تدوین و اعتباریابی بستۀ آموزشی توانمندسازی معلمان در آموزش یادگیری خودتنظیمی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران

2 دانشیار گروه روان شناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران

3 استادیار گروه روان‌شناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران

چکیده

زمینه: یادگیری خودتنظیمی به‌عنوان پیش بینی کننده انگیزه و موفقیت در مدرسه و پیش نیاز یادگیری مادام‌العمر شناخته شده است. معلمان نقش کلیدی و مهمی در طراحی و اجرای آموزش یادگیری خودتنظیمی و ارتقای آن در دانش‌آموزان دارند؛ با این حال به نظر می‌رسد معلمان مهارت و توانمندی لازم را در این خصوص ندارند و در پژوهش‌ها آماده‌سازی معلمان کمتر مورد توجه قرار گرفته است؛ بنابراین طراحی بستۀ آموزشی به‌منظور توانمندسازی معلمان در آموزش یادگیری خودتنظیمی و بهبود آن در دانش‌آموزان ضروری به نظر می‌رسد.
هدف: هدف پژوهش حاضر تدوین و اعتباریابی بستۀ آموزشی توانمندسازی معلمان در آموزش یادگیری خودتنظیمی بود.
روش: این پژوهش در دو مرحلۀ انجام شد. مرحلۀ اول به طراحی یک بستۀ آموزشی با هدف توانمندسازی معلمان در زمینۀ یادگیری خودتنظیمی اختصاص داشت و در مرحلۀ دوم، اعتبارسنجی بستۀ آموزشی انجام شد. برای تدوین بستۀ آموزشی، از رویکرد کیفی و روش تحلیل محتوای کیفی بهره گرفته شد. برای ارزیابی اعتبار این بسته از روش دلفی استفاده گردید.
یافته‌ها: بستۀ آموزشی در 7 جلسه تدوین گردید، که مدت زمان هر جلسه 90 دقیقه در نظر گرفته شد. بر اساس نظر متخصصان مقادیرCVR  برای هیچ‌کدام از جلسات کمتر از 99/0 نبوده و مقادیر CVI برای تمام جلسات بزرگتر از 79/0 و در وضعیت مطلوبی بود. نتایج روشن ساختند که متخصصان وجود همۀ جلسات و محتوای کلیۀ جلسات را ضروری و مرتبط دانستند؛ لذا روایی محتوایی بستۀ آموزشی از نظر متخصصان تأیید گردید.
نتیجه‌گیری: با توجه به نقش اساسی یادگیری خودتنظیمی در پیشرفت تحصیلی و یادگیری موفقیت‌آمیز و نیز چالش‌هایی از جمله کمبود دانش و مهارت معلمان در آموزش و ارتقای یادگیری خودتنظیمی دانش‌آموزان، بستۀ آموزشی توانمندسازی معلمان در آموزش یادگیری خودتنظیمی، می‌تواند مداخله‌ای مؤثر و کارآمد در بهبود و ارتقای یادگیری خودتنظیمی فراگیران، ارتقاء کیفیت محیط آموزشی و پیشبرد یادگیری مادام‌العمر در دانش‌آموزان باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Designing and Validating a Training Package for Empowering Teachers in Teaching Self-Regulated Learning

نویسندگان [English]

  • Azadeh Momeni 1
  • Hossein Kareshki 2
  • maryam bordbar 3
1 Ph.D. Student in Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2 Associate Professor, Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
3 Assistant Professor, Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
چکیده [English]

Background: Self-regulated learning (SRL) has been identified as a key predictor of students’ motivation and academic achievement, as well as a foundational element of lifelong learning. Teachers play a significant role in the design and delivery of SRL instruction and in nurturing these skills among students. Despite this, many educators appear to lack the necessary competencies to effectively teach SRL, and teacher training in this area has been relatively overlooked in educational research. Accordingly, the development of a structured training package to empower teachers in promoting self-regulated learning among students is essential.
Aim: The aim of the present study was to develop and validate a training package for empowering teachers in the instruction of self-regulated learning.
Method: Provide information about the research design, sample, tools of data collection and the method of data analysis. This study was conducted in two distinct phases. The first phase focused on designing a training package aimed at empowering teachers in the field of self-regulated learning, while the second phase involved validating the developed package. A qualitative approach and content analysis method were employed for the development of the training package. To evaluate the validity of the package, the Delphi method was utilized.
Results: The training package was developed in seven sessions, each lasting 90 minutes. According to expert evaluations, the Content Validity Ratio (CVR) for none of the sessions was below 0.99, and the Content Validity Index (CVI) for all sessions was above 0.79, indicating an acceptable level. The results indicated that experts considered all sessions to be essential and found the content of each session to be relevant. Therefore, the content validity of the training package was confirmed by the experts.
Conclusions: Given the fundamental role of self-regulated learning (SRL) in academic achievement and successful learning-alongside challenges such as teachers’ limited knowledge and skills in teaching and promoting SRL among students-the developed training package for empowering teachers in SRL instruction can serve as an effective and efficient intervention. It has the potential to enhance learners’ self-regulated learning, improve the quality of the educational environment, and promote lifelong learning among students.

کلیدواژه‌ها [English]

  • training
  • educational package
  • empowerment
  • teachers
  • self-regulated learning

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