A Survey on the Problems of Teaching the Book “World Art History” and the Effect of the Seven-Step Teaching Model of Managing Education from the Point of View of the Course Teachers
Subject Areas : Education
محمدرضا Behrangi
1
(استاد تمام دانشگاه خوارزمی، دکتری مدیریت آموزشی)
نازیلا کریمی Karimi
2
(دانشجوی دکتری مدیریت آموزشی دانشگاه اصفهان و کارشناس مسئول بهبود فناوری¬های پرورشی وزارت آموزش و پرورش)
Keywords: Vocational schools, Teachers of World Art History course, Teaching model, Managing education,
Abstract :
The purpose of this study was to identify the problems in teaching the book “World Art History” and to evaluate the potentials of seven-step teaching model (adapted from Management Theory) to resolve the identified problems. The first part of the study, as qualitative stage, was performed through a written, open-ended interview including eleven questions and the second part involved a researcher-made questionnaire with 57 items developed drawing on the current literature on teaching and managing education. It was administered on 32 teachers from 32 Vocational schools in Tehran. The validity of the questionnaire was approved by the dissertation supervisor. The reliability of the 57-item questionnaire was calculated utilizing Cronbach's alpha (0.958) in a pilot study involving 15 teachers. In order to analyze the data collected from the 57-item questionnaire, the Chi-square test and independent t-tests were used. Kolmogorov-Smirnov test (KS-test) confirmed the normal distribution of scores for male and female teachers participated in the survey. Also, as there exited outliers, a choice was made to employ the non-parametric Mann-Whitney U test to compare the scores of the seven-step model for teaching. The study findings identified the most important problems in terms of 7 scales. It was revealed that the teachers were not familiar with the teaching model and their teaching methods were mostly teacher-centered. The results of the independent t-test of the 57-item questionnaire confirmed that there was no significant difference between the mean scores of male and female teachers. Also, the non-parametric Mann-Whitney U test indicated that there was no significant difference between the scores of male and female teachers concerning the 7-step model of teaching. Chi square test, further, indicated that there was a significant difference between the opinions of male and female teachers about the third step.
