تعیین شایستگی‌های معلمان در تدریس آنلاین

محورهای موضوعی : آموزش و پرورش

سارا ابراهیمی ¹

1 - عضو هیات علمی سازمان پژوهش و برنامه‌ریزی آموزشی، تهران، ایران

تاریخ دریافت : 1399/11/17 تاریخ پذیرش : 1400/02/29 تاریخ انتشار : 1401/04/01

کلید واژه: شایستگی‌ها, تدریس آنلاین, نظریه فعالیت, فرایند تدریس,

چکیده مقاله :

مقدمه و هدف: با وجود آنکه شناسایی شایستگی‌های فرایندمحور تدریس آنلاین می‌تواند راهنمایی برای معلمان و کارآموزان معلمی باشد، اما هنوز درباره شایستگی‌های مبتنی بر فرایند تدریس آنلاین معلمان موارد ناشناخته بسیاری وجود دارد. لذا، پژوهش حاضر با هدف شناسایی شایستگی‌های تدریس آنلاین و ارتباط آن‌ها با عوامل جمعیت‌شناختی معلمان انجام شد.
روش شناسی پژوهش: در این مطالعه از طرح اکتشافی متوالی از نوع ابزارسازی استفاده گردید. در بخش کیفی، روش پژوهش تحلیل محتوا مورد استفاده قرار گرفت و جامعه آماری را همه ی معلمان مقطع متوسطه شهر تهران و منابع نظری و پژوهشی در حوزه آموزش آنلاین و شایستگی‌های حرفه‌ای معلمان تشکیل می‌دادند که با روش نمونه‌گیری هدفمند از نوع نظری، 30 معلم مقطع متوسطه با تجربه تدریس و یادگیری آنلاین و منابع مرتبط با تدریس آنلاین بر اساس اصل اشباع نظری به­عنوان نمونه انتخاب شدند. به‌منظور جمع‌آوری داده­ها از مصاحبه نیمه‌ساختاریافته با معلمان و کدگذاری یافته‌ها و همسوسازی آن‌ها استفاده شد. سپس پرسشنامه شایستگی‌های تدریس آنلاین با استفاده از عامل‌های استخراج شده و بر مبنای نظریه فعالیت تدوین گشت. در بخش کمی، روش پیمایش مورد استفاده قرار گرفت. جامعه آماری شامل کلیه معلمان مقطع متوسطه شهر تهران با تجربه تدریس و یادگیری آنلاین در سال تحصیلی (1400-1399) بود که از میان آن‌ها 261 نفر با روش نمونه‌گیری گلوله برفی مجازی بر مبنای جدول کرجسی و مورگان انتخاب شدند. به‌منظور تحلیل داده‌ها، از تحلیل عاملی اکتشافی و تحلیل رگرسیون چندگانه استفاده شد.
یافته‌ها: یافته‌ها نشان داد پرسشنامه شایستگی‌های تدریس آنلاین مبتنی بر نظریه فعالیت به‌خوبی با تمرین‌ها و تکالیف کلاسی سازگار است و از نظر ویژگی‌های روان‌سنجی روا و معتبر می‌باشد و شایستگی‌های تدریس آنلاین معلمان به‌ویژه در انتخاب ابزارهای مناسب و ارزیابی مناسب از یادگیری دانش‌آموزان نیازمند تقویت است. در بررسی ویژگی‌های جمعیت‌شناختی، جنس، سن و سطح تحصیلات معلمان تأثیر معنی‌داری بر شایستگی‌­های تدریس آنلاین نداشت اما تأثیر تجربه تدریس و یادگیری آنلاین معنی­دار بود.
بحث و نتیجه‌گیری: یافته‌های پژوهش حاضر می‌تواند در تدارک هدفمند برنامه‌های آماده‌سازی دانشجومعلمان مبتنی بر موضوعات کنشگری تدریس آنلاین و طراحی برنامه‌­های آموزشی ضمن خدمت جهت توانمندسازی معلمان مورد استفاده قرار گیرد.
 
 

چکیده انگلیسی:

Introduction: Although identifying online teaching process-oriented competencies can be a guide for teachers and teacher interns, there are still many unknowns about competencies based on the online teaching process of teachers. Then, the aim of this study was to identify online teaching competencies and their relationship with teachers’ demographic factors.
Research Methodology: The mixed research method, a sequential exploratory design of instrument making type was used. In the qualitative part, the research method was content analysis and the statistical population were all middle and secondary school teachers in Tehran and theoretical and research resources in the field of online education and teacher’s professional competencies that 30 teachers with online teaching and learning experiences and resources related to online teaching were selected using the targeted sampling method of the type of theoretical. The sample size was determined based on the principle of theoretical saturation. In or9der to collect data, semi-structured interviews with teachers were used and to extract the factors, interview coding and theoretical and research resources and data alignment were used. In the next step, the online teaching competency questionnaire was designed using the extracted factors and based on the activity theory. In the quantitative part, the research method was survey and the statistical population included all middle and secondary school teachers in Tehran (1399-1400) which 261 teachers with online teaching and learning experiences were selected using the virtual snowball sampling method based on Krejcie and Morgan table. In order to analyse the data, exploratory factor analysis and multiple regression analysis were used.
Findings: Findings showed that the online teaching competency questionnaire based on activity theory is well compatible with exercises and class assignments and is reliable and valid in terms of psychometric properties. In the study of demographic characteristics, gender, age and level of education of teachers did not have a significant effect on online teaching competencies, but the effect of online teaching and learning experience was significant.
Conclusion: These findings can be used in purposeful provision of student teachers’ preparation programs based on active topics of online teaching and design of educational in-service programs to empower teachers.

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