شناسایی و اعتباریابی ابعاد اخلاق کاری معلمان در توسعه جایگاه حرفه‌ای آن ها در چارچوب نظام آموزشی:یک رویکرد پژوهشی ترکیبی
محورهای موضوعی :
رضا معصومی نژاد
1
*
,
زهرا بابائی
2
,
خدیجه حشمتی مصرکانلو
3
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کوثر خضرزاده
4
1 - مشاور/آموزش و پرورش
2 - دانشجوی کارشناسی ارشد
3 - کارشناسی آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران
4 - کارشناسی آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران
کلید واژه: اعتباریابی اخلاق کاری معلمان توسعه حرفه ای,
چکیده مقاله :
مقدمه و هدف: هدف پژوهش شناسایی مولفه های اخلاق کاری معلمان در چارچوب نظام آموزشی و اعتباریابی آن در راستای توسعه جایگاه حرفه ای آن ها بود. روش شناسی پژوهش: رویکرد پژوهش ترکیبی بود. در بخش کیفی از روش تحلیل محتوا استقرایی و در بخش کمی از تحلیل عاملی استفاده شد. مشارکت‌کنندگان کیفی معلمانی بودند که از طریق مصاحبه 17 نفر از آنها با روش نمونه‌گیری هدفمند از نوع شاخص انتخاب شدند. برای تعیین روایی از روش خودبازبینی پژوهشگر، چک‌کردن اعضا و غنی سازی داده ها و برای تعیین پایایی از شیوه بررسی همزمان استفاده شد. در بخش کمی، جامعه پژوهش شامل معلمان شهرستان‌های چایپاره، پلدشت و چالدران در استان آذربایجان‌غربی بود که350 نفر از طریق فرمول کوکران به نام نمونه انتخاب شدند. برای جمع‌آوری داده‌ها از پرسشنامه محقق‌ساخته استفاده شد که مبتنی بر یافته‌های حاصل از پژوهش کیفی بود. برای سنجش روایی پرسشنامه از تحلیل عاملی اکتشافی و تأییدی و برای سنجش پایایی از ضریب آلفای کرونباخ استفاده شد. یافته¬ها: نتایج تحلیل در بخش کیفی منجر به شناسایی 6 مضمون اصلی آموزش‌پژوهی، شبکه معلمی، گفتمان‌سازی شغلی، زیست‌پذیری شناختی، مدیریت اجتماعی و شخصیت‌سازی علمی شد. نتایج بخش کمی نیز نشان داد که پرسشنامه از روایی و پایایی لازم برخوردار است. واحد یا سنجه اصلی با 6 عامل 40 نشانگر مورد تأیید قرار گرفت و در نهایت ابزاری جهت اعتباریابی ابعاد اخلاق‌کاری معلمان در توسعه حرفه‌ای آن ها معرفی شد. بحث و نتیجه¬گیری: نتایج نشان داد که یافته‌های این پژوهش می تواند در طراحی و توسعه برنامه‌های قابلیت‌محور معلمان در دانشگاه‌های فرهنگیان و هم چنین در دوره های بازآموزی ضمن خدمت معلمان به کار گرفته شود.
Introduction: The purpose of the research was to identify the components of teachers' work ethics in the framework of the educational system and its Validating in order to develop their professional status. research methodology: The research approach was mixed. In the qualitative part, inductive content analysis was used, and in the quantitative part, factor analysis was used. Qualitative participants were teachers, 17 of whom were selected through an interview with the purposeful index sampling method. To determine the validity, the researcher's self-review method, member checking and data enrichment was used, and to determine the reliability, the simultaneous review method was used. In the quantitative part, the research community included teachers from Chaypare, Peldasht and Chaldaran cities in West Azerbaijan province, 350 people were selected as a sample through Cochran's formula. A researcher-made questionnaire was used to collect data, which was based on the findings of qualitative research. Exploratory and confirmatory factor analysis was used to measure the validity of the questionnaire and Cronbach's alpha coefficient was used to measure the reliability. Findings: The Findings of the analysis in the qualitative part led to the identification of 6 main themes of educational research, teacher network, professional discourse creation, cognitive viability, social management and scientific character building. The results of the quantitative part also showed that the questionnaire has the necessary validity and reliability. The main unit or measure was confirmed with 6 factors of 40 indicators and finally a tool was introduced to measure the dimensions of teachers' work ethic in their professional development. Conclusion: The results showed that the findings of this research can be used in the design and development of teacher competency-based programs in Farhangian universities as well as in in-service retraining courses for teachers.
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