نوع مقاله : مقاله پژوهشی

نویسنده

استادیار دانشگاه قم

چکیده

این پژوهش به منظور مطالعه اثربخشی روش درس پژوهی بر خودکارآمدی تصوری معلمان انجام گرفته است. درس پژوهی روشی نوین و برخاسته از آموزش و پرورش ژاپن است که شامل طراحی، تدریس، مشاهده، ارزشیابی و بازنگری مشارکتی گروهی از معلمان در کلاس درس می‌شود. خودکارآمدی تصوری یکی از مؤلفه‌های مهم نظریه بندوراست. این تحقیق به شیوه پیش آزمون– پس آزمون با گروه کنترل انجام گرفت. جامعه آماری شامل معلمان کلاس سوم مدارس ابتدایی پسرانه نواحی چهارگانه شهرستان قم بود و نمونه شامل 24 معلم از 8 مدرسه می‌شد که به طور تصادفی ساده انتخاب و در گروه‌های آزمایشی (12 نفر) و کنترل (12 نفر) جایگزین شدند. ابزار جمع‌آوری داده‌ها فرم بلند مقیاس احساس کارآمدی معلمان تشانن– موران و هوی بود. پس از اجرای پیش آزمون و برگزاری پنج جلسه آموزش برای گروه آزمایشی و یک جلسه هماهنگی برای گروه کنترل، درس پژوهی به مدت 12 هفته و در 12 موضوع درسی ریاضی در گروه آزمایشی اجرا و در نهایت پس آزمون اجرا و نمرات اختلاف با استفاده از آزمون تجزیه و تحلیل واریانس تحلیل شد. نتایج نشان داد که درس پژوهی موجب تقویت خودکارآمدی تصوری معلمان در عوامل مدیریت کلاس درس، فعال کردن دانش‌آموزان و استفاده از راهبردهای آموزشی می‌شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Lesson Study on Teacher's Self-Efficacy

نویسنده [English]

  • A. Habibzade

چکیده [English]

The purpose of this research is to study the effectiveness of lesson study on teachers’ self-efficacy. Lesson study is a new instructional method that has been created by the Japanese educational system and involves collaborative planning, teaching, observing, evaluating, and revising by a group of teachers in the classroom. Self-efficacy is an important variable in the Banduras theory. The design of this research is based on pretest- posttest with a control group. The statistical population in this study includes third grade teachers working in the primary schools of the city of Qom, Iran. The statistical sample contains 24 teachers from 8 schools selected by randomized sampling and randomized displacement, which were divided into 12 experimental and 12 control groups. The Teacher’s sense of efficacy scale (long form), developed by Tschannen-Moran & Woolfolk Hoy, was used to gather the data. After conducting a pretest and conducting instructional meetings for the experimental and control groups, the lesson study was executed for 12 weeks for the 12 subjects in the experimental group. Finally, the posttest was conducted and data was analyzed by ANOVA. Findings show that lesson studies reinforce teacher self-efficacy in factors such as classroom management, student engagement and instructional strategies.

کلیدواژه‌ها [English]

  • Lesson Study
  • Self-Efficacy
  • Teacher's self-efficacy
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