بررسی شیوه های آموزش و ارزشیابی یادگیرنده محور در برنامه تربیت معلم در دانشگاه های ایران: بررسی نگرش معلمان و دانشجویان

نوع مقاله : مقاله پژوهشی

چکیده

رویکردهای جهانی شده برای آموزش در حال توسعه هستند، ایده تغییرات آموزشی را به اطلاع می‌رسانند، فعالیت‌های آموزشی فعلی را بهبود می‌بخشند، و تغییر پارادایم در تدریس به سمت آموزش یادگیرنده‌محور را در نظر می‌گیرند. اگرچه این پارادایم جدید تدریس مدت‌هاست به آموزش زبان ارائه شده است، اما اعتقاد بر این است که توجه کمی به اجرای آن در زمینه EFL ایرانی شده است. پژوهش حاضر تلاشی است برای نشان دادن میزان مطابقت رویه‌های ارزشیابی با آموزش یادگیرنده محور در رابطه با نگرش‌های مربیان و دانشجویان ایرانی TEFL. برای این منظور، نمونه ای متشکل از 378 دانشجوی تربیت معلم و 196 مربی بر اساس نمونه گیری در دسترس انتخاب شدند. داده‌ها از طریق مقیاس‌های معتبر و قابل اعتماد ارزیابی اجرای آموزش و پرورش یادگیرنده‌محور جمع‌آوری شد. داده های جمع آوری شده با استفاده از آزمون تی تک نمونه ای و نمونه های مستقل مورد تجزیه و تحلیل قرار گرفت. نتایج تجزیه و تحلیل نشان داد که بر اساس نگرش دانشجویان و معلمان، رویه‌های ارزشیابی با آموزش یادگیرنده محور در برنامه تربیت معلم در دانشگاه‌های ایران مطابقت ندارد. بنابراین، نتیجه‌گیری می‌شود که روش‌های ارزیابی مربوط به آموزش یادگیرنده محور هنوز از استانداردهای آموزش یادگیرنده محور عقب هستند. نتایج بینش هایی را در مورد توجه به پارادایم جدید آموزش در تدریس برای ارتقای دوره های تربیت معلم ارائه می دهد. علاوه بر این، آنها می توانند برای توسعه دهندگان مواد و برنامه ریزان برنامه درسی مفید باشند.
 


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