دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

1 دانشجوی دکتری، گروه برنامه‌ریزی درسی، دانشگاه خوارزمی، تهران، ایران.

2 دانشیار، گروه برنامه‌ریزی درسی، دانشگاه خوارزمی، تهران، ایران.

3 استادیار، گروه آموزشی تکنولوژی آموزشی، دانشگاه خوارزمی، تهران، ایران.

4 دانشیار، گروه برنامه‌‌ریزی درسی، دانشگاه خوارزمی، تهران، ایران.

10.22034/ijes.2024.2017823.1519

چکیده

هدف: سواد دیجیتال در هر شغلی نقش موثری در میزان صلاحیت حرفه‌ای دارد. بنابراین، این مطالعه با هدف شناسایی بسترها، موانع و راهبردهای سواد دیجیتال به منظور ارتقای سطح صلاحیت حرفه‎ای معلمان انجام شد.
 
روش: این مطالعه از نظر هدف، کاربردی و از نظر شیوه اجرا، کیفی بود. جامعه مطالعه حاضر خبرگان دانشگاهی و آموزش‌وپرورش در سال تحصیلی 1401-1400 بودند. حجم نمونه این پژوهش طبق اصل اشباع نظری 24 نفر تعیین که این افراد با روش نمونه‌گیری غیرتصادفی هدفمند به‌عنوان نمونه انتخاب شدند. تنها ابزار پژوهش حاضر مصاحبه نیمه‌ساختاریافته بود که روایی محتوایی آن بر اساس نظر خبرگان تایید شد و پایایی آن با روش ضریب توافق درون موضوعی 84/0 به‌دست آمد. داده‌های این مطالعه با روش کدگذاری باز، محوری و انتخابی در نرم‌افزار MAXQDA-10 تحلیل شدند.
 
یافته‌ها: نتایج کدگذاری باز، محوری و انتخابی سواد دیجیتال به منظور ارتقای سطح صلاحیت حرفه‎ای معلمان نشان داد که سازه مذکور دارای 25 شاخص، 8 مولفه در 3 بعد بسترها، موانع و راهبردها بود. در این مطالعه بسترها شامل سه مولفه آموزشی، سازمانی و فردی، موانع شامل دو مولفه آموزشی و مدیریتی و راهبردها شامل سه مولفه مدیریتی، سازمانی و آموزشی بود. در نهایت، الگوی سواد دیجیتال به منظور ارتقای سطح صلاحیت حرفه‎ای معلمان طراحی شد.
 
نتیجه‌گیری: نتایج این مطالعه دارای تلویحات کاربردی برای مدیران و مسئولان نظام آموزش‌وپرورش است. آنان با توجه به نتایج این مطالعه می‌توانند گام موثری در جهت ارتقای سطح صلاحیت حرفه‌ای از طریق بهبود سواد دیجیتال بردارند. لذا نتایج نشان داد سواد دیجیتال یکی از فاکتورهایی است که معلمان را به داشتن مهارت‌های مختلف مجهز می‌کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Identifying the Platforms, Obstacles and Strategies of Digital Literacy in order to Promoting the Level of Professional Competence of Teachers

نویسندگان [English]

  • Zhila Sarmasti 1
  • Marjan Kian 2
  • Yousef Mahdavi Nasab 3
  • Majid Ali Asgari 4

1 PhD student, Department of Curriculum Planning, Kharazmi University, Tehran, Iran.

2 Associate Professor, Department of Curriculum Planning, Kharazmi University, Tehran, Iran.

3 Assistant Professor, Department of Educational Technology, Kharazmi University, Tehran, Iran.

4 Associate Professor, Department of Curriculum Planning, Kharazmi University, Tehran, Iran.

چکیده [English]

pose: Digital literacy in any job plays an effective role in the level of professional competence. Therefore, this study was conducted with the aim of identifying the platforms, obstacles and strategies of digital literacy in order to promoting the level of professional competence of teachers.
 
Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The current study population was university and education experts in the 2021-2022 academic years. The sample size of this research according to the principle of theoretical saturation was determined of 24 people, and these people were selected as a sample by purposive non-random sampling method. The only tool of the current research was a semi-structured interview, which whose content validity based on the opinion of experts was confirmed, and its reliability was obtained using the intra-subject agreement coefficient method 0.84. The data of this study were analyzed by open, axial and selective coding method in MAXQDA-10 software.
 
Findings: The results of open, axial and selective coding of digital literacy in order to promoting the level of professional competence of teachers showed that the said structure had 25 indicators, 8 components in 3 dimensions of platforms, obstacles and strategies. In this study, platforms were included three educational, organizational, and individual components, obstacles were included two educational and managerial components and strategies were included three managerial, organizational, and educational components. Finally, the pattern of digital literacy in order to promoting the level of professional competence of teachers was designed.
 
Conclusion: The results of this study have practical implications for managers and officials of the education system. According to the results of this study, they can take an effective step towards promoting the level of professional competence through improving digital literacy.

کلیدواژه‌ها [English]

  • Digital Literacy
  • Professional Competence
  • Managerial
  • Organizational
  • Educational
  • Teachers
Alimohammadi G, Jabbary N, Niazazari K. (2019). Professional empowerment of teachers in the future perspective along with a model. Quarterly Journal of Educational Innovations, 18(1): 7-32. (In Persian) doi: 10.22034/jei.2019.88531
Bai P, Zang X, Liu R, Wang L, Dai C, Yang G. (2023). In-situ simulation for nursing students' professional competence development in postanesthesia care: A quasi-experimental study. Nurse Education in Practice, 70: 103660. doi: 10.1016/j.nepr.2023.103660
Bates AW. (2015). Teaching in a digital age. University of Missouri: Open Educational Resources Collection.
Berenj Foroush Azar G, Nazem F, Afkane S. (2022). Analysis of dimensions and components of teacher’s professional competence using valid scientific sources and documents and expert’s opinions. Islamic Life Style, 6(3): 140-165. (In Persian)
Ebrahim E, Heydari M, Golestani SH. (2021). Reviewing and analyzing the qualifications of the teaching profession from the perspective of a postmodern approach to provide a model. Journal of Educational Administration Research Quarterly, 13(49): 225-242. (In Persian)
Fallah A, Ahmadi P, Rezazadeh Shiraz F. (2015). Identification of professional competences in pre-school grade educators. Teaching and Learning Research, 12(1): 165-182. (In Persian) doi: 10.22070/2.6.165
Greene JA, Copeland DZ, Deekens VM, Yu SB. (2018). Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science. Computers & Education, 117: 141-159. doi: 10.1016/j.compedu.2017.10.003
Hutchinson L, Novotny M. (2018). Teaching a critical digital literacy of Wearables: A feminist surveillance as care pedagogy. Computers and Composition, 50: 105-120. doi: 10.1016/j.compcom.2018.07.006
Kimhi Y, Sokol O, Lavian RH. (2022). Professional competence of teachers: Improving reading comprehension in classes for children with autism spectrum disorder (ASD). Teaching and Teacher Education, 118: 103829. doi: 10.1016/j.tate.2022.103829
Laleh J, Saber Garakani A, Etemad Ahari A. (2022). Structural equation modeling of the relationship between psychological capital and the professional competence of educational managers with the mediation of organizational culture in Damavand schools. Iranian Journal of Educational Society, 8(2): 233-244. (In Persian) doi: 10.22034/ijes.2023.534892.1126
Lauermann F, Konig J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45: 9-19. doi: 10.1016/j.learninstruc.2016.06.006
Liang HY, Tang FI, Wang TF, Yu S. (2021). Evaluation of nurse practitioners' professional competence and comparison of assessments using multiple methods: Self-assessment, peer assessment, and supervisor assessment. Asian Nursing Research, 15(1): 30-36. doi.org/10.1016/j.anr.2020.10.004
MacLure K, Stewart D. (2018). A qualitative case study of ehealth and digital literacy experiences of pharmacy staff. Research in Social and Administrative Pharmacy, 14(6): 555-563. doi: 10.1016/j.sapharm.2017.07.001
Mirkamali SM, Narenji Thani F, Asadi S. (2019). Evaluation of professional competences of elementary teachers "from the perspective of administrators" in Markazi province. Journal of School Administration, 7(3): 69-86. (In Persian) doi: 10.34785/J010.1398.600
Munoto TW. (2018). 21st centuries skill implication on educational system. IOP Conference Series: Materials Science and Engineering, 296(1): 012036. doi: 10.1088/1757-899X/296/1/012036
Najafi M, AzadolMolki S, Hosseini Mirsafi A. (2023). Designing a model and validating of information literacy in the curriculum of senior school students. Iranian Journal of Educational Society, 9(1): 403-412. (In Persian) doi: 10.22034/ijes.2023.2012687.1473
Pylvas L, Nokelainen P. (2021). Academics’ perceptions of intercultural competence and professional development after international mobility. International Journal of Intercultural Relations, 80: 336-348. doi: 10.1016/j.ijintrel.2020.10.004
Rezaie Siroos S, Imani MN, Sharifi A. (2021). Provide a model for predicting return on investment in training and improvement of human resources based on the components of organizational culture and professional competence. Iranian Journal of Educational Society, 6(2): 92-102. (In Persian) doi: 10.22034/ijes.2021.242034
Saeidi A, Meiboudi H, Vakili J, Mirsaiedi H. (2023). Digital competency of teachers in the teaching-learning process of future schools. Journal of Transcendent Education, 3(3): 1-12. (In Persian) doi: 10.30495/ee.2023.1995434.1202
Tagg C, Seargeant P. (2021). Context design and critical language/media awareness: Implications for a social digital literacies education. Linguistics and Education, 62: 100776. doi: 10.1016/j.linged.2019.100776
Tang SYF, Wong AKY, Cheng MMH. (2016). Configuring the three-way relationship among student teachers' competence to work in schools, professional learning and teaching motivation in initial teacher education. Teaching and Teacher Education, 60: 344-354. doi: 10.1016/j.tate.2016.09.001
Tang SYF, Wong AKY, Li DDY, Cheng MMH. (2020). Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence. Teaching and Teacher Education, 96: 103180. doi: 10.1016/j.tate.2020.103180
Terry J, Davies A, Williams C, Tait S, Condon L. (2019). Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions. Nurse Education in practice, 34: 192-198. doi: 10.1016/j.nepr.2018.11.016
Vansteelandt I, Mol SE, Vanderlinde R, Lerkkanen MK, Van Keer H. (2020). In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education, 96: 103154. doi: 10.1016/j.tate.2020.103154
Yang X, Kaiser G. (2022). The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes. Current Opinion in Behavioral Sciences, 48: 101225. doi: 10.1016/j.cobeha.2022.101225
Zenner E, Grondelaers S, Rosseel L, Speelman D, Esselinckx M, Rombouts E. (2021). The competence of the professional standard language speaker in flux? Support from the speech therapy context. Language & Communication, 81: 1-16. doi: 10.1016/j.langcom.2021.08.002