نقش باورهای مترقی در فعالیت‌های تدریس سازنده‌گرا با میانجی‌گری دانش حرفه‌ای معلمان

نوع مقاله : مقاله علمی

نویسنده

استادیار، گروه علوم تربیتی و مشاوره، دانشگاه سید جمال الدین اسدآبادی، اسدآباد، ایران.

10.22111/jeps.2026.50343.5871

چکیده

این پژوهش با هدف بررسی نقش باورهای مترقی در فعالیت‌های تدریس سازنده‌گرا با میانجی‌گری دانش حرفه‌ای معلمان دوره متوسطه اول انجام شد. روش پژوهش توصیفی از نوع همبستگی بود. جامعه آماری این پژوهش شامل کلیه معلمان متوسطه اول شهر همدان در سال تحصیلی 1403-1402 بود، که 330 نفر با روش نمونه‌گیری تصادفی طبقه‌ای به‌عنوان نمونه انتخاب شدند. برای جمع‌آوری داده‌ها از پرسشنامه باورهای مترقی هوانگ و همکاران (2018) و دانش حرفه‌ای هوانگ و همکاران (2018) و فعالیت‌های تدریس سازنده‌گرا ویکتور و همکاران (2022) استفاده شده‌است. تحلیل داده‌ها با استفاده از نرم‌افزارSPSS25 و AMOS24 با روش معادلات ساختاری انجام گرفت. یافته‌ها نشان داد مدل نقش باورهای مترقی در فعالیت‌های تدریس سازنده‌گرا با میانجی‌گری دانش حرفه‌ای معلمان دوره متوسطه اول از برازش قابل قبولی برخوردار است. بین باورهای مترقی و فعالیت‌های تدریس سازنده‌گرا رابطه مستقیم و معناداری وجود دارد (001/0>p=، 62/0β =). بین باورهای مترقی و دانش حرفه‌ای معلمان رابطه مستقیم معناداری وجود دارد (001/0p<، 79/0β =). بین دانش حرفه‌ای معلمان و فعالیت‌های تدریس سازنده‌گرا رابطه مستقیم معناداری وجود دارد (001/0p<، 22/0β =). همچنین دانش حرفه‌ای در رابطه بین باورهای مترقی و فعالیت‌های تدریس سازنده‌گرا نقش میانجی دارد (001/0 p<، 238/0β =). می‌توان نتیجه‌گیری کرد که باورهای مترقی و دانش حرفه‌ای معلمان به‌طور مستقیم بر فعالیت‌های تدریس سازنده‌گرا تأثیر می‌گذارند. تقویت این دو عامل باعث بهبود کیفیت تدریس و ارتقای یادگیری دانش‌آموزان می‌شود. بنابراین پیشنهاد می‌شود دوره‌های آموزشی تخصصی برگزار شده و فرصت‌هایی برای تبادل‌نظر و یادگیری مداوم ایجاد شود تا مهارت‌های تدریس و نگرش‌های پیشرفته در معلمان تقویت گردد.

کلیدواژه‌ها

عنوان مقاله [English]

The Role of Progressive Beliefs in Constructivist Teaching Activities Mediated by Teachers' Professional Knowledge

نویسنده [English]

  • Mahmoud Zivari Rahman
Assistant Professor, Department of Educational Sciences and Counseling, Sayyed Jamaleddin Asadabadi University, Asadabad, Iran
چکیده [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]

  • Progressive beliefs
  • Constructivist teaching activities
  • Professional knowledge
  • Teachers
  • Lower secondary school

مراجع

باقریان فر، مصطفی؛ فلاح نودهی، معصومه و دولتی، علی اکبر. (۱۳۹۷). سنجش روابط علی بین مهارت‌های تدریس و پیشرفت تحصیلی دانشجویان با نقش میانجی‌گری احساسات مثبت و منفی و کنترل ادراک‌شده با رویکرد مدل‌یابی معادلات ساختاری. مطالعات روانشناسی تربیتی، ۱۵(۳۲)، ۱–۳۸https://doi.org/10.22111/jeps.2018.4408.
شکوهی مقدم، سولماز؛ زیوری رحمان، محمود و لسانی، مهدی. (1390). بررسی نقش ورزش در سلامت روان و شادکامی دانش آموزان مقطع متوسطه شهر کرمان. سلامت و روان شناسی، 1(3)، 61-80.https://sid.ir/paper/242664/fa
گراوند، هوشنگ و قبادیان، مسلم. (۱۴۰۰). ارائه مدل علّی ادراک از محیط سازنده‌گرای اجتماعی و جهت‌گیری‌های انگیزشی: نقش واسطه‌ای باورهای خودکارآمدی و انتظار پیامد. مطالعات روانشناسی تربیتی، ۱۸(۴۲)، ۲۲–۶۳. https://doi.org/10.22111/JEPS.2021.6401.
میهن‌دوست، علی؛ اللهی، ذبیح الله؛ جنگی‌زهی، حمیدرضا و کهرازهی، مجید. (۱۴۰۲). تأثیر آموزش موضوع‌محور یکپارچه بر میزان یادگیری و انگیزش پیشرفت تحصیلی دانش‌آموزان مهارت‌های حرفه‌ای با نیازهای ویژه ذهنی. مطالعات روانشناسی تربیتی، ۲۰(۴۹)، ۱۵۸–۱۷۳https://doi.org/10.22111/jeps.2023.7520
References
Almunawaroh, N. F., & Steklács, J. (2025). The interplay of secondary EFL teachers’ pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation. Heliyon, 11(2), e42065. https://doi.org/10.1016/j.heliyon.2025.e42065.
Bagherian far, M. , fallah nodehi, M. and dolati, A. (2018). Assessment of causal relationships between teaching skills and students’ academic progress with the mediating role of positive and negative emotions and perceived control using the Structural Equation Modeling approach. Journal of Educational Psychology Studies, 15(32), 1-38. doi: 10.22111/jeps.2018.4408
Bardakcı, S., Çaycı, D., Alkis, D., & Alkan, M. (2021). How to become a constructivist teacher: The impact of philosophical thoughts on constructivist learning beliefs. Research in Pedagogy, 11, 214–233. https://doi.org/10.5937/IstrPed2101v214B
Bortes, C., & Giota, J. (2024). Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints. Learning and Instruction, 92, 101937. https://doi.org/10.1016/j.learninstruc.2024.101937
Busuttil, L., & Calleja, J. (2025). Teachers’ beliefs and practices about the potential of ChatGPT in teaching mathematics in secondary schools. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-024-00168-3
Chen, P.-H., Hong, J.-C., Ye, J.-H., & Ho, Y.-J. (2022). The role of teachers’ constructivist beliefs in classroom observations: A social cognitive theory perspective. Frontiers in Psychology, 13, 904181. https://doi.org/10.3389/fpsyg.2022.904181
Haynes-Brown, T. K. (2024). Beyond changing teachers’ beliefs: Extending the impact of professional development to result in effective use of information and communication technology in teaching. Professional Development in Education, 51(1), 23–38. https://doi.org/10.1080/19415257.2024.2431697
Hong, H.-Y., & Chai, C. S. (2017). Principle-based design: Development of adaptive mathematics teaching practices and beliefs in a knowledge building environment. Computers & Education, 115, 38–55. https://doi.org/10.1016/j.compedu.2017.07.011
Hong, H.-Y., Lin, P.-Y., & Lee, Y.-H. (2019). Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan. Learning and Individual Differences, 76, 101787. https://doi.org/10.1016/j.lindif.2019.101787
Hwang, M.-Y., Hong, J.-C., & Hao, Y.-W. (2018). The value of CK, PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers. European Journal of Teacher Education, 41(4), 448–462. https://doi.org/10.1080/02619768.2018.1471463
Geravand, H. and Ghobadiyan, M. (2021). Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectation. Journal of Educational Psychology Studies, 18(42), 63-22. doi: 10.22111/jeps.2021.6401
Kline, R. B. (2021). Principles and practice of structural equation modeling (5th ed.). Guilford Press.
Li, C., Zhang, S., Garza, T., & Jiang, Y. (2021). Data of the constructivist practices in the learning environment survey from engineering undergraduates: An exploratory factor analysis. Data in Brief, 39, 107522. https://doi.org/10.1016/j.dib.2021.107522
Lindl, A., & Hilbert, S. (2023). Modelling, structure and development of domain-specific professional knowledge of Latin teachers. Teaching and Teacher Education, 134, 104262. https://doi.org/10.1016/j.tate.2023.104262
Muhonen, H., Pakarinen, E., & Lerkkanen, M.-K. (2023). Professional vision in the classroom: Teachers’ knowledge-based reasoning explaining their visual focus of attention to students. Teaching and Teacher Education, 121, 103907. https://doi.org/10.1016/j.tate.2022.103907
Peiser, G., Pratt, A., & Putwain, D. (2022). Student teachers’ views about the university’s research contribution to professional knowledge development. Teaching and Teacher Education, 112, 103647. https://doi.org/10.1016/j.tate.2022.103647
Popkewitz, T. S. (1994). Professionalization in teaching and teacher education: Some notes on its history, ideology, and potential. Teaching and Teacher Education, 10(1), 1–14. https://doi.org/10.1016/0742-051X(94)90036-1
Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100(3), 354–395. https://doi.org/10.1086/444021.
Mihandost, A. , Alahi, Z. , Jangizahi, H. and Kahrazehi, M. (2023). The Effect of Integrated Subject-Based Instruction on Learning and Academic Achievement Motivation of Professional-Skills of Students with Special Mental Needs. Journal of Educational Psychology Studies, 20(49), 173-158. doi: 10.22111/jeps.2023.7520
Muhammad, A. E., & Liu, Y. (2025). Enhancing inclusivity in primary schools: The role of constructivist teacher education in addressing cultural diversity. Education 3-13, 1–20. https://doi.org/10.1080/03004279.2025.2475969
Robinson, P., & Bond, C. (2025). A systematic literature review of teachers’ beliefs about intelligence and mindset and the potential impact on their practice. Educational Psychology in Practice, 1–16. https://doi.org/10.1080/02667363.2024.2444601
Rodriguez, L. A., Nguyen, T. D., & Springer, M. G. (2023). Revisiting teaching quality gaps: Urbanicity and disparities in access to high-quality teachers across Tennessee. Urban Education, 60(2), 467–504. https://doi.org/10.1177/00420859231153409
Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators’ task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101, 103303. https://doi.org/10.1016/j.tate.2021.103303
Sanders-Smith, S. C., Laixely, J., Martinez Negrette, G., & Espinosa Cordoba, T. (2025). Illusio and the field of education: Examining progressive teachers’ adaptation during the COVID-19 pandemic. Educational Review, 77(1), 234–253. https://doi.org/10.1080/00131911.2024.2357720
Shokouhi Moghadam, S., Zivari Rahman, M., & Lesani, M. (2011). sports and mental health and happiness in high school students in kerman. journal of health psychology, 1(3), 61-80. https://sid.ir/paper/242664/en
Sims, S., & Jerrim, J. (2022). Traditional and progressive orientations to teaching: New empirical evidence on an old debate. CEPEO Working Paper Series, Article 22–08. https://ideas.repec.org/p/ucl/cepeow/22-08.html
Towers, E., Rushton, E. A. C., Gibbons, S., Steadman, S., Brock, R., Cao, Y., … Richardson, C. (2023). The “problem” of teacher quality: Exploring challenges and opportunities in developing teacher quality during the COVID-19 global pandemic in England. Educational Review, 77(1), 100–116. https://doi.org/10.1080/00131911.2023.2184771
Tynjälä, P. (1999). Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university. International Journal of Educational Research, 31(5), 357–442. https://doi.org/10.1016/S0883-0355(99)00012-9
Vaishali, & Misra, P. (2019). Teaching teachers to use constructivist approaches: A proposal. I-Manager’s Journal on School Educational Technology, 14(4), 1–7. https://doi.org/10.26634/jsch.14.4.15651
Victor V. Hafalla, V. V., Jr., & Halover, E. M. (2022). Investigating the structural relationship between TPACK, technological self-efficacy, and constructivist teaching practice. European Online Journal of Natural and Social Sciences, 11(4). https://european-science.com/eojnss_proc/article/view/6714
Vygotsky, L. S. (1997). The history of the development of higher mental functions. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky (Vol. 4, pp. 1–252). Plenum Press. Avaiable from: Vygotsky 1997
Zivari Rahman, M., Salehi, K., Khodaie, E., Moghadamzadeh, A., & Hakimzadeh, R. (2022). Pathology of scholastic aptitude search in Iran (Systematic review of literature in the last three decades). Educational Measurement and Evaluation Studies, 12(39), 103–140. https://doi.org/10.22034/emes.2022.547411.2346
مطالعات روانشناسی تربیتی
دوره 23، شماره 61
اردیبهشت 1405
صفحه 79-47

فایل ها

هم رسانی

ارجاع به این مقاله

آمار