اعتبارسنجی مدل انواع حرکات : بینش‌های حاصل از معلمان انگلیسی در مقابل معلمان ادبیات فارسی ایرانی
محورهای موضوعی : شعرSima Shamsai 1 , Fazlolah Samimi 2 , Shahram Afraz 3
1 - Department of English, Qeshm branch, Islamic Azad University,Qeshm, Iran
2 - corresponding Author،Department of English ، Bandar-Abbas Branch, Islamic Azad University, Bandar Abbas،Iran
3 - Department of English, Qeshm branch, Islamic Azad University,Qeshm, Iran
کلید واژه: دیداکتیک, انضباط, سازگاری, حرکات معلمان,
چکیده مقاله :
این مطالعه کمّی به دنبال اعتبارسنجی مدل انواع حرکات ایرانی با استفاده از بینش‌های حاصل از معلمان انگلیسی و ادبیات فارسی ایرانی بود. بر اساس 3 موضوع و 8 دسته از مدل انواع حرکات شامل: الف) دیداکتیک (تمرین، آموزش و بازخورد)، ب) انضباط (تنبیه و مدیریت)، و ج)سازگاری (اعتماد، درگیری و تشویق)، یک پرسشنامه 3 عاملی انواع حرکات تهیه و با نمونه‌ای به حجم 190 نفر از معلمان در بافت ایرانی پایلوت شد تا قابلیت اعتماد و روایی آن را ارزیابی کند. تحلیل عاملی اکتشافی (EFA) انجام شد که وجود 3 سازه و 26 مورد را تأیید کرد. همچنین روایی صوری و محتوایی پرسشنامه انواع حرکات تأیید شد. علاوه بر این، ضریب آلفای کرونباخ 0.83 نیز قابلیت اعتماد آن را تأیید کرد. سپس، پرسشنامه نهایی 26 مورد در میان طیف وسیعی از معلمان انگلیسی و ادبیات فارسی ایرانی از طریق کانال‌های مختلف مانند ایمیل، واتس‌اپ و تلگرام توزیع شد و در نهایت 332 پاسخ دریافت شد. یافته‌ها نشان داد که نگرش معلمان انگلیسی و ادبیات فارسی ایرانی در مورد سازه‌های سازگاری و انضباط به لحاظ آماری متفاوت است. سپس با استفاده از تحلیل عاملی تأییدی (CFA)، نتایج ساختار اولیه شناسایی شده از طریق EFA را که شامل 3 سازه و 26 مورد است، تأیید کرد. به طور کلی، مدل پیشنهادی انواع حرکات نشان‌دهنده برازش قابل قبول تا خوب است، هرچند امکان بهبود در شاخص‌های TLI و CFI وجود دارد. نتایج نشان می‌دهد که حرکات دیداکتیک باید در کنار سایر روش‌های آموزش برای تکمیل آموزش استفاده شوند.
This quantitative study aimed to validate a gesture-types model taking insights from both English and Persian literature teachers. Hence, according to 3 themes and 8 categories of the gesture-types model including: a) didactics (practice, instruction & feedback), b) discipline (punishment & management), and c) rapport (confidence, involvement & encouragement), a 3- gesture-types factor questionnaire was developed and was then piloted with a sample of 190 teachers in the Iranian context to assess its reliability and validity. Exploratory Factor Analysis (EFA) was conducted, confirming the presence of 3 constructs and 26 items. Also, Face and content validities of Gesture-types questionnaire were confirmed. Moreover, a Cronbach’s Alpha of .83 approved its reliability. Subsequently, the finalized 26-item questionnaire was distributed among a wide range of Iranian EFL teachers through various channels such as email, WhatsApp, and Telegram. Finally, a total of 332 responses were received. The findings revealed that Iranian English and Persian literature teachers’ attitudes were statistically different in terms of rapport and discipline constructs. Afterwards using Confirmatory Factor Analysis (CFA), the results confirmed the initial structure identified through EFA, consisting of 3 constructs and 26 items. Overall, the proposed model of gesture types demonstrates an acceptable to reasonably good fit, although there may be room for improvement in terms of the TLI and CFI values. The results implicate that didactic gesture should be used alongside other means of teaching to compliment instruction.
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