher/students is considered to be the newer generation of the educational field, who have a better relationship with the process and characteristics of today’s teaching. On the other hand, this conclusion can be attributed to the emphasis of the education system on the fundamental transformation document of education in recent years. Because the contents of the fundamental transformation document of education and the national curriculum document of the Islamic Republic (as high level documents of the education system) have been designed and developed using a competencybased approach. Examples of competencybased perspectives can be found in the various sections of the national curriculum document. For example, in the section on general approaches and orientations, it is mentioned that learners have an active role in the process of teachinglearning and training and developing their competence inherently. Also in the section on content, it is mentioned that contentcentric is tailored to present and future needs, interests, students’ psychological characteristics, Islamic community expectations, and educational time (National Curriculum Document, 2012). However, given the prospect of high level documents and teacher/students training, it would be natural for teacher/students to support studentcentered teaching approaches based on competencybased and to focus on this approach towards learners.