بررﺳﯽ ﻣﯿﺰان آﮔﺎﻫﯽ ﻣﺪرﺳﺎن ﻧﺎﺟﺎ از ﺣﯿﻄﻪ ﻫﺎ و ﻧﻈﺮﯾﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي و راﺑﻄﻪ آن ﺑﺎ اﺛﺮ ﺑﺨﺸﯽ آﻣﻮزش ﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ

Evaluation of teachers' awareness of the scope and theories of learning and its relation to the effectiveness of in-service training in Semnan province police chief

ﭼﮑﯿﺪه ﻫﺪف از اﺟﺮاي دوره ﻫﺎي آﻣﻮزﺷﯽ در ﺳﺎزﻣﺎن ﻫﺎ از ﺟﻤﻠﻪ ﻧﺎﺟﺎ، آﻣﻮزش و ﭘﺮورش و ﻫﻤﭽﻨﯿﻦ ﻧﮕﻬﺪاﺷﺖ ﻧﯿﺮوي اﻧﺴﺎﻧﯽ ﻣﺘﻌﻬﺪ و ﮐﺎرآﻣﺪ ﺑﺮ اﺳﺎس ﻗﺎﺑﻠﯿﺖ ﻫﺎي ﺣﺮﻓﻪ اي و ﻣﮑﺘﺒﯽ ﭘﻠﯿﺲ در ﺷﺎن ﻧﻈﺎم ﺟﻤﻬﻮري اﺳﻼﻣﯽ اﯾﺮان ﻣﯽ ﺑﺎﺷﺪ. در اﯾﻦ راﺳﺘﺎ ﻣﺠﻤﻮﻋﻪ داﻧﺸﮕﺎه ﻋﻠﻮم اﻧﺘﻈﺎﻣﯽ و ﻣﻌﺎوﻧﺖ ﺗﺮﺑﯿﺖ و آﻣﻮزش ﻧﺎﺟﺎ ﺑﻪ ﻫﻤﺮاه داﻧﺸﮑﺪه ﻫﺎ، واﺣﺪ ﻫﺎ و ﻣﺮاﮐﺰ آﻣﻮزش ﺗﺎﺑﻌﻪ در ﻗﺎﻟﺐ ﯾﮏ ﻧﻈﺎم آﻣﻮزﺷﯽ ﻣﻨﺴﺠﻢ ﺑﺮاي ﺗﺤﻘﻖ ﻫﺪف ﻣﺬﮐﻮر ﺗﻼش ﻣﯽ ﮐﻨﻨﺪ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻨﻮع آﻣﻮزش ﻫﺎ در ﺳﺎزﻣﺎن ﻧﺎﺟﺎ )داﻧﺸﯽ، ﻧﮕﺮﺷﯽ و ﻣﻬﺎرﺗﯽ( و ﻧﻘﺶ ﺑﺮﺟﺴﺘﻪ ﻣﺮﺑﯿﺎن و ﻣﺪرﺳﺎن در اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻫﺎ، ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ راﺑﻄﻪ ﻣﯿﺰان آﮔﺎﻫﯽ ﻣﺪرﺳﺎن از ﺣﯿﻄﻪ ﻫﺎ و ﻧﻈﺮﯾﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي و راﺑﻄﻪ آن ﺑﺎ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ اﺟﺮا ﺷﺪه اﺳﺖ. روش ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﻣﺸﺘﻤﻞ ﺑﺮ ﮐﻠﯿﻪ ﻣﺪرﺳﺎن آﻣﻮزش ﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ ﻓﺮﻣﺎﻧﺪﻫﯽ اﻧﺘﻈﺎﻣﯽ اﺳﺘﺎن ﺳﻤﻨﺎن )110 ﻧﻔﺮ( و ﺗﻌﺪاد 1350 ﻧﻔﺮ از ﮐﺎرﮐﻨﺎن ﻓﺮﻣﺎﻧﺪﻫﯽ اﻧﺘﻈﺎﻣﯽ اﺳﺘﺎن ﺳﻤﻨﺎن ﻣﯽ ﺑﺎﺷﺪ. ﮐﻞ ﺟﺎﻣﻌﻪ آﻣﺎري )ﺑﺪون ﻧﻤﻮﻧﻪ ﮔﯿﺮي( ﻣﻮرد ارزﯾﺎﺑﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. در ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺑﺮاي ﺳﻨﺠﺶ ﻣﯿﺰان آﮔﺎﻫﯽ ﻣﺪرﺳﺎن از ﻧﻈﺮﯾﻪ ﻫﺎي و ﺣﯿﻄﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي )ﻧﻈﺮﯾﻪ ﺷﻨﺎﺧﺘﯽ، ﻣﺤﯿﻄﯽ، اﺟﺘﻤﺎﻋﯽ و ﺣﯿﻄﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي ﺑﻠﻮم( از ﭘﺮﺳﺸﻨﺎﻣﻪ اي ﻣﺸﺘﻤﻞ ﺑﺮ 28 ﺳﻮال ﭼﻬﺎر ﮔﺰﯾﻨﻪ اي ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ و ﺑﺮاي ﺳﻨﺠﺶ ﻣﯿﺰان ﺑﮑﺎرﮔﯿﺮي اﺻﻮل ﻣﺮﺗﺒﻂ ﺑﺎ ﻧﻈﺮﯾﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ 21 ﮔﻮﯾﻪ اي اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﻫﻤﭽﻨﯿﻦ ﺑﺮاي ﺳﻨﺠﺶ اﺛﺮ ﺑﺨﺸﯽ آﻣﻮزش ﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ از ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﺎﻧﺪارد ﺷﺪه ﻧﺎﺟﺎ )ﻣﺒﺘﻨﯽ ﺑﺮ ﻣﺪل ﮐﺮك ﭘﺎﺗﺮﯾﮏ( ﺑﺎ 78 ﮔﻮﯾﻪ ﺑﺮ اﺳﺎس ﺳﻪ ﺳﻄﺢ واﮐﻨﺶ، ﯾﺎدﮔﯿﺮي و ﺗﻐﯿﯿﺮ رﻓﺘﺎر و ﺑﻬﺒﻮد ﻋﻤﻠﮑﺮد اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﺑﺮاي ﺗﺤﻠﯿﻞ داده ﻫﺎ، از آزﻣﻮن ﻫﺎي ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن، ﺗﯽ ﺗﮏ ﻧﻤﻮﻧﻪ اي، رﮔﺮﺳﯿﻮن و ﺗﺤﻠﯿﻞ آﻧﻮا اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﻣﯿﺰان آﮔﺎﻫﯽ ﻣﺪرﺳﺎن از ﻧﻈﺮﯾﻪ ﺷﻨﺎﺧﺘﯽ در ﺣﺪ ﻣﺘﻮﺳﻂ و از ﻧﻈﺮﯾﻪ ﻫﺎي ﻣﺤﯿﻄﯽ و اﺟﺘﻤﺎﻋﯽ ﮐﻤﺘﺮ از ﺣﺪ ﻣﺘﻮﺳﻂ اﺳﺖ اﻣﺎ ﻣﺪرﺳﺎن ﻫﺮ ﺳﻪ ﻧﻈﺮﯾﻪ را ﺑﻪ ﺑﺎﻻﺗﺮ از ﺣﺪ ﻣﺘﻮﺳﻂ ﺑﻪ ﮐﺎر ﺑﺮده اﻧﺪ. ﻧﺘﺎﯾﺞ ﻫﻤﺒﺴﺘﮕﯽ ﻧﺸﺎن داد ﺑﯿﻦ آﮔﺎﻫﯽ ﻣﺪرﺳﺎن از ﺣﻮزه ﻫﺎي ﯾﺎدﮔﯿﺮي و ﺑﻪ ﮐﺎر ﮔﯿﺮي آن ﺗﻮﺳﻂ اﯾﻦ ﻣﺪرﺳﺎن ﺑﺎ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﯽ دار وﺟﻮد دارد. ﻧﺘﺎﯾﺞ رﮔﺮﺳﯿﻮن ﻧﯿﺰ ﻧﺸﺎن داد آﮔﺎﻫﯽ از ﻧﻈﺮﯾﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي 24 درﺻﺪ و ﺑﻪ ﮐﺎرﮔﯿﺮي آن 35 درﺻﺪ ﺑﺮ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﻮﺛﺮ ﻣﯽ ﺑﺎﺷﺪ.

The purpose of training in organizations such as the police, education and retention of highly qualified manpower based on professional competence and an‎d their moral police in the Islamic Republic of Iran. In this regard, a University of Police and Deputy Police with training and education colleges, training centers, units and subsidiaries in the form of an integrated education system To achieve the goal of trying. Given the diversity of training at the Police Organization (knowledge, attitudes and skills) and the role of trainers and teachers in training, This study aimed to investigate the relationship between teachers' knowledge of the scope and theories of learning and its relation to the effectiveness of in-service training has been implemented. The research method is descriptive and correlational. The population consisted of all teachers in-service training Semnan province police chief (110) and 1350 employees in Semnan province police chief is. Total populations (without sampling) were evaluated. The study is designed to assess teachers' knowledge of the theories and areas of learning (cognitive theory, environmental, social and learning environments Bloom) questionnaire consisting of 28 multiple-choice questions researcher an‎d to evaluate the application of principles of learning theory 21 item questionnaire was used. To measure the effectiveness of in-service training of police standardized questionnaire (based on Kirkpatrick's model) with 78 items based on three levels of reaction, learning and behavior change and performance improvement have been used. For data analysis, Pearson correlation test, one-sample t, regression and ANOVA were used. The results showed that teachers' knowledge of cognitive theory and the theory of social and environmental moderately below average, but Instructors of the three theories are used to above average. The results showed a correlation between teachers' knowledge of the areas of learning and the use of it by teachers with effectiveness of in-service training and there is a significant positive relationship. The regression results also showed awareness of learning theories and employing 24 percent of 35 percent on the effectiveness of in-service training is effective.