رابطه تفکر نقادانه , خود کارآمدی و پنداشت مدرسان از تدریس اثر بخش زبان انگلیسی

Subject Areas : آموزش زبان انگلیسی

نسیم  شنگر فام ¹ ()
ندا  رهنما رودپشتی ² ()

Received: 2016-02-09 Accepted : 2016-02-09 Published : 2010-05-01

Keywords: خود کارآمدی, تفکر نقادانه, پنداشت تدریس اثر بخش,

Abstract :

پژوهش حاضر،  در وهله اول، تلاشی در جهت بررسی رابطه میان تفکر نقادانه، خودکارآمدی و پنداشت تدریس اثربخش مدرسان زبان انگلیسی است. بعلاوه محققان تلاش نمودند تا بیازمایند که کدامیک از متغییرها (تفکر نقادانه یا خودکارآمدی) پیش بینی کننده بهتری برای تدریس اثربخش هستند. به منظور نیل به این هدف، میزان توانایی تفکر نقادانه 143 نفر از مدرسان زبان انگلیسی بوسیله پرسشنامه تفکر نقادانه Honey (2000) بدست آمد. همچنین، احساس خودکارآمدی آنان با استفاده از مقیاس احساس خودکارآمدی مدرس Tschannen-Morgan & Hoy (2001) مورد ارزیابی قرار گرفت. علاوه بر این، پنداشت آنان از تدریس اثربخش توسط پرسشنامه تدریس اثربخش Bell (2005) تعیین گردید. نتایج بدست آمده حاکی از این بود که به لحاظ آماری رابطه معناداری میان تفکر نقادانه و احساس خودکارآمدی مدرسان با پنداشت تدریس اثربخش ایشان وجود دارد. با این وجود، تنها دو مؤلفه تفکر نقادانه با عناوین تحلیل و سنجش، با پنداشت تدریس اثربخش رابطه معنادار داشتند. همچنین، مؤلفه های تفکر نقادانه رابطه معناداری با مؤلفه های پنداشت اثربخش داشتند. افزون بر این، نمایان شد که رابطه معنادار مثبتی میان  تمامی مؤلفه های خودکارآمدی و پنداشت تدریس اثربخش به طور کلی و مؤلفه های آن وجود دارد. در پایان تجزیه و تحلیل رگرسیون نشان داد که احساس خودکارآمدی، پیش بینی کننده بهتری در مقایسه با تفکر نقادانه برای پنداشت تدریس اثربخش مدرسان است، هرچند که تفاوت چندان قابل ملاحظه نبود. این تحقیق، فواید ضمنی ای را برای آماده سازی و آموزش مدرسان زبان انگلیسی دارا می باشد.

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