دانش نظري و مهارت هاي حرفه اي معلمان دوره ابتدايي از نظريه يادگيري : معلمان دوره ابتدايي شهر همدان

Academic and professional knowledge of primary school teachers about learning theories: Evidence from primary school teachers of Hamedan

This research was conducted in order to investigate the primary school teachersʹ 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 teachersʹ 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 teachersʹ knowledge on learning theories and variables such as the length of teachersʹ in-service training, academic document, academic major and theirʹs teaching experience. However, there was not a significant difference among the teachersʹ 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, teachersʹ teaching experiences. However, regarding variables such as length of teachersʹ in-service training and their academic major, no significant difference was observed.