تدوین و اعتباریابی بسته ارزیابی کارکردهای شناختی متقاضیان ورود به نظام آموزش و پرورش

نوع مقاله : پژوهشی

نویسندگان

1 استاد، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران ایران.

2 دانشجوی دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران ایران.

چکیده

هدف پژوهش حاضر شناسایی کارکردهای شناختی اثرگذار در حرفه معلمی و پیشنهاد مجموعه ابزارهای شناختی برای سنجش بهنگام داوطلبان ورود به این حرفه بود. با توجه به اهمیت مهارت‌های شناختی در تمامی آزمون‌های بدو استخدام، انجام ارزیابی شناختی بر داوطلبان ورود به این حرفه می-تواند شاخص‌هایی مبنی بر بهره‌مندی این افراد از توانمندی‌های اساسی و ضروری این شغل ارائه کند. در پژوهش حاضر با یک ماهیت توصیفی-اکتشافی و در چارچوب روش کیفی –دلفی، پس از انجام مصاحبه‌های نیمه‌ساختارمند با افراد صاحب‌نظر و متخصصان حوزه تعلیم و تربیت به طراحی مدل اولیه مفهومی کارکردهای شناختی مورد نیاز شایستگی‌های حرفه‌ای معلمی پرداخته شد. در مرحله بعد، ابعاد این مدل و شاخص‌های رفتاری استخراج شده از مصاحبه‌ها در پنل‌های تخصصی مورد بحث و بررسی و راستی‌آزمایی و رتبه‌بندی (وزن‌دهی) قرار گرفت. در نهایت مدل مفهومی با چهار مولفه ارتباطات، برنامه‌ریزی، تصمیم‌گیری، و حل‌مسئله به همراه شاخص‌های رفتاری مشخص به عنوان پیش‌نیازها شناختی شایستگی‌های هدف در حرفه معلمی شناسایی و سپس در کنار کارکردهای اجرایی پایه به منظور انتخاب آزمون‌های ارزیابی شناختی قرار گرفت. بسته ارزیابی نهایی از نظر روایی محتوایی به تایید متخصصان رسید. نتایج این مطالعه مضامین کاربردی برای متخصصان حوزه تعلیم و تربیت و به ویژه سیاست‌گذاران فرایند جذب و گزینش نیروی انسانی در آموزش و پرورش به دنبال خواهد داشت.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Compilation and Validation of The Evaluation Package of Cognitive Functions of Applicants to Enter The Education System

نویسندگان [English]

  • Molook Khademi 1
  • Fatemeh Fooladi 2
  • Paria Sadaat Meraji Saeed 2
1 Professor, Department of Educational Psychology, Faculty of Education and psychology, AlZahra University, Tehran, Iran.
2 Ph.D. Student in Educational Psychology, Faculty of Educational Sciences and Psychology, AlZahra University, Tehran, Iran.
چکیده [English]

The purpose of the current research was to identify effective cognitive functions in the teaching profession and to propose a set of cognitive tools for the timely assessment of candidates entering this profession. Considering the importance of cognitive skills in all recruitment tests, performing cognitive evaluations on candidates entering this profession can provide indicators based on the benefits of these people from the basic and necessary capabilities of this job. In the current research, with a descriptive-exploratory nature and within the framework of the Qualitative-Delphi method, after conducting semi-structured interviews with experts and experts in the field of education and training, the initial conceptual model of the cognitive functions required by the professional competencies was designed. In the next step, the dimensions of this model and the behavioral indicators extracted from the interviews were discussed verified, and ranked (weighting) in expert panels. In the end, a conceptual model with four components of communication, planning, decision-making, and problem solving along with specific behavioral indicators as cognitive prerequisites for the target competencies in the teaching profession and then along with the basic executive functions to identify The purpose of choosing cognitive evaluation tests. Experts approved the final evaluation package in terms of content validity. The results of this study will have practical implications for education specialists and especially policymakers in the process of recruitment and selection of human resources in education.

کلیدواژه‌ها [English]

  • Cognitive Functions
  • Cognitive Evaluation
  • Professional Competencies
  • Education System
  • Teachers
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