نوع مقاله : مقاله پژوهشی

نویسندگان

دانشگاه شهید بهشتی

چکیده

تحقیق حاضر با هدف" طراحی الگوی توسعۀ حرفه‌ای معلمان ابتدایی مدارس استثنایی گروه کم توان ذهنی" انجام شد. روش پژوهش، آمیخته بود. در بخش کیفی، جامعه آماری شامل کلیه خبرگان آموزش و پرورش و علوم تربیتی بود. نمونه آماری برابر 15 نفر به روش نمونه‌گیری هدفمند انتخاب گردید. در بخش کمی، جامعۀ آماری کلیۀ معلمان ابتدایی گروه کم‌توان ذهنی شهر تهران به تعداد 347 نفر بودند. بر اساس فرمول کوکران تعداد200 نفر به روش نمونه‌گیری تصادفی ساده انتخاب گردید. برای گردآوری داده‌ها از مصاحبه نیمه‌ساختار یافته و پرسشنامه محقق ساخته استفاده شد. تجزیه و تحلیل داده‌های کیفی، با استفاده از روش تحلیل مضمون انجام شد. برای تجزیه و تحلیل داده‌های کمی از روش حداقل مربعات جزئی استفاده گردید. نتایج حاصل از یافته‌ها نشان داد که الگوی توسعه حرفه‌ای معلمان، شامل سه مولفۀ محتوا، زمینه و فرایند است. مولفۀ محتوا با بار عاملی(439/0) در جایگاه اول و مولفه‌های زمینه(309/0) و فرایند(291/0) در مرتبه‌های بعدی قرار داشتند. شاخص پیش‌بینی کنندگی (631/0) حاکی از آن بود که مولفه‌های توسعه حرفه‌ای از قدرت بالایی برای پیش بینی توسعه حرفه‌ای معلمان برخوردارند.

کلیدواژه‌ها

عنوان مقاله [English]

Model of Elementary Teachers Professional Development (Case study: Special Schools for Mentally Retarded Students in Tehran)

نویسندگان [English]

  • Hasan Jafary
  • mahmood Abolghsemi
  • mohammad ghahramani
  • abaselat khorasani

shahid beheshti university

چکیده [English]

The aim of this study was to design a model of professional development for elementary teachers of special schools of students with mental retardation in Tehran. The Mixed method was conducted. In the qualitative study, the population was consisted of all the education experts. A purposive sampling of 15 experts were selected. The statistical population in the quantitative study was all elementary school teachers who were in Tehran (N=347). Cochran formula was used, and 200 teachers (n=200) were selected by simple random sampling. To collect data, semi-structured interviews and questionnaires were used. To analysis of qualitative data, thematic analysis, and for quantitative data partial least square method were used. The results showed that the model of elementary teachers professional development, includes three components of content, context and process. Content component with factor loading (.439) was in the first position, the context component (.309) had the second position and process component (.291) was in third rank. The indicator predictive (.631), showed that these components are strong predictors for teachers professional development.

کلیدواژه‌ها [English]

  • Teachers Professional Development
  • Special Schools
  • Mentally Retarded Students
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