نوع مقاله : مقاله علمی
نویسنده
استادیار، گروه علوم تربیتی و مشاوره، دانشگاه سید جمال الدین اسدآبادی، اسدآباد، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
This study aimed to examine the role of progressive beliefs in constructivist teaching activities, mediated by the professional knowledge of lower secondary school teachers. The research employed a descriptive-correlational design. The statistical population included all lower secondary school teachers in Hamadan during the 2023–2024 academic year, from which 330 teachers were selected through stratified random sampling. Data were collected using the Progressive Beliefs Questionnaire by Huang et al. (2018), the Professional Knowledge Questionnaire by Huang et al. (2018), and the Constructivist Teaching Activities Questionnaire by Victor et al. (2022). Data analysis was conducted using SPSS 25 and AMOS 24, applying structural equation modeling (SEM). The findings indicated that the proposed model demonstrated an acceptable fit. A significant direct relationship was found between progressive beliefs and constructivist teaching activities (β = 0.62, p < 0.001), between progressive beliefs and teachers' professional knowledge (β = 0.79, p < 0.001), and between teachers' professional knowledge and constructivist teaching activities (β = 0.22, p < 0.001). Furthermore, teachers' professional knowledge played a mediating role in the relationship between progressive beliefs and constructivist teaching activities (β = 0.344, p < 0.001). Therefore, it can be concluded that teachers' progressive beliefs and professional knowledge are two key factors in improving constructivist teaching. To enable teachers to effectively implement these methods, both their attitudinal and skill-related aspects should be strengthened.
کلیدواژهها [English]
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