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بررسی اثربخشی برنامه آموزش مثبت بر خودکارآمدی تدریس و درگیری معلمان در کلاسهای برخط | ||
فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
دوره 11، شماره 1 - شماره پیاپی 41، شهریور 1402، صفحه 9-24 اصل مقاله (1.47 M) | ||
نوع مقاله: پژوهشی | ||
شناسه دیجیتال (DOI): 10.30473/etl.2023.66879.3950 | ||
نویسندگان | ||
فهیمه عباسی* 1؛ الهه حجازی2؛ رضوان حکیم زاده3 | ||
1دکتری روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
2دانشیار گروه روانشناسی تربیتی و مشاوره، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
3دانشیار گروه مدیریت و برنامهریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
چکیده | ||
هدف پژوهش حاضر بررسی اثربخشی آموزش مثبت بر خودکارآمدی تدریس و درگیری معلمان در کلاسهای برخط بود. پژوهش حاضر به لحاظ هدف کاربردی و از لحاظ روش آزمایشی با طرح اندازهگیریهای مکرر بود. جامعه آماری پژوهش حاضر را معلمان مدارس ابتدایی دولتی دوره دوم منطقه 11 شهر تهران در سال تحصیلی ۱۳۹۹-۱۴۰۰ تشکیل میدادند. با روش نمونهگیری در دسترس یک مدرسه دوره دوم ابتدایی از منطقه ۱۱ تهران انتخاب شد و کلیه معلمان این مدرسه ابتدایی تحت آموزش قرار گرفتند. برنامه آموزش مثبت، مبتنی بر مدل پرمای سلیگمن و در 12 جلسه دو ساعته و به صورت مجازی طراحی و ارائه گردید. ابزارهای به کار رفته در پژوهش نسخه تغییر یافته مقیاس خودکارآمدی تدریس معلمان تی-شان و هوی (2001) و نسخه تغییر یافته مقیاس درگیر شدن معلمان (EST) کلاسن و همکاران (2013) بود. جهت تحلیل دادهها از روش تحلیل واریانس اندازهگیری مکرر استفاده شد. یافتهها نشان داد برنامه آموزش مثبت بر خودکارآمدی تدریس و درگیری معلمان در کلاسهای برخط تاثیر مثبت داشته است و این تاثیر تا یک دوره پیگیری یک ماهه حفظ شده است. یافتههای این پژوهش میتواند به روانشناسان تربیتی و مشاوران مدارس در طراحی و اجرای برنامههای ارتقای بهزیستی و بهبود انگیزش معلمان در فرآیند تدریس یاری رساند. | ||
کلیدواژهها | ||
آموزش مثبت؛ درگیری معلمان؛ خودکارآمدی تدریس؛ کلاسهای برخط؛ مدل پرما | ||
عنوان مقاله [English] | ||
Investigation of the Effectiveness of the Positive Education Program on Teachers' Teaching Self-Efficacy and Engagement in Online Classes | ||
نویسندگان [English] | ||
fahimeh abbasi1؛ Elaheh Hejazi2؛ Rezvan Hakimzadeh3 | ||
13. PhD in Educational Psychology, Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Science, University of Tehran. Tehran, Iran | ||
21. Associate Professor, Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Science, University of Tehran. Tehran, Iran | ||
32. Associate Professor, Department of Management and Curriculum Planning, Faculty of Psychology and Educational Science, University of Tehran. Tehran, Iran | ||
چکیده [English] | ||
This study aimed to investigate the effectiveness of the positive education program on teachers' teaching self-efficacy and engagement in online classes. This study was an applied research in terms of purpose and an experimental research with repeated measurement design in terms of method. The statistical population of the present research was secondary public elementary schools of the 11th district of Tehran in the academic year of 2019-2020. A secondary elementary school from the 11th district of Tehran with convenience sampling method were selected and all the teachers of this elementary school were trained. Positive education program was designed and presented based on Seligman’ PERMA model and in 12 two-hour sessions and virtually. Data collection instruments were, Klassen et al. (2013) engaged teachers scale (2013), and teaching self-efficacy scale of Tschannen-Moran and Hoy (2001). Data were analyzed using multivariate analysis of variance for repeated measures. The results showed that positive education program had positive effect on teachers' teaching self-efficacy and engagement in online classes and this effect were sustained until a follow-up period of one month. The findings of this research can be useful for educational psychologists and school counselors in designing and implementing programs to promote well-being and motivation of teachers in the teaching process. | ||
کلیدواژهها [English] | ||
Positive Education, Teachers' Engagement, Teaching Self-Efficacy, Online Classes, PERMA Model | ||
مراجع | ||
ابراهیمی، سارا (1399). بررسی اختلال اضطراب فراگیر معلمان در شرایط همهگیری کووید-19. مجله علوم تربیتی دانشگاه شهید چمران اهواز، شماره 2، 68-45.
حسینچاری، مسعود؛ سماوی، سیدعبدالوهاب و محمدی، مژگان (۱۳۸۹). بررسی شاخصهای روانسنجی پرسشنامه خودکارآمدی معلم. مطالعات آموزش و یادگیری، شماره 59، ۱۰۶-۸۵.
خالقی، محمد؛ نادری، نادر؛ رضایی، بیژن و جعفری، حبیب (1401). بررسی رابطه بین فرهنگ سازمانی مدارس با انگیزش شغلی معلمان با توجه به نقش میانجی توانمندسازی روانشناختی (مورد مطالعه: مدارس دولتی مقطع ابتدایی آموزش و پرورش شهر اسلام آباد غرب). فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی، شماره 2، 50-33.
خدارحمی، سمیه؛ حافظی، حسین؛ فرجاللهی، مهران و سرمدی، محمدرضا (1402). ارائه مدل علّی اثربخشی تدریس برخط بر اساس سواد تدریس برخط؛ نقش واسطهای خودکارآمدی تدریس برخط (کاربرد تحلیل مسیر). فصلنامه علمی اندیشههای نوین تربیتی، شماره 1، 257-239.
سلیمی، سمانه و فردین، محمدعلی (1399). نقش ویروس کرونا در آموزش مجازی با تاکید بر فرصتها و چالشها. فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی، شماره 2، 60-49.
عباسی، فهیمه (1401). طراحی برنامه بومی آموزش مثبت و اثربخشی آن بر کارکرد انگیزشی سیستم مدرسه. رساله دکتری. دانشگاه تهران.
عباسی، فهیمه؛ حجازی، الهه و حکیمزاده، رضوان (۱۳9۹). تجربه زیسته معلمان دوره ابتدایی از فرصتها و چالشهای تدریس در شبکه آموزشی دانشآموزان (شاد): یک مطالعه پدیدارشناسی. تدریسپژوهی، شماره 3، 24-1.
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