توسعه حرفه‌ای گامی در راستای تدریس اثربخش (مطالعه‌ی موردی: معلمان ابتدایی شهر سنندج)

هدف: این پژوهش از اهداف چندگانه‌ای مانند آزمون شاخصه‌های روایی و پایایی پرسش‌نامه «توسعۀ حرفه‌ای اثربخش»، شناسایی تفاوت‌ها بین نظرات معلمان بر اساس متغیرهای جمعیت شناختی و کمک به بهبود توسعه حرفه‌ای معلمان از طریق شناسایی اولویت‌های توسعه حرفه‌ای اثربخش برخوردار بود. روش: رویکرد پژوهش حاضر پسااثبات‌گرایی و راهبرد آن پیمایشی توصیفی بود. جامعه تحقیق شامل معلمان دوره ابتدایی شهر سنندج که 1258 نفر بود. مشارکت‌کنندگان در این پژوهش، 300 نفر بودند که با استفاده از جدول کرجسی و مورگان و با نمونه‌گیری به روش خوشه‌ای چندمرحله‌ای انتخاب شدند. از پرسشنامه سوین و لومپه (2014) تحت عنوان «ویژگی‌های توسعه حرفه‌ای اثربخش» استفاده شد. جهت آزمون فرضیه‌ها با توجه به نوع توزیع داده‌ها از آمارهای مناسب استنباطی استفاده شد. برای آزمون روایی محتوایی پرسشنامه از تحلیل عاملی تاییدی و برای آزمون پایایی از آزمون آلفای کرانباخ استفاده شد که آلفای به‌دست آمده 0.967 بود که نشان از پایایی مناسب پرسشنامه بود. یافته ها و نتیجه‌گیری: نتایج نشان داد که پرسشنامه «ویژگی‌های توسعه حرفه‌ای اثربخش» دارای روایی و پایایی مطلوب برای استفاده در بین معلمان ایرانی است. در بین مولفه‌های توسعه حرفه‌ای اثربخش از نظر معلمان با توجه به نتایج آزمون فریدمن رتبه اول این مولفه‌ها تمرکز بر دانش محتوایی معلمان و نحوه یادگیری مطالب توسط دانش آموزان و در رتبه آخر یادگیری فعال فراتر از کلاس درس قرار داشت. همچنین بین مولفه‌های توسعه حرفه‌ای اثربخش معلمان تفاوت معناداری وجود دارد.

Professional development of a step towards effective teaching (Case study: Elementary teachers in Sanandaj)

Purpose: This study had multiple objectives such as testing the validity and reliability characteristics of the Effective Professional Development questionnaire, identifying differences between teachers ’opinions based on demographic variables and helping to improve teachers’ professional development by identifying effective career development priorities. Method: The approach of the present study was poststability and its strategy was surveydescriptive. The research community included primary school teachers in Sanandaj who numbered 1,258. The participants in this study were 300 people who were selected using Karajsi and Morgan tables and by sampling using multistage clustering method. Sweeney and Lumpé’s (2014) questionnaire was used under the heading Characteristics of Effective Professional Development. Appropriate inferential statistics were used to test the hypotheses according to the type of data distribution. For the content validity test of the questionnaire, confirmatory factor analysis and for reliability test, Cranbach’s alpha test was used. The obtained alpha was 0.967, which showed the appropriate reliability of the questionnaire. Results and Conclusions: The results showed that the questionnaire Effective professional development characteristics has the desired validity and reliability for use among Iranian teachers. Among the components of effective teacher development in terms of teachers, according to Friedman’s test results, the first rank of these components was the focus on teacher content knowledge and how students learn the content and the last rank was active learning beyond the classroom. There is also a significant difference between the components of effective teacher development. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement. Purpose: This study had multiple objectives such as testing the validity and reliability characteristics of the Effective Professional Development questionnaire, identifying differences between teachers ’opinions based on demographic variables and helping to improve teachers’ professional development by identifying effective career development priorities. Method: The approach of the present study was poststability and its strategy was surveydescriptive. The research community included primary school teachers in Sanandaj who numbered 1,258. The participants in this study were 300 people who were selected using Karajsi and Morgan tables and by sampling using multistage clustering method. Sweeney and Lumpé’s (2014) questionnaire was used under the heading Characteristics of Effective Professional Development. Appropriate inferential statistics were used to test the hypotheses according to the type of data distribution. For the content validity test of the questionnaire, confirmatory factor analysis and for reliability test, Cranbach’s alpha test was used. The obtained alpha was 0.967, which showed the appropriate reliability of the questionnaire. Results and Conclusions: The results showed that the questionnaire Effective professional development characteristics has the desired validity and reliability for use among Iranian teachers. Among the components of effective teacher development in terms of teachers, according to Friedman’s test results, the first rank of these components was the focus on teacher content knowledge and how students learn the content and the last rank was active learning beyond the classroom. There is also a significant difference between the components of effective teacher development. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement. Purpose: This study had multiple objectives such as testing the validity and reliability characteristics of the Effective Professional Development questionnaire, identifying differences between teachers ’opinions based on demographic variables and helping to improve teachers’ professional development by identifying effective career development priorities. Method: The approach of the present study was poststability and its strategy was surveydescriptive. The research community included primary school teachers in Sanandaj who numbered 1,258. The participants in this study were 300 people who were selected using Karajsi and Morgan tables and by sampling using multistage clustering method. Sweeney and Lumpé’s (2014) questionnaire was used under the heading Characteristics of Effective Professional Development. Appropriate inferential statistics were used to test the hypotheses according to the type of data distribution. For the content validity test of the questionnaire, confirmatory factor analysis and for reliability test, Cranbach’s alpha test was used. The obtained alpha was 0.967, which showed the appropriate reliability of the questionnaire. Results and Conclusions: The results showed that the questionnaire Effective professional development characteristics has the desired validity and reliability for use among Iranian teachers. Among the components of effective teacher development in terms of teachers, according to Friedman’s test results, the first rank of these components was the focus on teacher content knowledge and how students learn the content and the last rank was active learning beyond the classroom. There is also a significant difference between the components of effective teacher development. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement. Purpose: This study had multiple objectives such as testing the validity and reliability characteristics of the Effective Professional Development questionnaire, identifying differences between teachers ’opinions based on demographic variables and helping to improve teachers’ professional development by identifying effective career development priorities. Method: The approach of the present study was poststability and its strategy was surveydescriptive. The research community included primary school teachers in Sanandaj who numbered 1,258. The participants in this study were 300 people who were selected using Karajsi and Morgan tables and by sampling using multistage clustering method. Sweeney and Lumpé’s (2014) questionnaire was used under the heading Characteristics of Effective Professional Development. Appropriate inferential statistics were used to test the hypotheses according to the type of data distribution. For the content validity test of the questionnaire, confirmatory factor analysis and for reliability test, Cranbach’s alpha test was used. The obtained alpha was 0.967, which showed the appropriate reliability of the questionnaire. Results and Conclusions: The results showed that the questionnaire Effective professional development characteristics has the desired validity and reliability for use among Iranian teachers. Among the components of effective teacher development in terms of teachers, according to Friedman’s test results, the first rank of these components was the focus on teacher content knowledge and how students learn the content and the last rank was active learning beyond the classroom. There is also a significant difference between the components of effective teacher development. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement. Keywords: Professional development, teachers, effective professional development, effective teaching, quality improvement.