نقش باورهای معرفت‏ شناختی در خودکارآمدی و هیجانات تدریس معلمان آموزش ویژه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش ‏آموخته کارشناسی ارشد رشته مطالعات برنامه درسی دانشگاه مازندران و معلم دوره استثنایی

2 دانشیار گروه علوم تربیتی، دانشکده علوم اجتماعی و انسانی دانشگاه مازندران.

چکیده

باورهای معلم در مورد ماهیت دانش نقش مهمی بر خودکارآمدی و هیجانات تدریس او دارد. بدین منظور پژوهش حاضر به بررسی تأثیر باورهای معرفت‏ شناختی بر خودکارآمدی و هیجانات تدریس معلمان آموزش ویژه می ‏پردازد. روش پژوهش توصیفی از نوع همبستگی بوده است. جامعه ‏ی آماری، شامل کلیه معلمان ابتدایی شاغل در مدارس دانش ‏آموزان با نیازهای ویژه استان مازندران در سه گروه معلمان کم ‏توان ذهنی، نابینا و ناشنوا شهرستان بابل بوده که بر اساس روش خوشه ‏ای تک مرحله ‏ای شهرستان بابل به صورت تصادفی انتخاب و در این خوشه کلیه اعضا به تعداد 96 نفر مورد بررسی قرار گرفتند. جهت گردآوری داده‌ها، از سه پرسش‏نامه باورهای معرفت ‏شناختی شومر، پرسش‏نامه خودکارآمدی معلم و پرسش‏نامه هیجانات تدریس معلمان استفاده شد. برای تجزیه و تحلیل داده‏ ها از روش‎های ضرایب همبستگی اسپیرمن، تحلیل رگرسیون خطی چندگانه به شیوه گام به گام استفاده شد. نتایج پژوهش نشان داد که خودکارآمدی با مؤلفه سریع دانستن یادگیری، ساده دانستن دانش، باور به ذاتی دانستن توانایی و قطعی دانستن دانش رابطه منفی دارد. نتایج تحلیل رگرسیون نشان داد که باور به ذاتی بودن توانایی یادگیری قدرت پیش ‏بینی خودکارآمدی را دارد. هم‏چنین یافته‏ ها نشان داد که ذاتی دانستن توانایی یادگیری، ساده دانستن دانش، و سریع دانستن یادگیری با لذت رابطه منفی دارند. به طور کلی معلمان دارای باورهای معرفت ­شناختی خام بیشتر در کلاس هیجانات منفی را تجربه می‏ کردند. در تحلیل رگرسیون بجز یادگیری سریع سایر مولفه ‏های باورهای معرفت­ شناختی توانایی پیش‏بینی لذت را دارند. یافته ‏های حاصل از این پژوهش بر رشد باورهای معرفت­ شناختی جهت ارتقاء خودکارآمدی معلمان دانش ‏آموزان با نیازهای ویژه و ایجاد هیجان مثبت تدریس تأکید دارد.

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