مجله توسعه آموزش جندی شاپور اهواز

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عوامل مؤثر بر اصلاحات آموزشی در سطح توانمندسازی معلمان ریاضی دوره متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه برنامه ریزی درسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.

2 عضو هیئت علمی، گروه برنامه ریزی درسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.

3 عضو هیئت علمی، گروه آموزش ریاضی، دانشگاه فرهنگیان، تهران، ایران.

چکیده

هدف از اجرای این پژوهش عوامل موثر بر اصلاحات آموزشی در سطح توانمند سازی معلمان ریاضی دوره متوسطه بود. تحقیق حاضر یک پژوهش کیفی بود و روش پژوهش، فراترکیبی است که در دو مرحله انجام شده است که در مرحله اول از روش سنتزپژوهی و در مرحله دوم بر اساس نظریه فولن (2010) توانمند سازی معلمان، از روش تحلیل محتوای قیاسی استفاده شد. محیط پژوهش در مرحله سنتزپژوهی شامل کلیه متون مرجع در محدوده سال‌های 2007 تا 2020 برای مطالعات خارجی و سال‌های 1386 تا 1399 برای اسناد داخلی در حوزه شناخت نیازهای برنامه درسی ریاضی دوره متوسطه و همچنین متخصصان حوزه برنامه‌ریزی درسی و آموزش ریاضی بود. نمونه مورد مطالعه در مرحله اول شامل 47 منبع در حوزه شناسایی اصلاحات آموزشی برنامه درسی ریاضی دوره متوسطه بر اساس رویکرد فولن (2010) و نمونه مورد مطالعه در مرحله دوم شامل 7 منبع در حوزه استخراج اصلاحات آموزشی بر اساس رویکرد فولن (2010) بود که با شیوه انتخاب هدفمند مورد بررسی قرار گرفتند و توقف فرایند نمونه­گیری، بر مبنای اشباع اطلاعاتی بود. همچنین 5 متخصص حوزه برنامه درسی و آموزش ریاضی به صورت هدفمند به منظور تعیین اعتبار مؤلفه‌های شناسایی شده، انتخاب شدند. در راستای اعتبارسنجی، از نسبت روایی محتوایی (CVR) استفاده شد. بر اساس یافته‌ها عوامل مؤثر بر اصلاحات آموزشی در سطح توانمندسازی معلمان ریاضی دوره متوسطه عبارت‌اند از استفاده از ابزارها و روش‌های دیجیتالی مناسب در آموزش، اصلاح شیوه‌های آموزشی، افزایش مشارکت‌های یادگیری، اصلاح محیط‌های یادگیری می باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Factors affecting educational reforms aimed at empowerment of high school math teachers

نویسندگان [English]

  • Maryam Ziaei 1
  • Narges keshtiaray 2
  • Hamid Reza Kashefi 3

1 PhD student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.

2 Faculty member, Department of Curriculum Planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.

3 Faculty member, Department of Mathematics Education, Farhangian University, Tehran, Iran.

چکیده [English]

The purpose of this study was to determine the factors affecting educational reforms aimed at empowerment of high school math teachers. The present study was a qualitative research using meta-synthesis and was done in two phases. The first phase involved the synthesis research method, and in the second phase, deductive content analysis method was used based on Fullen's (2010) theory of teacher empowerment. The sample studied in the first phase included 47 publications in the field of identifying educational reforms in high school mathematics curriculum based on Fullen's approach (2010), and the sample studied in the second phase included 7 publications on extracting educational reforms based on Fullen's approach (2010). The samples were selected by purposive sampling method, and sampling continued until data saturation. Also, 5 experts in the field of curriculum and mathematics education were purposefully selected in order to determine the validity of the identified components. Content validity ratio (CVR) was used for validation. According to the findings, the factors influencing educational reforms aimed at empowerment of high school math teachers include the use of appropriate digital tools and methods in education, improving teaching methods, promoting learning collaboration, and improving learning environments.

کلیدواژه‌ها [English]

  • Educational reforms
  • Teacher empowerment
  • Mathematics curriculum
  • High school
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مجله توسعه آموزش جندی شاپور اهواز
دوره 12، شماره 0
ویژه نامه سال 1400
مهر 1400
صفحه 73-85
فایل ها
هم رسانی
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