اعتبارسنجی مدل انواع حرکات : بینش‌های حاصل از معلمان انگلیسی در مقابل معلمان ادبیات فارسی ایرانی
الموضوعات :سیما شمسایی 1 , Fazlolah Samimi 2 , Shahram Afraz 3
1 - Department of English, Bandar-Abbas Branch, Islamic Azad University,gashm, Iran
2 - Department of English, Bandar-Abbas Branch, Islamic Azad University, Bandar-Abbas, Iran
3 - Ph.D. in TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
الکلمات المفتاحية: دیداکتیک, انضباط, سازگاری, حرکات معلمان,
ملخص المقالة :
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.
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