نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی؛ دانشکدۀ ادبیات، دانشگاه الزهرا (س)، تهران، ایران

2 استادیار گروه زبان و ادبیات انگلیسی؛ دانشکدۀ ادبیات، دانشگاه الزهرا (س)، تهران، ایران،

3 دانشیار گروه زبان و ادبیات انگلیسی ، دانشکدۀ ادبیات فارسی و زبان‌های خارجی، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

دانش محتوایی آموزشی فناورانه (TPACK) نظریه‌ای است در باب دانش مدرسان برای تدریس مؤثر و خلاق که فرصت‌هایی برای پژوهش در زمینۀ توسعۀ حرفه‌ای مدرسان پدید آورده است. این پژوهش با رویکرد ترکیبی توصیفیِ متوالی و بهره‌گیری از نظریۀ مورد اشاره، با هدف بررسی تأثیر یک دورۀ توسعۀ حرفه‌ای برخط (آنلاین) با محوریت دانش محتوایی آموزشی فناورانۀ مدرسان زبان انگلیسی انجام شد و در آن نظر شرکت‌کنندگان درمورد تجربۀ شرکت در این دوره مورد بررسی قرارگرفت. در مرحلۀ کمّیِ پژوهش، ۳۰ مدرس زبان انگلیسی (۱۵ نفر تازه‌کار و ۱۵ نفر باتجربه) از طریق نمونه‌گیری داوطلبی انتخاب و در دوره شرکت کردند. شرکت‌کنندگان پیش از شروع دوره و پس از پایان آن پرسش‌نامۀ دانش محتوایی آموزشی فناورانۀ زبان انگلیسی به‌عنوان زبان خارجی را به‌عنوان پیش‌آزمون و پس‌آزمون پاسخ دادند. در مرحلۀ کیفی پژوهش، ۱۲ نفر از شرکت‌کنندگان به‌طور داوطلبانه در مصاحبۀ نیمه‌ساختاریافته شرکت کردند. نتایج آزمون ویلکاکسون و تی زوجی نشان داد دورۀ برخط، به‌جز دانش محتواییِ آموزشی ( PCK) گروه تازه‌کار و دانش محتوایی (PK) هر دو گروه تازه‌کار و باتجربه، تأثیر قابل توجهی بر دانش محتواییِ آموزشیِ فناورانۀ مدرسان زبان انگلیسی دارد. از نظر دانش محتوایی آموزشی فناورانه و دانش محتوایی آموزشی، مدرسان باتجربه توانستند بیش از سایر مدرسان از این دوره بهره‌مند شوند. باتوجه به نتایج کیفی مشخص شد کلیۀ مصاحبه‌شوندگان نسبت به دوره نگرش مثبت داشتند. همچنین این افراد در پاسخ‌های خود به مواردی ازجمله، ویژگی‌های متمایزکنندۀ این دوره، چالش‌هایی که با آن روبه‌رو بودند و جنبه‌هایی از دانش محتوایی آموزشی فناورانه‌شان که طی این دوره ارتقا یافت اشاره کردند. نتایج این مطالعه برای مربیان دوره‌های تربیت مدرس، طراحان دوره‌های آموزشی، مدرسان زبان انگلیسی به‌عنوان زبان خارجی، مدیران، سرپرستان، سیاست‌گذاران و ذینفعان پیامدهای ارزشمند آموزشی دربردارد.

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