نقش صلاحیت و اخلاق حرفهای در نگرش معلمان مقطع ابتدایی به شخصیسازی یادگیری
مجله اخلاق زیستی- علمی پژوهشی,
دوره 10 شماره 35 (1399),
1 تیر 2020
,
صفحه 1-11
https://doi.org/10.22037/bioeth.v10i35.28118
چکیده
زمینه و هدف: شخصیسازی فرایند یادگیری در نظامهای آموزشی از اهمیت ویژهای برخوردار است. پژوهش حاضر با هدف تعیین نقش صلاحیت و اخلاق حرفهای در نگرش به شخصیسازی یادگیری معلمان مقطع ابتدایی انجام شده است.
مواد و روشها: پژوهش حاضر به روش توصیفی ـ همبستگی روی 289 نفر از معلمان مقطع ابتدایی شهر بیرجند در سال تحصیلی 99-1398 انجام گرفت. نمونهگیری به روش خوشهای چندمرحلهای انجام شد. برای جمعآوری دادهها از سه پرسشنامه استاندارد: صلاحیت حرفهای بابایینژاد (2014 م.)، اخلاق حرفهای سی.پتی (2000 م.) و نگرش به شخصیسازی یادگیری پرپارد و همکاران (2018 م.) استفاده شد. دادهها با استفاده از آزمونهای آماری رگرسیون چندگانه و ضریب همبستگی پیرسون در نرمافزار SPSS 18 تجزیه و تحلیل شد.
یافتهها: سطح نگرش معلمان به شخصیسازی یادگیری با میانگین 0/049±3/93، صلاحیت حرفهای با میانگین 71/032±3/0 و اخلاق حرفهای با میانگین 0/027±4/46 بالاتر از حد متوسط قرار داشت. بین مؤلفههای صلاحیت (شناختی، نگرشی، مدیریتی) و اخلاق حرفهای با نگرش معلمان به شخصیسازی یادگیری ارتباط معناداری مشاهده شد (P<0/01). صلاحیتهای حرفهای 38% و اخلاق حرفهای 28% از تغییرات واریانس نگرش معلمان به شخصیسازی یادگیری را تبیین کردند. همچنین صلاحیتهای حرفهای 23% از تغییرات واریانس اخلاق حرفهای را تبیین نمود.
ملاحظات اخلاقی: اهداف پژوهش برای مشارکتکنندگان توضیح داده شد و رضایت آگاهانه شفاهی آنها کسب شد.
نتیجهگیری: یافتهها نشان داد که ارتقای صلاحیت و اخلاق حرفهای معلمان موجب بهبود نگرش آنان به شخصیسازی یادگیری میشود. بنابراین توصیه میشود با ارتقای صلاحیتهای معلمان و آموزش اخلاق حرفهای، نگرش آنان به شخصیسازی یادگیری را بهبود بخشید.
- شخصیسازی یادگیری؛ اخلاق حرفهای؛ صلاحیت حرفهای؛ معلمان ابتدایی
ارجاع به مقاله
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