با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 دانشیار، گروه علوم تربیتی، دانشگاه پیام نور

2 استادیار، گروه علوم تربیتی، دانشگاه پیام نور

3 کارشناس ارشد، گروه علوم تربیتی، دانشگاه پیام نور

چکیده

هدف پژوهش حاضر ارائه مدل علّی نقش عوامل مؤثر بر دانش محتوایی تربیتی فناوری دبیراناست. پژوهش حاضر از منظر هدف کاربردی و از نظر نحوۀ گردآوری و تحلیل داده‌ها از نوع توصیفی – همبستگی است. جامعه آماری پژوهش کلیه دبیران مقطع متوسطه شهر شیراز در سال تحصیلی94-93می باشد که تعداد آن ها 5824 نفر (زن و مرد) است .حجم نمونه از طریق فرمول کوکران محاسبه شد و تعداد 255 نفر با استفاده از روش نمونه‌گیری خوشه‌ای طبقه‌ای تصادفی انتخاب شدند. ابزار گردآوری داده‌ها در این پژوهش ترکیبی از پرسشنامه‌های ساهین (2011) جهت سنجش متغیرهای دانش محتوا، دانش تربیتی، دانش محتوای تربیتی و دانش محتوای فناوریو پرسشنامه چای و همکاران (2011) جهت سنجش متغیرهای دانش فناوری، دانش تربیتی فناوری و دانش محتوایی تربیتی فناوری است. جهت بررسی فرضیه‌های پژوهش از روش تحلیل مسیر استفاده گردید. یافته‌های پژوهش نشان داد که بین همۀ حوزه‌های دانش محتوایی تربیتی فناوری همبستگی مثبت و معنادار وجود دارد و دانش محتوا، دانشتربیتی، دانش محتوای فناوری، دانش تربیتی فناوری، دانش محتوای تربیتی بر دانش محتوایی تربیتی فناوری اثر مستقیم دارند. علاوه بر این دانش فناوری، دانش محتوا و دانش تربیتی به طریق غیر مستقیم بر دانش محتوایی تربیتی فناوری تأثیر دارند و بیشترین اثر کل مربوط به دانش محتواست.

کلیدواژه‌ها

عنوان مقاله [English]

presentinga causal model of factors affecting high school teachers΄ techno-logical pedagogical content knowledge (TPACK)

نویسندگان [English]

  • Mohammad Hasan Seyf 1
  • Ahmad Rastegar 2
  • Azam Zahiri 3

چکیده [English]

The purpose of this study is presenting a causal model of factors affecting high school teachers΄technological pedagogical content knowledge (TPACK).In terms of objectives,this study is an applied research and in terms of method of collecting and analyzing data it is a descriptive and correlational research. The participants were 255 high school teachers in Shiraz(based on Cochran Formula) who were selected through stratified random and cluster sampling method among 5824 in service teachers in Shiraz in 1393-1394.This study employed a combination of two instruments tocollect data: theTechnological Pedagogical Content Knowledge (TPACK) instrument developed and validated by Sahin(2011) for evaluatingCK, PK, PCK, and TCK andChai, et al,(2011) questionnairefor assessing TK, TPK and TPACK.The path analysis was used to examine the research hypotheses. Findings showed thatSignificant positive correlationsexist between the TPACK constructs .CK and PK had direct and indirect effects onTPACK, while TK had only indirect effect on TPACK. Content Knowledge had the greatest total effect on TPACK.

کلیدواژه‌ها [English]

  • Content Knowledge
  • Pedagogical Knowledge
  • Techno-logical Knowledge
  • TPACK
Agyei & Keengwe. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. EducInfTechnol (2014) 19:155–171
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16 (2), 31–51.
Chai, Koh, Ho & Tsai. (2012). Examining preservice teachers’ perceived knowledge of TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology. 2012, 28 (Special issue, 6), 1000-1019.
Chai, C. S., Koh, J. H. L., Tsai, C-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57 (1), 1184-1193.
Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses.
Doukakis, Koilias, Adamopoulos, and Giannopoulou. (2013) .Computer Science Teachers’ In-service Training Needsand Their Technological Pedagogical Content Knowledge. M.D. Lytras et al. (Eds.): CCIS 278, pp. 311–316, 2013.
Forbes, C. & Davis, E.A. (2007). Beginning elementary teachers’ learning through the use of science curriculum materials: A longitudinal study. Paper presented at the National Association for Research in Science Teaching Conference, New Orleans, LA.
Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In N. G. Lederman & J. Gess-Newsome (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 3–16). Science & Technology Education Library. London: Kluwer Academic
Giannakos. M. N., Doukakis. S., Pappas. I.O., Adamopoulos. N. & Giannopoulou. (2015). Investigating teachers’ confidence on technological pedagogical and content knowledge: an initial validation of TPACK scales in K-12 computing education context. Comput. Educ. (2015) 2(1):43–59
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Professional development and practice series. New York, NY: Teachers College Press, Teachers College, Columbia University
Hall, G. E. (2010). Technology’s achilles heel: Achieving high-quality implementation. Journal of Research on Technology in Education, 42(3), 231–253.
Hosseini.Zahra, Kamal, Anand. (2012). Developing an Instrument to Measure Perceived Technology Integration Knowledge of Teachers. IMACST: Volume 3, N 1, February 2012.
Karadeniz, Ş., Vatanartıran, S. (2013). Adaptation of a TPACK survey to Turkish for secondary school teachers. International Journal of Human Sciences, 10(2), 34-47.
Kaya, S. & Dag, F. (2013). Turkish Adaptation of Technological Pedagogical Content Knowledge Survey for Elementary Teachers. Educational Sciences: Theory and Practice, 13(1), 302-306
Kim, C., & Keller, J. M. (2011). Towards technology integration: The impact of motivational and volitional email messages. Educational Technology Research and Development, 59(1), 91–111.
Kim, M., C., Kim, K. M., Lee , C., Spector, DeMeester. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education 29 (2013) 76-85.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70
Koehler, Mishra, Kereluik, Shin, & Graham. (2014). The Technological Pedagogical Content Knowledge Framework. Handbook of Research on Educational Communications and Technology DOI 10.1007/978-1-4614-3185-5_9, © Springer Science+Business Media New York 2014.
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic Factors, TPACK Constructs, and Teachers’ Perceptions of Constructivist-Oriented TPACK. Educational Technology & Society, 17 (1), 185–196.
Koh, Woo & Lim. (2013). Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educ Asse Eval Acc (2013) 25:321–339
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Pamuk,S., Ergun,M., Cakir,. R. H., Yilmaz, B., Ayas, C. (2013). Exploring relationships among TPACK components and development of the TPACK instrument. EducInfTechnol .DOI 10.1007/s10639-013-9278-4.
Polly, D., Mims, C., Shepherd, C. E., &Inan, F. (2010b). Evidence of impact: transforming teacher education with preparing tomorrow’s teachers to teach with technology. Teaching and Teacher Education, 26, 863–870.
Sahin, I. (2011). Development of Survey of Technological Pedagogical and Content Knowledge (TPACK). The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1.
Sahin, Celik, Akturk, & Aydin. (2013). Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use. Journal of Digital Learning in Teacher Education | Volume 29 Number 4,110-118.
Schmidt. Denise. A. (2010). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preserves’ Teachers, Iowa State University.
Schmidt, D., Baran, E., Thompson, A. Koehler, M., Punya, M., & Shin, T. (2009a). Examining preservice teachers’ development of technological pedagogical content knowledge in an introductory instructional technology Course. Society for Information Technology & Teacher Education International Conference 2009, 2009(1), 4145-4151
Shin, T., Koehler, M.J., Mishra, P. Schmidt, D., Baran, E. & Thompson, A. (2009).Changing technological pedagogical content knowledge (tpack) through course experiences. Paper presented at the International Conference of the Society for the Information and Technology & Teacher Education.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.