رابطه سبک های مدیریت کلاس با باورها درباره تلفیق فناوری آموزشی در بین مدرسان زبان انگلیسی
محورهای موضوعی : آموزش و پرورش
روح اله شریفی
1
(گروه آموزش زبان انگلیسی. دانشگاه پیام نور. تهران، ایران.)
فاطمه همتی
2
(گروه آموزش زبان انگلیسی، دانشگاه پیام نور، تهران. ایران)
رضا غفارثمر
3
(گروه آموزش زبان انگلیسی. دانشگاه تربیت مدرس، تهران، ایران)
کلید واژه: سبک های مدیریت کلاس, آموزش زبان انگلیسی, فناوری آموزشی, باور معلمان,
چکیده مقاله :
هدف از این پژوهش بررسی رابطه بین سبک های مدیریت کلاس مدرسان زبان انگلیسی با رویکرد آنها در ارتباط با تلفیق فناوری آموزش با برنامه درسی فراگیران می باشد که بر روی 172 نفر (زن=114 و مرد=58) از مدرسان زبان انگلیسی شاغل در موسسات آموزش زبان انگلیسی شهر شیراز انجام گردید. در این پژوهش سه نوع سبک مدیریت (سبک غیرمداخله گر، تعاملی و مداخله گر) بر اساس چارچوب نظری ولفگانگ و گلیکمن(1998) در نظر گرفته شد و متغیر فناوری آموزشی با توجه به شش مولفه تشکیل دهنده آن (ریسک پذیری و احساس راحتی با فناوری، مزایای اداراک شده به کارگیری فناوری، باورها و رفتارها در ارتباط با استفاده از فناوری در کلاس، فواید آموزشی، اجرایی و ارتباطی، پشتیبانی فنی و بهره گیری فراگیران از فناوری آموزشی) مورد بررسی قرار گرفت. داده های این پژوهش در دو مرحله جمع آوری گردید که در اولین مرحله با پاسخ نمونه 172 نفری به دو پرسش نامه سبک مدیریت کلاس (1998) و فناوری آموزشی(2008)، داده ها جمع آوری گردید.ضریب پایایی دو پرسشنامه از طریق کرونباخ آلفا به ترتیب 887/0 و 853/0 محاسبه گردید. در این مرحله روش انجام این پژوهش توصیفی از نوع پیمایشی می باشد. در مرحله دوم، شش نفر از مدرسان با تجربه به صورت هدفمند انتخاب گردیدند و در یک مصاحبه نیمه ساختاریافته شرکت کردند. نتایج نشان داد که سبک مدیریت مداخله گر سبک غالب مدرسان می باشد و اینکه مدیریت آموزشی با 5 مولفه و مدیریت افراد و رفتار هر کدام با 3 مولفه فناوری آموزشی ارتباط معنادار داشتند. تحلیل رگرسیون چندگانه نیز نشان داد که سه مولفه فناوری به طور معناداری از قدرت پیش بینی سبک مدیریت کلاس برخوردار می باشد.
The main objective of this study is the investigation of the relationship between classroom management styles and EFL teachers’ attitudes toward the integration of technology into learners’ curriculum. The participants of the study comprised of 172 EFL teachers (female=114, male=58) teaching at different language institutes in Shiraz. Three styles of classroom management (interventionist, non-interventionist, and interactionist) were explored based on the theoretical framework of Wolfgang and Glickman (1982) and the variable of educational technology was investigated in terms of six subscales (Risk-taking Behaviors and comfort with the technology, Perceived benefits in using technology in the classroom, Beliefs and Behaviors about Classroom Technology, Technology Support and Access, Administrative and Instructional Uses and Students General and Specific Needs) . The data of the study was collected in two stages. At first, the participants were asked to answer the classroom management inventory of Attitude and Beliefs on Classroom Control (ABCC) developed in 1998 and Teacher Technology Integration Survey (TTIS) which was developed in 2008. In the second stage, six available EFL teachers based on purposive sampling participated in semi-structured interviews discussing the barriers to the integration of technology. The findings showed that the interventionist style is the dominant management style among teachers and classroom management was also shown to be significantly correlated with five out of six elements of educational technology. Multiple regression analysis also revealed that three out of six elements of educational technology significantly predicted the type of management style, the EFL teachers favored. predicted the type of management style, the EFL teachers favored.
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