امكان سنجي و شناسايي عوامل تسهيل‌كننده و بازدارنده آموزش مبتني بر شايستگي در تربيت معلمان شيمي (مطالعه موردي: استان زنجان)

Feasibility and identification facilitating / inhibiting Factors competency-based education in chemistry teacher training (Case study: Zanjan province)

هدف پژوهش حاضر، تبيين شايستگي معلمان شيمي و شناسايي عوامل تسهيل‌كننده و بازدارنده آموزش مبتني بر شايستگي در تربيت معلمان شيمي مي­باشد. پژوهش، از نظر هدف، كاربردي و از نظر روش، كمي و بر حسب گردآوري داده‌ها، توصيفي- پيمايشي است. جامعه آماري شامل 186 نفر از معلمان شيمي استان زنجان بوده كه با جدول مورگان و كرجسي حجم نمونه 144 نفر با روش تصادفي ساده انتخاب گرديد. ابزار گردآوري داده ­ها پرسشنامه محقق ساخته بوده كه روايي آن با نظرات متخصصان و پايايي آن با ضريب آلفاي كرونباخ 0/91 بدست آمد. از آزمون t تك نمونه ­اي به منظور تجزيه و تحليل داده ­ها استفاده شد. پژوهش نشان داد در شش حوزه دانش و مهارت و سه حوزه نگرش و صفات رفتاري، شايستگي معلمان شيمي قابل قبول بوده ولي با حالت مطلوب فاصله وجود دارد. بيشترين سهم عامل تسهيل‌كنندگي/ بازدارندگي مربوط به دانش و مهارت اساتيد در دوره‌هاي تربيت معلم 49/8 درصد در حوزه دانش و مهارت شايستگي و دلايل ساختاري با 40/3 درصد در حوزه نگرش و صفات رفتاري بوده است. كمترين سهم مربوط به دلايل فلسفي با 8/13 درصد در حوزه دانش و مهارت و توانايي و علاقه‌مندي ‌دانشجومعلمان با 10 درصد در حوزه نگرش و صفات رفتاري را به­خود اختصاص داده‌اند.

The purpose of the research is to explanation the competency of chemistry teachers and to identify facilitating / inhibiting factors for competency-based education in chemistry teacher training. Research in terms of purpose, applied, the method, quantitative and in terms of data collection is a descriptive survey type. From 186 chemistry teachers in Zanjan province, 144 were selected by random sampling and Morgan table. The validity questionnaire with expert opinions and its reliability was obtained cronbach's alpha coefficient of 0.918. For explain the existing conditions of competence one-sample t-test were performed. The results showed in six domains of knowledge and skill and three domains of attitude and behavioral trait of competency were acceptable but it is far from ideal. To determine the contribution of facilitating / inhibiting factors to competency-based education descriptive statistics were used. The largest share in the area of knowledge and skills related to teachers' knowledge and skills with 49.8% and in the area of attitude and behavioral traits structural reasons were obtained with 40.3%. Lowest share in the area of knowledge and skill related to philosophical reasons 13/8% and in the area of attitude and behavioral trait related to student-teachers ability and interest was obtained with 10.0%. To determine the contribution of facilitating / inhibiting factors to competency-based education descriptive statistics were used. The largest share in the area of knowledge and skills related to teachers' knowledge and skills with 49.8% and in the area of attitude and behavioral traits structural reasons were obtained with 40.3%. Lowest share in the area of knowledge and skill related to philosophical reasons 13/8% and in the area of attitude and behavioral trait related to student-teachers ability and interest was obtained with 10.0%.