Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Compaison the Effectiveness of Systemic and Constructivist Instructional Design Models in Designing the Problem – Based Environment of On-the-Job Training Program for Teachers

Document Type : Original Article

Authors
zahra firoozi 1
Morteza Karami 2
Mahmood Saeedi Rezvani 3
Hossein kareshki 3
1 Ferdosi UN
2 Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad
3 Mashhad Ferdowsi University
‎10.18869/acadpub.cstp.3.6.53
Abstract
This study aimed to raise the effectiveness of On-the-Job Training Program for teachers. It was done by using quasi experimental method. To measure variables pretest –posttest design with control group was used. The population consisted of On-the-Job Training courses for teachers from Lamerd town which were held in 2012. By using convenience sampeling method 3 samples were selected which were registered in the course of October 2012. The course effectiveness was evaluated by using three variables including satisfaction and attitude of the learners as well as amount of their learning. The data gathering tools were a satisfaction-attitude questionnaire and the Course-Test. The content validity was used as a validation tool. The reliability was measured by using Cronbach’s alpha and cooder Richardson method. The results show that On-the-Job Training course was effective in systemic and constructive problem-based environments, and the second one was more effective.
Keywords
Instructional Technology
On-the-Job Training Program
Teachers
Theory and Practice in the Curriculum
Volume 3, Issue 6
February 2016
Pages 83-100