اثربخشی آموزش الگوی تفکر تعاملی بر دانش ضمنی و دانش‌آفرینی معلمان دورۀ ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
متینا باقری توچائی
1
(دانشجوی کارشناسی ارشد تحقیقات آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.)
رامین حبیبی کلیبر
2
(دانشیار روان‌شناسی تربیتی، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.)
پیمان یارمحمدزاده
3
(دانشیار مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.)
کلید واژه: دانش ضمنی, معلمان, تفکر تعاملی, دانش‌آفرینی,
چکیده مقاله :
زمینه‌های فکری و قدرت تفکر ازجمله مباحثی هستند که نقش مهمی بر دانش معلمان دارند. هدف پژوهش حاضر، اثربخشی آموزش الگوی تفکر تعاملی بر دانش ضمنی و دانش‌آفرینی معلمان دورۀ ابتدایی بود. طرح پژوهش نیمه آزمایشی و از نوع پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری شامل کلیه معلمان دوره ابتدایی ناحیه یک شهرستان بهارستان در سال تحصیلی 97-1396 با تعداد 695 نفر بود که از این تعداد 82 نفر به روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب شده و به‌صورت گمارش تصادفی در دو گروه آزمایش (41 نفر) و کنترل (41 نفر) قرار گرفتند. به این صورت که ابتدا از بین معلمان شهرستان بهارستان، تعداد 4 مدرسه به‌صورت تصادفی انتخاب شده و سپس از بین مدارس، معلمان به‌صورت تصادفی مورد بررسی قرار گرفتند. بسته مورد استفاده الگوی تفکر تعاملی بوده که طی 12 جلسۀ یک‌ساعته توسط پژوهشگر برای گروه آزمایش، آموزش داده شد. برای جمع‌آوری داده‌ها از پرسشنامه استاندارد دانش ضمنی (2012) و دانش‌آفرینی (2002) که مورد جرح‌وتعدیل قرار گرفته است، استفاده شد. روایی محتوایی پرسشنامه‌ها مورد تأیید قرار گرفته و پایایی پرسشنامه دانش ضمنی و دانش‌آفرینی نیز به ترتیب 78/0 و 96/0 به دست آمد. تجزیه‌وتحلیل اطلاعات در دو سطح آمار توصیفی و استنباطی با استفاده از نرم‌افزار SPSS21 انجام شده است. نتایج پژوهش نشان داد که آموزش تفکر تعاملی بر دانش ضمنی و دانش‌آفرینی در معلمان تأثیر معناداری دارد (05/p < ) و باعث افزایش دانش ضمنی و دانش‌آفرینی در معلمان دورۀ ابتدایی می‌شود؛ بنابراین توجه به الگوی تفکر تعاملی نقش مهمی در بهبود دانش ضمنی و دانش‌آفرینی معلمان دارد.
Thinking grounds and thinking power are among the issues that play an important role in the knowledge of teachers. The purpose of the present study was to investigate the effectiveness of teaching interactive thinking model on the tacit knowledge and knowledge creation of primary school teachers. The research was a semi-experimental and pre-test-posttest with control group. The statistical population consisted of all elementary school teachers of district one of Baharestan City in the academic year 2018-2019 with 695 students. 82 of them were selected by multistage random sampling method and randomly assigned to two experimental groups (41 subjects), (N = 41) and control (n = 41). Data were collected using the standard knowledge of implicit knowledge (2012) and knowledge creation questionnaire (2002). The content validity of the questionnaires was confirmed and the reliability of the implicit knowledge and knowledge creation questionnaire was 0.78 and 0.96، respectively. Data analysis was performed in two levels of descriptive and inferential statistics using SPSS software. The results of this study showed that interactive thinking education has a significant effect on tacit knowledge and knowledge creation of teachers (P <0.05), and it increases the tacit knowledge and knowledge creation in elementary school teachers, therefore attention to interactive thinking model plays an important role in improving tacit knowledge And has a teacher of teachers.
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