ساخت و اعتبارسنجی پرسشنامه دانش محتوای آموزشی (PCK) برای برنامه آموزش معلمان زبان انگلیسی درایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، تهران، ایران.

2 گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و زبان های خارجی، دانشگاه علامه طبا طبائی ، تهرن، ایران.

3 مدرسه زبان های خارجی، دانشگاه استانبول، استانبول، ترکیه.

چکیده

پیشینه و اهداف: اعتقاد بر این است که دانش محتوای آموزشی (PCK) بر عملکرد معلمان در کلاس درس زبان انگلیسی تأثیر می‌گذارد، زیرا در فرمول‌بندی و ارائه موضوع درسی تعیین‌کننده است. با این حال، به نظر می رسد PCK یک مفهوم نسبی است که با  برنامه درسی اجتماعی-فرهنگی و زمینه ای خاص مرتبط است. روش‌ها‌: بدین منظور، از طریق بررسی پژوهش های مرتبط و مصاحبه با 60  دانشجو معلم از دانشگاه‌ فرهنگیان، مواردی که می بایست در پرسشنامه PCK گنجانده می‌شود، استخراج شد. علاوه بر این، 50 نفر از دانشجو-معلمان از دانشگاه هدف در فرآیند تهیه و اجرای آزمایشی پرسشنامه باز شرکت کردند. 176 دانشجو-معلم دیگر پرسشنامه PCK مقیاس لیکرت را شامل 56 گویه و 9 مؤلفه تکمیل کردند. نتایج تحلیل عاملی منجر به حذف 17 گویه و پرسشنامه نهایی شامل 39 گویه بود. سپس 285 دانشجو-معلم، پرسشنامه ای را تکمیل کردند که پایایی و روایی سازه آن به ترتیب از طریق آلفای کرونباخ و  روش تحلیل عاملی تأیید شده بود. یافته‌ها: پرسشنامه کلی از شاخص پایایی 902/0 برخوردار بود. همچنین شاخص های پایایی برای 9 مؤلفه به شرح زیر بود. آموزش مهارت های زبانی (a=.825)، استراتژی های تدریس زبان (a=.824)، مدیریت کلاس درس (a=.826)، طراحی برنامه درسی و توسعه مواد (a=.842)، سواد و توانایی های ارزشیابی (a=.776 )، کتاب دوره ارزشیابی (a=.780)، دانش فنی معلمان زبان (a=.759)، توسعه حرفه ای معلمان زبان (a=.763)، و تأثیر کاروزی بر تدریس عملی (a=.805). مقیاس روایی سازه نیز از طریق تحلیل عاملی تأیید شد. مقیاس روایی سازه نیز از طریق تحلیل عاملی تأیید شد. نتیجه‌گیری: پرسشنامه PCK  ساخته شده و اعتبارسنجی شده در پژوهش حاضر را می توان در پژوهش های مربوط به آموزش معلمان زبان انگلیسی و PCK در زمینه EFL مورد استفاده قرار داد. 

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