Developing a Measurement Model of Micro- and Macro-Standards of Farhangian University Teacher-Students’ Professional Development

Document Type : علمی - پژوهشی

Authors

1 PhD student in Information Science and Knowledge, Islamic Azad University, Hamadan Branch

2 Department of Information Science and Knowledge, Islamic Azad University, Hamadan Branch, Hamadan, Iran.

3 Associate Professor, Department of Psychology, Payame Noor University

Abstract

The study aimed to develop a measurement model of micro- and macro-standards of teacher-students’ professional development in Farhangian University, previously termed as Teacher Training College, in the west of Iran. The statistical sample of this correlational factor analysis consisted of 1080 subjects chosen from 1500 teacher-students of all courses studying in the west of Iran’s branches of Farhangian University and having passed mentoring courses. The instrument was a professional development questionnaire developed on the basis of New Jersey Teacher Professional Development Questionnaire (2014). The research measurement model relates the variables of professional development mico- and macro-standards to the latent variables and is confirmed by Smart PLS2 software. The study of the model revealed that the reliability measures of all micro- and macro-constructs were above the proposed value (.6), indicating the reliability and internal consistency of the model. The AVE values of all constructs were measured to be more than the accepted value of .5. In addition, the results showed that the factor loading of all items were above the proposed value of .7, suggesting the convergent validity of the model. Fornell and Larker test indicated that the model has divergent validity. Consequently, it can be claimed that the model enjoys validity and reliability. It is worthy of note that the model showed appropriate goodness-of-fit. The comparison of the results with those of the literature focusing on the six components of content, knowledge content, learner and learning, school leadership, teaching practice and professional responsibility revealed that the proposed model with four macro components and 11 micro components is more comprehensive than the previously-developed models. More specifically, the promotion of professional knowledge, skill and attitude among teachers is better treated in the current model. Finally, one of the benefits of the present study is the development of a standard professional development for teacher-students in Farhangian University.

Keywords

References

  1. آخوندی، فاطمه، و صفایی موحد، سعید. (1394). بررسی نقش ادراک از توسعه حرفه‌ای بر روی دلبستگی شغلی، فلات محتوایی شغل و فرسودگی شغلی در معلمان ابتدایی شهرستان کاشان. مدیریت و برنامه‌ریزی در نظام‌های آموزشی. پاییز و زمستان، 15.
  2. احمد یوسفی، مریم، مطهری نژاد، حسین، و آذری، همایون. (1397). مشارکت معلمان در فعالیت‌های یادگیری حرفه‌ای: نقش عوامل فردی، سازمانی و مدیریتی. 34 (2): 53-72.
  3. ارفع، فاطمه، کارشکی، حسین، آهنچیان، محمدرضا، ناصریان، جمید، افشاری زاده، احسان. (1395). ساخت و اعتباریابی مقیاس نیاز پژوهشی معلمان مقطع متوسطه شهر مشهد بر اساس نظریه خود تعیین گری، رویکردهای نوین آموزشی دانشکده علوم تربیتی و روان شناسی دانشگاه اصفهان، پاییز و زمستان، 2 (پیاپی 24):44-27.
  4. زجاجی، ندا، خنیفر، حسین، آقاحسینی، نقی، یزدانی، حمیدرضا. (1396). طراحی چارچوب توسعه حرفه‌ای مدرسان تربیت معلم در پردیس‌های دانشگاه فرهنگیان استان اصفهان. تدریس پژوهی. زمستان، 5(4): 164-143.
  5. سبحانی نژاد، مهدی، زمانی منش، حامد. (1391). شناسایی ابعاد معلم اثربخش و اعتبارسنجی مولفه‌های آن توسط دبیران دوره متوسطه شهر یاسوج. پژوهش در برنامه‌ریزی درسی. تابستان، 5، (پیاپی 32) 81-68.
  6. طاهری، مرتضی، عارفی، محبوبه، پرداختچی، محمدحسن، و قهرمانی، محمد. (1392). الگو ادارک و نگرش معلمان نسبت به توسعه حرفه ای در مراکز تربیت معلم: مطالعه ترکیبی. فصلنامه مشاوره شغلی و سازمانی، 5(پیاپی15): 56-26.
  7. طاهری، مرتضی، عارفی، محبوبه، پرداختچی، محمدحسن، و قهرمانی، محمد. (1392). کاوش فرآیند توسعه حرفه ای معلمان در مراکز تربیت معلم: نظریه داده بنیاد. فصلنامه نوآوری های آموزشی، بهار، 45(پیاپی 12): 176-149.
  8. مهرمحمدی و دیگران. (1394). راهنمای عملی برنامه کارورزی دانشگاه فرهنگیان با رویکرد تربیت معلم فکور (1)، به کوشش جمعی از نویسندگان دانشگاه فرهنگیان؛ سر ویراستار آمنه احمدی، تهران: دانشگاه فرهنگیان.
  9. نادری، عزت اله، حاجی زاد، محمد، شریعتمداری، علی، و سیف نراقی، مریم. (1389). بررسی و مقایسه مهارت های حرفه ای معلمان دروس علوم پایه و علوم انسانی دوره راهنمایی شهرستان بهشهر به منظور ارائه روش های ارتقای کیفی این مهارت‌ها، فصلنامه علمی پژوهشی تحقیقات مدیریت آموزشی، 2(پیاپی2): 96-75.
  10. نصیری ولیک بنی، فخرالسادات، عبدالملکی، شوبو(1393). تحلیل صلاحیت‌های حرفه‌ای معلمان در تبیین خودراهبری در یادگیری دانش آموزان. نشریه علمی پژوهش در آموزش. تابستان، (1) ، :75-67.
  11. هومن.حیدر علی. (1384). مدلیابی معادلات ساختاری با کابرد نرم افزار لیزرل، انتشارات سمت، چاپ اول.
  12. Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years, Teaching and Teacher aeducation, 27(1): 10-20.
  13. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development. 78: 246–263.
  14. Campbell, C., Leiberman, A., & Yashika, A. (2016). Developing professional capital in policy and practice: Ontario’s Teacher Learning and Leadership Program, Journal of Professional Capital and Community, 1(3): 219 – 236.
  15. Dubinsky, J., Roehrig, G. , Varma, S.(2013). Infusing Neuroscience Into Teacher Professional Development. Educational Researcher. 42(6), 317-329 Online available at: http:///er.aera.net
  16. Desimone, L. M. (2009). Improving impact studies of teachers professional development: Toward better conceptualizations and measures. Educational Researcher. 38(3): 181-199.
  17. Edwards, F. (2012). Learning communities for curriculum change: key factors in aneducational change process in New Zeland, Professional Development in Education, 38(1): 25-48.
  18. http://dx.doi.org/10.1080/19415257.2011.592077
  19. Fullan, M., & Steigelbauer, S. (1991). The new meaning of educational change (2nd ed.), New York: Teachers College Press.
  20. Gusky, T.R. (2000). Evaluating professional development: Thiusand Oaks. CA: Corwin Press.
  21. Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Saratedt, M. (2017). Aprimer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.
  22. Hair Jr, J.F.; Sarstedt, M.; Hopkins, L. & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): an emerging tool in business research. European Business Review, 26(2), pp. 106-121.
  23. Huberman, M. (2001). Networks that alter teaching: conceptualisations, exchanges, and experiments. Solar, J., craft, A., Burgess, H. (Eds). teacher development: exploring our own practice, London: Paul Chapman publishing and The Open University.
  24. Huntly, H. (2008). Teachers` Work: Beginning Teachers` Conceptions Of Competence. Thesis. Central Queensland University.
  25. Johnson, Carla C., Fargo, Jamison D. (2010). Urban School Reform Enabled by Transformative Professional Development: Impact on Teacher Change and Student Learning of Science. Urban Education. 45(1): 4-29. Online available at: http://uex.sagepub.com
  26. Lawshe, C. H. (1975). A quantitative approach to content validity, Personnel Psychology, 4(28): 563-575. http://dx.doi.org/10.1111/j.1744-6570.1975.tb01393.x
  27. Lei, Pui-Wa, Wu, Qiong. (2007). Introduction to Structural Equation Modeling: Issues and Practical Considerations. Educational Measurement: Issues and Practice, 3(26): 33–43.
  28. Li, L., Hallinger, Ph., & Walker, A.(2015). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management administration & Leadership, 1-23.
  29. Minor, M., Losike-Sedimo, N., Reglin, G., & Royster, O. (2013). Teacher Technology Integration Professional Development Model (SMART Board). Pre-Algebra Achievement, and Smart Board Proficiency Scores. SAGE Open, 1-10.
  30. New Jersy Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014).
  31. Nijveldt, M., Brekelmans, M., Beijaard, D., Verloop, N., & Wubbels, T. (2005). Assessing the interpersonal competence of beginning teachers: The quality of the judgment process. International Journal of Educational Research. 43(1-2): 89-102.
  32. Patton, K., Parker, M., & Tannehill, D.(2015). Helping Teachers Help Themselves: Professional Development That Makes a Difference. journalsPermissions. 99(1): 26–42.
  33. Ravhuhali, F., Mashau, T.S., Kutame, A.P., Mutshaeni, H.N., (2017). Teachers’ Professional Development Model for Effective Teaching and Learning in Schools: What Works Best for Teachers?. International Journal of Educational Sciences. 25 sep. published online, 57-68. DOI: http://doi.org/10.1080/09751122.2015.11890375
  34. Richter, D., Kunter, M., Klusmann, U., O., & Baumert, J.(2011). Professional development across the teaching career: Teachers` uptake of formal and informal learning opportunities, Teaching and Teacher Education, 27(1): 116-126.
  35. Saki Saka, A. Arzu.saka. (2009). Student teachers, Views about effects of school practice on development of their professional skills. Procedia School and Behavioral sciences.
  36. Villegas-Reimers, E. (2003). Teacher Professional Development: An International Review of the Literature. Unesco: International institute for educational planning, chapter4, 67-118. IIEP web site: http://www.unesco.org/iiep
  37. Walker, A. Haiyan, Q., & Shuangye, Ch. (2007). Leadership and moral literacy in intercultural schools. Journal of Educational Administration. 45(4): 279-397.

Files

Share

How to cite

Statistics