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تدوین و اعتباریابی بستۀ آموزشی توانمندسازی معلمان در آموزش یادگیری خودتنظیمی | ||
پژوهش های کیفی در علوم رفتاری | ||
مقاله 7، دوره 3، شماره 2 - شماره پیاپی 6، اسفند 1403، صفحه 119-142 اصل مقاله (1.13 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22077/qrbs.2025.9069.1089 | ||
نویسندگان | ||
آزاده مومنی1؛ حسین کارشکی* 2؛ مریم بردبار3 | ||
1دانشجوی دکتری روان شناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران | ||
2دانشیار گروه روان شناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران | ||
3استادیار گروه روانشناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران | ||
چکیده | ||
زمینه: یادگیری خودتنظیمی بهعنوان پیش بینی کننده انگیزه و موفقیت در مدرسه و پیش نیاز یادگیری مادامالعمر شناخته شده است. معلمان نقش کلیدی و مهمی در طراحی و اجرای آموزش یادگیری خودتنظیمی و ارتقای آن در دانشآموزان دارند؛ با این حال به نظر میرسد معلمان مهارت و توانمندی لازم را در این خصوص ندارند و در پژوهشها آمادهسازی معلمان کمتر مورد توجه قرار گرفته است؛ بنابراین طراحی بستۀ آموزشی بهمنظور توانمندسازی معلمان در آموزش یادگیری خودتنظیمی و بهبود آن در دانشآموزان ضروری به نظر میرسد. هدف: هدف پژوهش حاضر تدوین و اعتباریابی بستۀ آموزشی توانمندسازی معلمان در آموزش یادگیری خودتنظیمی بود. روش: این پژوهش در دو مرحلۀ انجام شد. مرحلۀ اول به طراحی یک بستۀ آموزشی با هدف توانمندسازی معلمان در زمینۀ یادگیری خودتنظیمی اختصاص داشت و در مرحلۀ دوم، اعتبارسنجی بستۀ آموزشی انجام شد. برای تدوین بستۀ آموزشی، از رویکرد کیفی و روش تحلیل محتوای کیفی بهره گرفته شد. برای ارزیابی اعتبار این بسته از روش دلفی استفاده گردید. یافتهها: بستۀ آموزشی در 7 جلسه تدوین گردید، که مدت زمان هر جلسه 90 دقیقه در نظر گرفته شد. بر اساس نظر متخصصان مقادیرCVR برای هیچکدام از جلسات کمتر از 99/0 نبوده و مقادیر CVI برای تمام جلسات بزرگتر از 79/0 و در وضعیت مطلوبی بود. نتایج روشن ساختند که متخصصان وجود همۀ جلسات و محتوای کلیۀ جلسات را ضروری و مرتبط دانستند؛ لذا روایی محتوایی بستۀ آموزشی از نظر متخصصان تأیید گردید. نتیجهگیری: با توجه به نقش اساسی یادگیری خودتنظیمی در پیشرفت تحصیلی و یادگیری موفقیتآمیز و نیز چالشهایی از جمله کمبود دانش و مهارت معلمان در آموزش و ارتقای یادگیری خودتنظیمی دانشآموزان، بستۀ آموزشی توانمندسازی معلمان در آموزش یادگیری خودتنظیمی، میتواند مداخلهای مؤثر و کارآمد در بهبود و ارتقای یادگیری خودتنظیمی فراگیران، ارتقاء کیفیت محیط آموزشی و پیشبرد یادگیری مادامالعمر در دانشآموزان باشد. | ||
کلیدواژهها | ||
آموزش؛ بستۀ آموزشی؛ توانمندسازی؛ معلمان؛ یادگیری خودتنظیمی | ||
مراجع | ||
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