بررسی وضعیت سبکهای تعاملی معلمان ریاضی با دانشآموزان
محورهای موضوعی : روانشناسی تربیتیترانه عنایتی 1 , سمیه کوهساری 2
1 - دانشیار گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
2 - کارشناس ارشد تحقیقات آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
کلید واژه: همکاری, سبک تعاملی, سلطه‌پذیری, مخالفت‌جویی,
چکیده مقاله :
رابطه شاگرد- معلم، در تمام نظامهای آموزشی، جنبه کلیدی ایجاد محیطهای آموزشی کارآمد است. لذا، بررسی رفتار معلمان در کلاسهای درس و شناسایی درک دانشآموزان از نحوه رفتار معلمان یکی از ضرورتهای پژوهشی در هر نظام آموزشی است. به همین منظور، پژوهش حاضر با هدف بررسی وضعیت رفتار تعاملی معلمان با شاگردان در مدارس راهنمایی شهر گرگان شکل گرفت. روش پژوهش، پیمایشی بود و کلیه دانش آموزان مقطع راهنمایی شهر گرگان و معلمان ریاضی آنها به عنوان جامعه آماری پژوهش در نظر گرفته شدند. بدین ترتیب، 354 دانش آموز پایه دوم و سوم به همراه معلمان ریاضی خود به عنوان نمونه وارد پژوهش شدند. روش نمونهگیری در گروه دانشآموزان تصادفی خوشهای و در گروه معلمان از نوع هدفمند بود. ابزار گردآوری دادهها پرسشنامه استاندارد رفتار تعاملی معلم بود. برای تجزیه و تحلیل داده ها از آزمون تی استفاده شد. یافته ها نشان داد که درک دانشآموزان از سبک رفتاری غالب معلمان ریاضی در کلاس، مطابق با الگوی سلطه گری- سلطه‌پذیری بود، ولی معلمان ریاضی معتقد بودند که تفاوتی بین بهکارگیری سبکهای تعاملی سلطهگری- سلطه‌پذیری و همکاری- مخالفت‌جویی در بین آنها وجود ندارد و از هر دو سبک به طور یکسان بهره میبرند. همچنین نتایج نشان داد که بین تصویری که معلمان از تعامل‌شان با دانشآموزان و تصویری که دانش آموزان از نحوه تعامل معلمان خود در ذهن دارند، در رفتارهای سرزنشکننده، جدی و مردد تفاوت معنی‌دار است، به گونهای که دانشآموزان معتقدند که این سبکها بیشتر مورد استفاده معلمان قرار میگیرد ولی معلمان اعتقاد دارند که این سبکها را کمتر به کار میبرند. مقایسه درک معلمان و دانشآموزان از میزان به کارگیری رفتار تعاملی معلمان در دو سبک همکاری- مخالفت‌جویی و سلطهگری- سلطه‌پذیری حاکی از عدم وجود تفاوت معنی‌دار بود.
Teacher-student relationship, in all educational systems is a key aspect of creating effective learning environments. Therefore, investigating the behavior of teachers in the classrooms and identifying students' understanding of teachers' behavior is one of research necessities in each educational system. For this purpose, the present study was conducted, aimed to investigate the status of interactive behavior of teachers with students in secondary schools in Gorgan. The study method was survey and all secondary school students in Gorgan and their math teachers were considered as the study population. Thus, 354 second and third grade students with their math teachers entered the study as the sample. The sampling method in the students' group was random cluster and in the teachers' group was targeted. The data collection instrument was the standard Questionnaire on Teacher Interaction. T test was used to analyze the data. The findings showed that students' understanding of behavioral style of most of math teachers in the classroom was consistent with Dominance-Submission model, but math teachers believed that no difference was found between the use of interactive styles of Dominance-Submission and Cooperation-Opposition between them and benefited equally from both styles. Also, the results showed that a significant difference was found between the images that teachers have in mind of interacting with students and the images students have in mind of interacting with their teachers, in admonishing, strict and uncertain behaviors, which the students believe are the styles mostly used by their teachers. But teachers believe that they use these styles less. Comparing the understanding of teachers and students of using the interactive behavior of teachers in both styles of Cooperation-Opposition and Dominance-Submission showed no significant difference.
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Alborzi, M., & Khayyer, M. (2011). The relationship between teacher interaction styles and academic self-concept of students at primary schools in Shiraz. Teaching and Learning Research (TLR), 2(1), 53-66 [In Persian].
Bazargan, Z., & Sadeghi, N. (2001). The study of the interpersonal behavior of teachers with students of girls’ secondary schools in Tehran. Psychology and Educational Science, 31(2), 99-121. [In Persian].
Ben-Chaim, D., & Zoller, U. (2001). Self-perceptions versus students’ perceptions of teacher interpersonal style in college science and mathematics courses. Research in Science Education, 31, 437-454.
Brekelmans, M., Sleegers, P., & Fraser, B. J. (2000). Teaching for active learning. In P. R. J. Simons, J. L. van der Linden, & T. Duffy (Eds.), New Learning (pp. 227-242). Dordrecht: Kluwer.
Den Brok, P., & Levy, J. (2006). Teacher-student relationships in multicultural classes: Reviewing the past, preparing the future. Annual Meeting of the American Educational Research Association, San Francisco, 7-11.
Den Brok, P. (2001). Teaching and student outcomes: A study on teachers' thoughts and actions from an interpersonal and a learning activities perspective. The Netherlands: Utrecht University. Unpublished doctoral dissertation.
Den Brok, P. J., Taconis, R., & Fisher, D. (2010). How well do science teachers do? Differences in Teacher-Student interpersonal behavior between science teachers of other (school) subjects. The Open Education Journal, 3, 44-53.
Den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behavior and student outcomes. School Effectiveness and School Improvement, 15, 407-442.
Fisher, D., & Rickards. T. (1998). Association between teacher-student interpersonal behavior and student attitude to mathematics. Mathematics Education Research Journal, 10(1), 3-15.
Fisher, D., den Brok, P. J., Waldrip, B., & Dorman, J. (2011). Interpersonal behavior styles of primary education teachers during science lessons. Learning Environments Research, 14(3), 187-204.
Fisher, D., Fraser, B., & Cresswell, J. (1995). Using the "Questionnaire on Teacher Interaction" in the professional development of teachers. Australian Journal of Teacher Education, 20(1), 8-19.
Gupta, A., & Fisher, D. (2011). Teacher-student interactions in a technology-supported science classrooms environment in relation to selected learner outcomes: An Indian study. MIER Journal of Educational Studies, Trends & Practices, 1(1), 41-59.
Hessen, G. (2008). Attitudes towards science among Australian tertiary and secondary school students. Research in Science & Technological Education, 26(2), 129-147.
Jung, E. S., & Reid, N. (2009). Working memory and attitudes. Research in Science and Technological Education, 27(2), 205-223.
Khine, M. S., & Fisher, D. L. (2003). Teacher-Student Interactions in Science Classrooms in Brunei. Journal of Classroom Interaction, 38(2).
Kim, H. B., Fisher, D. L., & Fraser, B. J. (2000). Classroom environment and teacher interpersonal behavior in secondary school classes in Korea. Evaluation and Research in Education, 14, 3-22.
Koul, R. B., & Fisher, D. L. (2005). Cultural background and students’ perceptions of science classroom learning environment and teacher interpersonal behavior in Jammu, India. Learning Environments Research, 8, 195-211.
Leary, T. (1957). An interpersonal diagnosis of personality. New York: Ronald Press Company.
Madike, V. N. (2015). Student perceptions of biology teachers' interpersonal teaching behaviors and student achievement. Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education, Walden University.
Maulana, R., Opdenakker, M. C., den brok, P., & Bosker, R. J. (2012). Teacher–student interpersonal behavior in secondary mathematics classes in Indonesia. International Journal of Science and Mathematics Education, 10, 21-47.
Maulana, R., Opdenakker, M. C., Stroet, K., & Bosker, R. (2013). Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: a multilevel growth curve analysis. Journal of Youth and Adolescence, 42 (9), 1348-1371. Retrieved from http://dx.doi.org/10.1007/s10964-013-9921-9
McRobbie, C. J., & Fraser, B. J. (1993). Associations between student outcomes and psychological science laboratory environment. Journal of Educational Research, 87, 78-85.
Misbah, Z., Gulikers, J., Maulana, R., & Mulder, M. (2015). Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia. Teaching and Teacher Education, 50, 79-89.
Negovan, V., Raciu, A., & Vlad, M. (2010). Gender and school – related experience differences in students’ perception of teacher interpersonal behavior in the classroom. Procedia Social and Behavioral Sciences, 5, 1731-1740
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, Special Issue: Affect, 25(9), 1049-1079.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S.L. Christenson et al. (eds.), Handbook of Research on Student Engagement. Springer
Shahvarani, A., Talkhabi Alishah, G., & Talkhabi Alishah, A. (2009). An investigation of the relationship between teacher-student effective communication and math learning. Educational Leadership & Administration, 3(3), 51-67 [In Persian].
Talkhabi Alishah, A., Abbasi, R., Lashkari, K., & Talkhabi Alishah, G. (2010). An investigation into the communication skills of teachers’ class behavior and its relationship with students’ pass rate. Modern Thoughts in Education, 3(5), 25-43 [In Persian].
Taylor, P., Fraser, B. J., & White, L. (1994). CLES: An instrument for monitoring the development of constructivist learning environment. Paper presented at annual meeting of American Educational Research Association, New Orleans.
Telli, S., den Brok, P., & Cakiroglu, J. (2010). The importance of teacher–student interpersonal relationships for Turkish students’ attitudes towards science. Research in Science & Technological Education, 28(3), 261-276.
Van Petegem, K., Aelterman, A., Rosseel, Y., & Creemers, B. (2008). Student perception as moderator for student wellbeing. Social Indicators Research, 83, 447-463.
Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: the role of teacher's beliefs and interpersonal teacher behaviour in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.
Wei, M., den Brok, P., & Zhou, Y. (2009). Teacher interpersonal behavior and student achievement in English as a foreign language classrooms in China. Learning Environ Resources, 12, 157-174.
Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 301-322). Mahwah, NJ: LEA.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43, 6-24.
Wubbels, T., Creton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers, interactional teacher behaviour mapped out. Paper Presented at Annual Meeting American Education Research Association, Chicago, IL.
Wubbels, T., den Brok, P., van Tartwijk, J., & Levy, J. (2012). Interpersonal Relationships in Education. The Netherlands: Dende Publidhers.
Yu, T. M. M., & Zhu, Ch. (2011). Relationship between teachers preferred teacher student interpersonal behavior and intellectual styles. Journal of Educational Psychology, 31(3), 301-317.
Zandy, A. (2003). Teacher and student: Intimate relationship between teacher and student. Teacher Development, 178, 33-34 [In Persian].
_||_Alborzi, M., & Khayyer, M. (2011). The relationship between teacher interaction styles and academic self-concept of students at primary schools in Shiraz. Teaching and Learning Research (TLR), 2(1), 53-66 [In Persian].
Bazargan, Z., & Sadeghi, N. (2001). The study of the interpersonal behavior of teachers with students of girls’ secondary schools in Tehran. Psychology and Educational Science, 31(2), 99-121. [In Persian].
Ben-Chaim, D., & Zoller, U. (2001). Self-perceptions versus students’ perceptions of teacher interpersonal style in college science and mathematics courses. Research in Science Education, 31, 437-454.
Brekelmans, M., Sleegers, P., & Fraser, B. J. (2000). Teaching for active learning. In P. R. J. Simons, J. L. van der Linden, & T. Duffy (Eds.), New Learning (pp. 227-242). Dordrecht: Kluwer.
Den Brok, P., & Levy, J. (2006). Teacher-student relationships in multicultural classes: Reviewing the past, preparing the future. Annual Meeting of the American Educational Research Association, San Francisco, 7-11.
Den Brok, P. (2001). Teaching and student outcomes: A study on teachers' thoughts and actions from an interpersonal and a learning activities perspective. The Netherlands: Utrecht University. Unpublished doctoral dissertation.
Den Brok, P. J., Taconis, R., & Fisher, D. (2010). How well do science teachers do? Differences in Teacher-Student interpersonal behavior between science teachers of other (school) subjects. The Open Education Journal, 3, 44-53.
Den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behavior and student outcomes. School Effectiveness and School Improvement, 15, 407-442.
Fisher, D., & Rickards. T. (1998). Association between teacher-student interpersonal behavior and student attitude to mathematics. Mathematics Education Research Journal, 10(1), 3-15.
Fisher, D., den Brok, P. J., Waldrip, B., & Dorman, J. (2011). Interpersonal behavior styles of primary education teachers during science lessons. Learning Environments Research, 14(3), 187-204.
Fisher, D., Fraser, B., & Cresswell, J. (1995). Using the "Questionnaire on Teacher Interaction" in the professional development of teachers. Australian Journal of Teacher Education, 20(1), 8-19.
Gupta, A., & Fisher, D. (2011). Teacher-student interactions in a technology-supported science classrooms environment in relation to selected learner outcomes: An Indian study. MIER Journal of Educational Studies, Trends & Practices, 1(1), 41-59.
Hessen, G. (2008). Attitudes towards science among Australian tertiary and secondary school students. Research in Science & Technological Education, 26(2), 129-147.
Jung, E. S., & Reid, N. (2009). Working memory and attitudes. Research in Science and Technological Education, 27(2), 205-223.
Khine, M. S., & Fisher, D. L. (2003). Teacher-Student Interactions in Science Classrooms in Brunei. Journal of Classroom Interaction, 38(2).
Kim, H. B., Fisher, D. L., & Fraser, B. J. (2000). Classroom environment and teacher interpersonal behavior in secondary school classes in Korea. Evaluation and Research in Education, 14, 3-22.
Koul, R. B., & Fisher, D. L. (2005). Cultural background and students’ perceptions of science classroom learning environment and teacher interpersonal behavior in Jammu, India. Learning Environments Research, 8, 195-211.
Leary, T. (1957). An interpersonal diagnosis of personality. New York: Ronald Press Company.
Madike, V. N. (2015). Student perceptions of biology teachers' interpersonal teaching behaviors and student achievement. Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education, Walden University.
Maulana, R., Opdenakker, M. C., den brok, P., & Bosker, R. J. (2012). Teacher–student interpersonal behavior in secondary mathematics classes in Indonesia. International Journal of Science and Mathematics Education, 10, 21-47.
Maulana, R., Opdenakker, M. C., Stroet, K., & Bosker, R. (2013). Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: a multilevel growth curve analysis. Journal of Youth and Adolescence, 42 (9), 1348-1371. Retrieved from http://dx.doi.org/10.1007/s10964-013-9921-9
McRobbie, C. J., & Fraser, B. J. (1993). Associations between student outcomes and psychological science laboratory environment. Journal of Educational Research, 87, 78-85.
Misbah, Z., Gulikers, J., Maulana, R., & Mulder, M. (2015). Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia. Teaching and Teacher Education, 50, 79-89.
Negovan, V., Raciu, A., & Vlad, M. (2010). Gender and school – related experience differences in students’ perception of teacher interpersonal behavior in the classroom. Procedia Social and Behavioral Sciences, 5, 1731-1740
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, Special Issue: Affect, 25(9), 1049-1079.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S.L. Christenson et al. (eds.), Handbook of Research on Student Engagement. Springer
Shahvarani, A., Talkhabi Alishah, G., & Talkhabi Alishah, A. (2009). An investigation of the relationship between teacher-student effective communication and math learning. Educational Leadership & Administration, 3(3), 51-67 [In Persian].
Talkhabi Alishah, A., Abbasi, R., Lashkari, K., & Talkhabi Alishah, G. (2010). An investigation into the communication skills of teachers’ class behavior and its relationship with students’ pass rate. Modern Thoughts in Education, 3(5), 25-43 [In Persian].
Taylor, P., Fraser, B. J., & White, L. (1994). CLES: An instrument for monitoring the development of constructivist learning environment. Paper presented at annual meeting of American Educational Research Association, New Orleans.
Telli, S., den Brok, P., & Cakiroglu, J. (2010). The importance of teacher–student interpersonal relationships for Turkish students’ attitudes towards science. Research in Science & Technological Education, 28(3), 261-276.
Van Petegem, K., Aelterman, A., Rosseel, Y., & Creemers, B. (2008). Student perception as moderator for student wellbeing. Social Indicators Research, 83, 447-463.
Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: the role of teacher's beliefs and interpersonal teacher behaviour in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.
Wei, M., den Brok, P., & Zhou, Y. (2009). Teacher interpersonal behavior and student achievement in English as a foreign language classrooms in China. Learning Environ Resources, 12, 157-174.
Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 301-322). Mahwah, NJ: LEA.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43, 6-24.
Wubbels, T., Creton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers, interactional teacher behaviour mapped out. Paper Presented at Annual Meeting American Education Research Association, Chicago, IL.
Wubbels, T., den Brok, P., van Tartwijk, J., & Levy, J. (2012). Interpersonal Relationships in Education. The Netherlands: Dende Publidhers.
Yu, T. M. M., & Zhu, Ch. (2011). Relationship between teachers preferred teacher student interpersonal behavior and intellectual styles. Journal of Educational Psychology, 31(3), 301-317.
Zandy, A. (2003). Teacher and student: Intimate relationship between teacher and student. Teacher Development, 178, 33-34 [In Persian].
