Developing an SEM of Teacher Professional Development Standards (TPD) for Teacher-Students in Terms of Their Information Literacy (IL)

Document Type : علمی - پژوهشی

Authors

1 PH.D Student OF Department of Information Science

2 Associate Professor of Information Science and Scientology Islamic Azad university Hamadan branch

3 Associate Professor of Payame Noor University

Abstract

The present research aims to develop an SEM of Teacher Professional Development (TPD) standards on the basis of Farhangian University (Teacher Traning College) teacher-students` Information Literacy (IL). The method in the current quantitative research is correlational through path analysis, which is based on structural equation modeling. To this end, Smart-PLS software and GOF Index were employed to develop an SEM and to determine goodness-of-fit, respectively. The sample comprised 1080 teacher-students of the total 1500 studying different courses in the branches of Farhangian University. All participants have passed mentoring(1,2,3,&4). The two questionnaires employed measure Information Literacy (IL) and Teacher Professional Development (TPD) based on the International Standard of Information Literacy for Teacher Education and New Jersey Teacher Professional Development, respectively. The results indicated an appropriate GOF (0.488) for the proposed SEM and the confirmation of the proposed model. The resultant validated questionnaires can be employed to raise consciousness among teachers and to replicate the study by using other samples of teachers across the country. Two Information Literacy (IL) and Teacher Professional Development (TPD) Questionnaires were also obtained.

Keywords

References

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  65. Harrington, H.L.(1995). Fostering resond decisions: case-based pedagogy and the professional development o teachers. Teaching and Teacher Education, 11(3): 203-214.
  66. Huai, N., Braden, Jeffery, P., White, Jennifer L. , Elliott, Stephen N.(2006). Effect of an Internet-Based Professional Development Program on Teachers’ Assessment Literacy for All Students, Teacher Education and Special Education. 4(29): 244–260.
  67. Information Literacy Standards for Teacher Education(2011). Approved by the ACRL Board of Directors, May11, By the EBSS Instruction for Educators Committee. Translate to farsi by Akram Eini(May 2011).
  68. Jenkins, H. (with cliton, K., Purushotma, R., Robison, A., & Weigel, M.) .(2006). Confronting the challenges of participatory culture: Media education for the 21st century (An occasional paper on digital media and learning). Chicago: The John D. and Catherine T. MacArthur Foundation. Retrieved August 10, 2009, from www.digitallearning. Macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C9CE807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF.
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  70. 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
  71. Lei, Pui-Wa, Wu, Qiong. (2007). Introduction to Structural Equation Modeling: Issues and Practical Considerations. Educational Measurement: Issues and Practice, 3(26): 33–43.
  72. 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.
  73. Markers, A. (2006). Identifying master characteristic: the journal of psychology, 78, 22.
  74. 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.
  75. New Jersy Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014).
  76. 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.
  77. O'Conner, L. (2009). Information Literacy as professional legitimation, Library Review, 58(4): 272-289. Permanent link to this document: http://dx.doi.org/10.1108/00242530910952828 The current issue and full text archive of this journal is available at: www.emeraldinsight.com/0024-2535.htm
  78. O'Connor, L. (2009). Information literacy as professional legitimation: the quest for a new jurisdiction. Library Review, 58(7): 493-508. Permanent link to this document: http://dx.doi.org/10.1108/00242530910978190
  79. The current issue and full text archive of this journal is available at: www.emeraldinsight.com/0024-2535.htm
  80. 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.
  81. Royce, J.(1999). Reading as a basis for using information technology efficiently, in Henri, J. and Bonano, K. (Eds). The Information Literate School Community: Best Practice, Centre for Information Studies,WaggaWagga, 145-56.
  82. The SCONUL Seven Piillars of Information Literacy: Core Model For Higher Education. SCONUL Working Group on Information Literacy, Aprill 2011.Online available at: http://sconul.ac.uk/groups.information_literacy/seven_pillars.html
  83. 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
  84. a
  85. Villegas_Reimers, E (2007). Teacher professional development: an international review of the literature. Unesco; international institute for educational planning
  86. Wiliams, Dorothy, Coles, Louisa(2007). Evidence-based practice in teaching: an information perspective. Journal of Documentation, 63(6): 812-835. The current issue and full text archive of this journal is available at: www.emeraldinsight.com/0022-0418.htm
  87. 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.
  88. دانش‌پژوه، زهرا. (1382). سنجش مهارت‌های حرفه‌ای(تدریس) معلمان دوره راهنمایی (علوم و ریاضی)، موسسه پژوهشی و برنامه‌ریزی درسی و نوآوری‌های آموزشی، سازمان پژوهش و برنامه‌ریزی آموزشی، زمستان، 2 (پیاپی 6): 94-69.
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  94. 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.
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  96. هومن.حیدر علی. (1384). مدلیابی معادلات ساختاری با کابرد نرم افزار لیزرل، انتشارات سمت، چاپ اول.
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  102. 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.
  103. Chang, I. (2012). The effect of principals` technological leadership on teachers` technological literacy and teaching effectiveness in Taiwanese elementary schools. Educational Technology & Society, 15(2): 328-340.
  104. Fullan, M., & Steigelbauer, S. (1991). The new meaning of educational change (2nd ed.), New York: Teachers College Press.
  105. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers, American educational research journal, 38(4): 915-945.
  106. Gersten, R. , Dimino , J. , Jayanthi, M. , Kim, J. S., Santoro, L. E. (2010). Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms. American Educational Research Journal. 47(3): 694 –739 Online available at: 2010 AERA. http://aerj.aera.net/
  107. Gusky, T.R.(2000). Evaluating professional development: Thiusand Oaks, CA: Corwin Press.
  108. Harrington, H.L.(1995). Fostering resond decisions: case-based pedagogy and the professional development o teachers. Teaching and Teacher Education, 11(3): 203-214.
  109. Huai, N., Braden, Jeffery, P., White, Jennifer L. , Elliott, Stephen N.(2006). Effect of an Internet-Based Professional Development Program on Teachers’ Assessment Literacy for All Students, Teacher Education and Special Education. 4(29): 244–260.
  110. Information Literacy Standards for Teacher Education(2011). Approved by the ACRL Board of Directors, May11, By the EBSS Instruction for Educators Committee. Translate to farsi by Akram Eini(May 2011).
  111. Jenkins, H. (with cliton, K., Purushotma, R., Robison, A., & Weigel, M.) .(2006). Confronting the challenges of participatory culture: Media education for the 21st century (An occasional paper on digital media and learning). Chicago: The John D. and Catherine T. MacArthur Foundation. Retrieved August 10, 2009, from www.digitallearning. Macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C9CE807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF.
  112. Laverty, C., & Reed, B. (2006). Inspired teachers: Providing a classroom context for information literacy theory and practice. In D. Cook & N. Cooper (EDs.), Teaching in formation literacy to social sciences students and practitioners: A casebook of applications. Chicago: ACRL. 68-83.
  113. 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
  114. Lei, Pui-Wa, Wu, Qiong. (2007). Introduction to Structural Equation Modeling: Issues and Practical Considerations. Educational Measurement: Issues and Practice, 3(26): 33–43.
  115. 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.
  116. Markers, A. (2006). Identifying master characteristic: the journal of psychology, 78, 22.
  117. 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.
  118. New Jersy Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014).
  119. 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.
  120. O'Conner, L. (2009). Information Literacy as professional legitimation, Library Review, 58(4): 272-289. Permanent link to this document: http://dx.doi.org/10.1108/00242530910952828 The current issue and full text archive of this journal is available at: www.emeraldinsight.com/0024-2535.htm
  121. O'Connor, L. (2009). Information literacy as professional legitimation: the quest for a new jurisdiction. Library Review, 58(7): 493-508. Permanent link to this document: http://dx.doi.org/10.1108/00242530910978190
  122. The current issue and full text archive of this journal is available at: www.emeraldinsight.com/0024-2535.htm
  123. 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.
  124. Royce, J.(1999). Reading as a basis for using information technology efficiently, in Henri, J. and Bonano, K. (Eds). The Information Literate School Community: Best Practice, Centre for Information Studies,WaggaWagga, 145-56.
  125. The SCONUL Seven Piillars of Information Literacy: Core Model For Higher Education. SCONUL Working Group on Information Literacy, Aprill 2011.Online available at: http://sconul.ac.uk/groups.information_literacy/seven_pillars.html
  126. 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
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  128. Villegas_Reimers, E (2007). Teacher professional development: an international review of the literature. Unesco; international institute for educational planning
  129. Wiliams, Dorothy, Coles, Louisa(2007). Evidence-based practice in teaching: an information perspective. Journal of Documentation, 63(6): 812-835. The current issue and full text archive of this journal is available at: www.emeraldinsight.com/0022-0418.htm
  130. 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.
  131. دانش‌پژوه، زهرا. (1382). سنجش مهارت‌های حرفه‌ای(تدریس) معلمان دوره راهنمایی (علوم و ریاضی)، موسسه پژوهشی و برنامه‌ریزی درسی و نوآوری‌های آموزشی، سازمان پژوهش و برنامه‌ریزی آموزشی، زمستان، 2 (پیاپی 6): 94-69.
  132. جعفر زاده، زینب. (1390). بررسی میزان سواد اطلاعاتی و رابطه آن با روش‌های نوین تدریس در مقطع متوسطه شهرستان زرند، پایان نامه کارشناسی ارشد، دانشکده علوم انسانی، دانشگاه پیام نور استان تهران.
  133. سبحانی نژاد، مهدی، زمانی منش، حامد. (1391). شناسایی ابعاد معلم اثربخش و اعتبار سنجی مولفه‌های آن توسط دبیران دوره متوسطه شهر یاسوج. پژوهش در برنامه‌ریزی درسی. تابستان، 5(پیاپی 32): 81-68.
  134. 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.
  135. 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.
  136. مقدس‌زاده، حسن؛ فیروز، موسی؛ علی محمدی، خدیجه. (1395). بررسی رابطه مهارت‌های سواد اطلاعاتی با اثربخشی معلمان: مطالعه موردی معلمان مقطع ابتدایی شهرستان ساری. پژوهش‌نامه کتابداری و اطلاع‌رسانی، بهار و تابستان، 10(پیاپی 6): 320-306.
  137. 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.
  138. نادری، عزت اله، حاجی زاده، 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.
  139. هومن.حیدر علی. (1384). مدلیابی معادلات ساختاری با کابرد نرم افزار لیزرل، انتشارات سمت، چاپ اول.
  140. ACRL (2005).IL competency standards for higher education, Association of College and Research Libraries, available at: http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm (accessed July 20, 2018)
  141. American Library Association (1989). American Library Association Presidential Committee on Information Literacy: Final Report, ALA, Chicago, IL. American Library Association (1998). A Progress Report on Information Literacy: An Update on the ALA Presidential Committee on Information Literacy: Final Report. ALA: Chicago. (A free single copy of the report can be obtained by contacting the Association of College and Research Libraries, 50 East Huron Street, Chicago, IL 60611, (800) 545-2433 or from their Web site at www.ala.org/acrl.html)
  142. American Library Associatio(1989). Presidential Committee on Information Literacy: Final Report,availabe at:http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm (accessed July 20, 2010).
  143. Association of College & Research Libraries(2000). Information Literacy competency standards for bigber education. Chicago: American Library Association. Retrived August10, 2009, from www.ala.org/ala/mgrps/divs/acrl/standads/informationliteracycompetency.cfm.
  144. Brown, G. (1999). Information literacy curriculum and assessment: implications for schools from New Zealand, in Henri, J. and Bonano, K. (Eds), The Information Literate School Community: Best Practice. Centre for Information Studies.WaggaWagga, 57-77.
  145. 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.
  146. Chang, I. (2012). The effect of principals` technological leadership on teachers` technological literacy and teaching effectiveness in Taiwanese elementary schools. Educational Technology & Society, 15(2): 328-340.
  147. Fullan, M., & Steigelbauer, S. (1991). The new meaning of educational change (2nd ed.), New York: Teachers College Press.
  148. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers, American educational research journal, 38(4): 915-945.
  149. Gersten, R. , Dimino , J. , Jayanthi, M. , Kim, J. S., Santoro, L. E. (2010). Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms. American Educational Research Journal. 47(3): 694 –739 Online available at: 2010 AERA. http://aerj.aera.net/
  150. Gusky, T.R.(2000). Evaluating professional development: Thiusand Oaks, CA: Corwin Press.
  151. Harrington, H.L.(1995). Fostering resond decisions: case-based pedagogy and the professional development o teachers. Teaching and Teacher Education, 11(3): 203-214.
  152. Huai, N., Braden, Jeffery, P., White, Jennifer L. , Elliott, Stephen N.(2006). Effect of an Internet-Based Professional Development Program on Teachers’ Assessment Literacy for All Students, Teacher Education and Special Education. 4(29): 244–260.
  153. Information Literacy Standards for Teacher Education(2011). Approved by the ACRL Board of Directors, May11, By the EBSS Instruction for Educators Committee. Translate to farsi by Akram Eini(May 2011).
  154. Jenkins, H. (with cliton, K., Purushotma, R., Robison, A., & Weigel, M.) .(2006). Confronting the challenges of participatory culture: Media education for the 21st century (An occasional paper on digital media and learning). Chicago: The John D. and Catherine T. MacArthur Foundation. Retrieved August 10, 2009, from www.digitallearning. Macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C9CE807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF.
  155. Laverty, C., & Reed, B. (2006). Inspired teachers: Providing a classroom context for information literacy theory and practice. In D. Cook & N. Cooper (EDs.), Teaching in formation literacy to social sciences students and practitioners: A casebook of applications. Chicago: ACRL. 68-83.
  156. 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
  157. Lei, Pui-Wa, Wu, Qiong. (2007). Introduction to Structural Equation Modeling: Issues and Practical Considerations. Educational Measurement: Issues and Practice, 3(26): 33–43.
  158. 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.
  159. Markers, A. (2006). Identifying master characteristic: the journal of psychology, 78, 22.
  160. 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.
  161. New Jersy Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014).
  162. 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.
  163. O'Conner, L. (2009). Information Literacy as professional legitimation, Library Review, 58(4): 272-289. Permanent link to this document: http://dx.doi.org/10.1108/00242530910952828 The current issue and full text archive of this journal is available at: www.emeraldinsight.com/0024-2535.htm
  164. O'Connor, L. (2009). Information literacy as professional legitimation: the quest for a new jurisdiction. Library Review, 58(7): 493-508. Permanent link to this document: http://dx.doi.org/10.1108/00242530910978190
  165. The current issue and full text archive of this journal is available at: www.emeraldinsight.com/0024-2535.htm
  166. 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.
  167. Royce, J.(1999). Reading as a basis for using information technology efficiently, in Henri, J. and Bonano, K. (Eds). The Information Literate School Community: Best Practice, Centre for Information Studies,WaggaWagga, 145-56.
  168. The SCONUL Seven Piillars of Information Literacy: Core Model For Higher Education. SCONUL Working Group on Information Literacy, Aprill 2011.Online available at: http://sconul.ac.uk/groups.information_literacy/seven_pillars.html
  169. 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
  170. a
  171. Villegas_Reimers, E (2007). Teacher professional development: an international review of the literature. Unesco; international institute for educational planning
  172. Wiliams, Dorothy, Coles, Louisa(2007). Evidence-based practice in teaching: an information perspective. Journal of Documentation, 63(6): 812-835. The current issue and full text archive of this journal is available at: www.emeraldinsight.com/0022-0418.htm

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