بررسی تأثیرآموزش‌های ضمن خدمت بر عملکرد حرفه‌ای معلمان شهر شیراز

محورهای موضوعی : آموزش و پرورش

عبدالمجید اورنگی ¹ (استادیار و عضو هئیت علمی گروه پژوهشی فناوری آموزشی راهبر)
عباس قلتاش ² (استادیار دانشگاه آزاد اسلامی واحد مرودشت)
نادر شهامت ³ (مربی دانشگاه آزاد اسلامی واحد مرودشت)
غلامعلی یوسلیانی ⁴ (دانشجوی دکترا مدیریت آموزشی)

تاریخ دریافت : 1394/09/16 تاریخ پذیرش : 1394/09/16 تاریخ انتشار : 1390/01/01

کلید واژه: آموزش‌های ضمن خدمت, عملکرد حرفه‌ای, روش‌ها و فنون تدریس, مدیریت کلاس, سنجش و اندازه‌گیری, وضعیت تحصیلی دانش‌آموزان,

چکیده مقاله :

هدف پژوهش حاضر بررسی تأثیر دوره‌های آموزشی برگزار شده ضمن خدمت در زمینه روش‌ها و فنون تدریس، مدیریت کلاس و سنجش و اندازه‌گیری بر عملکرد معلمان چهار ناحیه آموزش و پرورش شهر شیراز بود. روش مورد استفاده در این پژوهش توصیفی از نوع علّی – مقایسه‌ای بود. برای این منظور معلمان به دو گروه مطالعه و مقایسه(گواه) تقسیم شدند. برای گردآوری داده‌های مورد نیاز از چک لیست مشاهده و فرمی‌برای استخراج نمرات دانش‌آموزان استفاده شد. ضمن تأمین اعتبار محتوایی چک لیست، پایایی آن نیز از طریق ضریب آلفای کرنباخ به میزان 0.885 برآورد گردید. داده‌های حاصل با استفاده از شاخص‌های میانگین و آزمون تی مورد تجزیه و تحلیل قرار گرفتند. یافته‌های حاصل از این مطالعه نشان داد دوره‌های آموزش ضمن خدمت روش‌ها و فنون تدریس‌، مدیریت کلاس و سنجش و اندازه‌گیری، تأثیری بر عملکرد حرفه‌ای معلمان در تدریس کلاسی، کلاس‌داری، ارزشیابی کلاسی و وضعیت تحصیلی دانش‌آموزان ندارد.

چکیده انگلیسی:

This study examined the impact of in-service training courses in terms of teaching methods and techniques, classroom management, and assessment and measurement on the performance of teachers in four districts of Shiraz Education Organization. An Ex post facto research design was followed in this study. To this end, teachers were divided into control and experimental groups. In order to collect data a use was made of an observation checklist and a form to elicit students’ scores. The content validity of the checklist was assessed and its Cronbach’s alpha was estimated to be 0.885. Data was analyzed using mean and t-test. The findings of this study suggested that in-service training courses targeting methods and techniques, classroom management, and assessment and measurement had no significant impact on the professional performance of teachers as far as these variables of interest are concerned.

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