نقش شایستگی‌های حرفه‌ای دبیران ریاضی در پیش‌بینی پیشرفت تحصیلی ریاضی دانش‌آموزان مدارس عادی و خاص
الموضوعات :حسین مطهری‌نژاد 1 , فرداد فاتحی چنار 2
1 - استادیار گروه مدیریت آموزشی، دانشگاه شهید باهنر کرمان، کرمان، ایران
2 - دانش آموخته کارشناسی ارشد آموزش ریاضی/دانشگاه آزاد اسلامی واحد سیرجان
الکلمات المفتاحية: پیشرفت تحصیلی, درس ریاضی, شایستگی‌های حرفه‌ای, مدارس عادی و خاص,
ملخص المقالة :
هدف از انجام این پژوهش، تعیین نقش شایستگی‌های حرفه‌ای دبیران در پیش‌بینی پیشرفت تحصیلی ریاضی دانش‌آموزان مدارس عادی و خاص بود. نمونه‌ای با حجم 363 نفر از دانش‌آموزان پسر دوره دوم متوسطه شهرستان رفسنجان (210 نفر از مدارس عادی و 153 نفر از مدارس خاص) انتخاب شد. برای تعیین پیشرفت تحصیلی دانش‌آموزان از نمره پایانی آنها در درس ریاضی و جهت تعیین شایستگی‌های حرفه‌ای دبیران ریاضی از پرسشنامه استفاده و با انجام تحلیل عاملی اکتشافی روی پرسشنامه مورد نظر، سه عامل شامل شایستگی‌های شناختی، عاطفی و مهارتی شناسایی شد. ضریب آلفای کرونباخ برای عامل های زیربنایی به ترتیب 88/0، 87/0 و 83/0 به دست آمد. نتایج روایی همگرا و تفکیکی نشان دادند که پرسشنامه از روایی قابل قبول برخوردار است. سپس، وضعیت شایستگی‌های حرفه‌ای دبیران ریاضی از دیدگاه دانش‌آموزان تعیین و اولویت‌بندی شدند. نتایج نشان داد که بین شایستگی‌های شناختی، عاطفی و مهارتی دبیران ریاضی و پیشرفت تحصیلی ریاضی دانش‌آموزان رابطه مثبت وجود دارد و میزان این رابطه در مدارس خاص بیشتر است. شایستگی‌های مهارتی دبیران در مدارس عادی و شایستگی‌های عاطفی دبیران در مدارس خاص پیشرفت تحصیلی ریاضی دانش‌آموزان را پیش‌بینی می‌کنند. سرانجام، بر اهمیت شایستگی‌های حرفه‌ای در فرآیند آموزش، جذب و ارزیابی عملکرد دبیران ریاضی تأکید شد.
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Weatherly, L. A. (2005). Competency Models Series Part I: Competency Models – an Overview. Society for Human Resource Management. Retrieved from http://shrm.org.
_||_Abdollahi, B., Dadjooye Tavakkoli, A., & Youseliani, G. (2014). Identification and validation of effective teachers’ professional competencies. Quarterly Journal of Educational Innovations, 13(1), 7-24 [In Persian].
Anderson, L. W. (2004). Increasing teacher effectiveness (2nd Ed.). Paris: UNESCO International Institute for Educational Planning.
Andreassen, R., & Braten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth grade classrooms. Learning and Instruction, 21(4), 520-537.
Ansari, H. (1996). The effect of psycho-social classroom climate on students' academic achievement. Journal of Psychology and Education, 4(1), 54-68. [In Persian]
Avalos, B. (2005). Learning to teach in the knowledge society: The case of Chile, in Juan Manuel Moreno. Learning to teach in the knowledge society,final report, World Bank, 220-256.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bazargan, A., Dadras, M., & Yousefi Afrashteh, M. (2014). Construction and Validation of an Instrument to Measure the Quality of Academic Services to Students. Quarterly Journal of Research and Planning in Higher Education, 20 (2), 73-97 [In Persian].
Bernthal, P., Colteryahn, K., Davis, P., Naughton, J., Rothwell, W. J., & Wellins, R. (2004). ASTD competency study: Mapping the future. Alexandria, VA: ASTD Press.
Boyatzis, R. E. (1982). The competent manager: A model for effective performance. New York: John Wiley & Sons.
Carneiro, R. (2015). Learning: The Treasure within - Prospects for Education in the 21st Century. European Journal of Education, 50(1), 101-112.
Danesh Pazhouh, Z., & Farzad, V. (2006). Evaluation of professional skills of elementary school teachers. Quarterly Journal of Educational innovations, 5(4), 11-23 [In Persian].
Delors, J. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of that treasure 15 years after its publication? International Review of Education, 59, 319-330.
Dozza, L., & Cavrini, G. (2012). Perceptions of competence: how parents view teachers. Procedia-Social and Behavioral Sciences, 46, 4055-5050.
Dubois, D. D., Rothwell, W. J., Stern, D. J., & Kemp, L. K. (2004). Competency-based human resource management. Palo Alto, CA: Davies-Black Publishing.
Elliott, B. L. S. (2010). Effective teacher characteristics: A two nation causal comparative study (Doctoral dissertation), Walden University.
Fornell, C., & Larcker, D. (1981). Evaluating structural equation modeling with unobserved variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Fung, D., Kutnick, P., Mok, I., Leung, F., Lee, B. P., Mai, Y. Y., & Tyler, M. T. (2017). Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study. International Journal of Educational Research, 81, 119-130.
Gage, N. L. (2001). The scientific basis of the art of teaching. [M. Mehrmohammadi, Trans.]. Tehran: School Publishing. [In Persian]
Hatami, H. (2004). Design a model for performance evaluation of primary schools’ teachers (Doctoral dissertation), Islamic Azad University, Science and Research Branch, Tehran, Iran [In Persian].
Heffernan, M. M., & Flood, P. C. (2000). An Exploration of the Relationships between the Adoption of Managerial Competencies, Organizational Characteristics, Human Resource Sophistication and Performance in Irish Organizations. Journal of European Industrial Training, 24(2/3/4), 128-136.
Huntly, H. (2008). Teachers Work: Beginning Teachers Conceptions of Competence. The Australian Educational Researcher, 35(1), 125-145.
Kaiser, G., Blomeke, S., Konig, J., Busse, A., Döhrmann, M., & Hoth, J. (2017). Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 161-182.
Karimi, A. (2005). The findings of PIRLS 2001 studyon reading literacy in Iran. Journal of Education, 21(1), 39-88 [In Persian].
Khoshbakht, F., & Latifian, M. (2011). The relationship between teachers’ characteristics, teachers’ teaching and students’ math performance. Contemporary Psychology, 2(6), 85-97 [In Persian].
Kiamanesh, A. (1999). Comparing the performance of third-year students in two international studies and studying the content of math education in the curriculum. Third International Conference on Mathematics Education. Iran: Kerman [In Persian].
Koster, B., Mieke, B., Fred, K., & Theo, W. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 158-161.
Le Deist, F. D., & Winterton, J. (2005). What Is Competence? Human Resource Development International, 8(1), 27-46.
Lui, A. M., & Bonner, S. B. (2016). Pre-service and in-service teachers' knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56, 1-13.
Maleki, H. (2010). Professional qualifications of teachers. Tehran: School Publishing [In Persian].
Naderi, E., Hajizad, M., Shariatmadari, A., & Seif Naraqhi, M. (2011). Investigation and Comparison of Teachers of Basic and Human Sciences Regarding Their Professional Skills in Order to Propose Methods for Promoting the Quality of These Skills. Educational Administration Research Quarterly, 2(6), 75-96 [In Persian].
Najafi Zand, J. (1992). Teachers' attitudes towards teaching positions (teacher-student relations) and their success from studentsʼ and managersʼ perspectives (Doctoral dissertation), Islamic Azad University, Science and Research Branch, Tehran, Iran [In Persian].
Nicoleta, S. (2011). How can technology improve math learning process? Procedia Social- Social and Behavioral Sciences, 11, 170-174.
Nijveldt, M., Mieke, B., Douwe, B., Nico, V., & Theo, W. (2005). Assessing the interpersonal competence of beginning teachers: The quality of the judgment process, International Journal of Educational Research, 43, 89-102.
Niknami, M., & Karimi, F. (2009). A Study of the Professional Competencies of General Education Teachers: an Appropriate Conceptual Framework. Research in Curriculum Planning, 1 (23), 1-22 [In Persian].
Pajares, F. (2002). Overview of Social Cognitive Theory and of Self-Efficacy. Retrieved from http://www.emory.edu/EDUCATION/mfp/eff.html.
Pangeni, K. P. (2014). Factors determining educational quality: Student mathematics achievement in Nepal. International Journal of Educational Development, 34, 30-41.
Peacock, A., & Rawson, W.B. (1999(. The potential contribution of UK trainee teachers to professional development in South African primary schools. Journal of the Southern African Association for Research in Mathematics and Science Education, 3 (1), 50–60.
Rawnsley, D., & Fisher, D. L. (1998). Learning environments in mathematics classrooms and their associations with students’ attitudes and learning. Paper presented at the Australian Association for Research in Education Conference, Adelaide, Australia.
Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Tabachnick, B., & Fidell, L. S. (1996). Using multivariate statistics. New York: Happer Collins College.
Taheri, M., Arefi, M., Pardakhtchi, M. H., & Ghahramani, M. (2013). Exploring the process of professional development of teachers in teacher training centers: A grounded theory. Quarterly Journal of Educational Innovations, 12(1), 149-176 [In Persian].
UNESCO. (2005). Education for all, global monitoring report, the quality imperative. UNESCO, Paris.
UNESCO. (2008). ICT Competency Standards for Teachers Competency Standards Module. Retrieved from http://www.unesco.org/en/competency-standard-teachers.
United States Office of Personnel Management (2002). Assessment Decision Guide. Retrieved from http://www.opm.gov.
Vakili Herris, Sh., Hejazi, A., & Ejei, J. (2009). The relationship between teachers’ characteristics and efficacy with studentsʼ academic achievement. Journal of Psychology and Education, 39(3), 171-189 [In Persian].
Weatherly, L. A. (2005). Competency Models Series Part I: Competency Models – an Overview. Society for Human Resource Management. Retrieved from http://shrm.org.
