ACADEMIC AND PROFESSIONAL KNOWLEDGE OF PRIMARY SCHOOL TEACHERS ABOUT LEARNING THEORIES: EVIDENCE FROM PRIMARY SCHOOL TEACHERS OF HAMEDAN

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AREFI MAHBOUBEH; FATHI VAJARGAH K.; NADERI RAHIM

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Journal: JOURNAL OF EDUCATIONAL INNOVATIONS Year:2009 | Volume:8 | Issue:30 Page(s): 31-52

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Title

ACADEMIC AND PROFESSIONAL KNOWLEDGE OF PRIMARY SCHOOL TEACHERS ABOUT LEARNING THEORIES: EVIDENCE FROM PRIMARY SCHOOL TEACHERS OF HAMEDAN

Author(s)

AREFI MAHBOUBEH | FATHI VAJARGAH K. | NADERI RAHIM | Issue Writer Certificate

Keywords

LEARNING THEORIESQ3

BEHAVIORISMQ3

COGNITIVE AND SOCIAL-COGNITIVE THEORIESQ3

TEACHING EXPERIENCEQ3

PRIMARY SCHOOLQ2

IN-SERVICE TRAININGQ2

Abstract

This research was conducted in order to investigate the PRIMARY SCHOOL teachers’ knowledge about LEARNING THEORIES and applying it in teaching process. The sample consisted of 310 teacher (226 women and 84 men) who were selected randomly from among Hamedan PRIMARY SCHOOL teachers during 2006-2007 academic year. The data was collected using two types of instruments: 1) a test for evaluating the teachers’ knowledge of LEARNING THEORIES and 2) a questionnaire for evaluating the application of LEARNING THEORIES. Also, the data was analyzed using one-sample t-test, independent sample t-test, Man-Whitney U, analysis of variance and the following results was obtained: The knowledge of PRIMARY SCHOOL teachers on BEHAVIORISM theory has been around average and their knowledge on COGNITIVE AND SOCIAL-COGNITIVE THEORIES has been below average. There was a significant difference between teachers’ knowledge on LEARNING THEORIES and variables such as the length of teachers’ IN-SERVICE TRAINING, academic document, academic major and their’s TEACHING EXPERIENCE. However, there was not a significant difference among the teachers’ knowledge regarding the variable gender.The application of LEARNING THEORIES by teachers was upper than average. They mostly applied BEHAVIORISM concepts and regarding the social-cognitive theories, there was the least application. There was a significant difference between the application rate of LEARNING THEORIES by teachers and variables such as gender, academic document, teachers’ TEACHING EXPERIENCEs. However, regarding variables such as length of teachers’ IN-SERVICE TRAINING and their academic major, no significant difference was observed.

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APA: Copy

AREFI, MAHBOUBEH, FATHI VAJARGAH, K., & NADERI, RAHIM. (2009). ACADEMIC AND PROFESSIONAL KNOWLEDGE OF PRIMARY SCHOOL TEACHERS ABOUT LEARNING THEORIES: EVIDENCE FROM PRIMARY SCHOOL TEACHERS OF HAMEDAN. JOURNAL OF EDUCATIONAL INNOVATIONS, 8(30), 31-52. SID. https://sid.ir/paper/75441/en

Vancouver: Copy

AREFI MAHBOUBEH, FATHI VAJARGAH K., NADERI RAHIM. ACADEMIC AND PROFESSIONAL KNOWLEDGE OF PRIMARY SCHOOL TEACHERS ABOUT LEARNING THEORIES: EVIDENCE FROM PRIMARY SCHOOL TEACHERS OF HAMEDAN. JOURNAL OF EDUCATIONAL INNOVATIONS[Internet]. 2009;8(30):31-52. Available from: https://sid.ir/paper/75441/en

IEEE: Copy

MAHBOUBEH AREFI, K. FATHI VAJARGAH, and RAHIM NADERI, “ACADEMIC AND PROFESSIONAL KNOWLEDGE OF PRIMARY SCHOOL TEACHERS ABOUT LEARNING THEORIES: EVIDENCE FROM PRIMARY SCHOOL TEACHERS OF HAMEDAN,” JOURNAL OF EDUCATIONAL INNOVATIONS, vol. 8, no. 30, pp. 31–52, 2009, [Online]. Available: https://sid.ir/paper/75441/en

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