تبیین شاخص های شایستگی معلمان متوسطه دور اول شهر کرج
محورهای موضوعی : آموزش و پرورش
فرزاد اسکندری نسب
1
(
دانش آموخته دکتری رشته روانشناسی تربیتی داشگاه علوم تحقیقات تهران،ایران
)
خدیجه ابوالمعالی
2
(
دانشیار،گروه روان شناسی،واحد تهران شمال، دانشگاه آزاداسلامی ،تهران،ایران
)
فریبرز درتاج
3
(
استاد تمام، گروه روان شناسی، دانشگاه علامه طباطبایی، تهران، ایران
)
فریبرز باقری
4
(
دانشیار،گروه روان شناسی، واحد علوم تحقیقات، دانشگاه آزاد اسلامی ،تهران، ایران
)
کلید واژه: معلمان متوسطه دوراول, نظریه داده بنیاد, کلید واژه ها: شایستگی,
چکیده مقاله :
هدف: مطالعه حاضر با هدف تبیین مولفه‌های شایستگی معلمان دوره اول متوسطه شهرکرج در سال تحصیلی 1400 انجام شد. روش شناسی پژوهش: روش پژوهش، کیفی از نوع نظریه داده بنیاد با رویکرد نظامدار اشترواس وکوربین بود که تا رسیدن به اشباع، تعداد10نفر از خبرگان، متخصصان، مسئولان حوزه آموزش و پرورش شهرکرج که افراد مطلع ودارای اطلاعات در بخش‌های اجرایی ومسائل مرتبط با شایستگی معلمان بودند به صورت هدفمند انتخاب شدند. برای گردآوری داده‌ها از مصاحبه نیمه ساختار یافته استفاده شد. در تحلیل داده‌ها با استفاده ازکدگذاری باز، محوری وانتخابی،359 کد اولیه،36مقوله با220 مفهوم بدست آمد. یافته ها: یافته‌ها نشان داد که مولفه‌ها بر اساس شاخص‌هایی همچون شرایط علی شایستگی معلمان شامل:مسئولیت پذیری، الگو و نمونه بودن و غیره است،شرایط زمینه‌ای شامل: وظیفه شناسی، اعتماد به نفس و غیره است؛ شرایط راهبردی شامل: آشنایی با روانشناسی تربیتی، انعطاف پذیری و غیره است؛ شرایط مداخله‌گر شامل: نوآوری، توانایی تشخیص حل‌مسئله و غیره است؛ شرایط پیامدی شامل: مهارت مشاوره‌ای، مهارت مدیریتی و غیره شناسایی شدند. بحث و نتیجه گیری: براساس یافته‌های این پژوهش می‌توان در ارتقاء شایستگی معلمان عوامل علی، زمینه‌ای و راهبردی شناسایی شده را مورد توجه قرار داد.
Introduction: The present study was conducted with the aim of determining the competency indicators of the first grade high school teachers in Karaj city in the academic year 2021. research methodology: The research method was a qualitative type of grounded theory with a systematic approach of Strauss and Corbin, until the theoretical saturation, 10 experts, specialists, and officials in the field of education in Karaj city, who were knowledgeable in the executive departments and issues related to the competence of teachers, were selected in a purposeful manner. A semi-structured interview was used to collect data. In data analysis, 359 primary codes, 36 components with 220 concepts were obtained by using open, central and selective coding. Findings: The findings indicated that the components are based on indicators such as the causal conditions of teachers' competence, including: responsibility, being a role model, etc.; contextual conditions include: conscientiousness, self-confidence, etc.; Strategic conditions include: familiarity with educational psychology, flexibility, etc.; Intervening conditions include: innovation, the ability to diagnose and solve the problem, etc.; Consequence conditions including: consulting skills, management skills, etc. were identified. Conclusion: Based on the findings of this research, it is possible to pay attention to the identified causal, contextual and strategic factors in improving the competence of teachers.
Abul Maali, Kh. (2012) Qualitative research: from theory to practice 1401. Tehran. ]in persian[
Abdolahi Bijan, Dadjovi Tavakoli Atieh and Yousliani Gholamali, (Spring 2013) Identification and Validation of Professional Competencies of Effective Teachers, Educational Innovations Quarterly, 13th year, No. 03, pp. 82-88 ]in persian[.
Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian Professional Standards for Teachers.
Bazargan, Abbas (2014) An introduction to qualitative and mixed research methods; Common approaches in behavioral sciences, Tehran: Didar, 35. ]in persian[
Dibai Saber Mohsen, Abbasi Efat, Fathi and Korosh Vesfaei Mohad Saeed (Autumn and Winter 2015) Explaining the components of teachers' professional competences and analyzing it in high-quality documents of education and training", Bi-Quarterly Journal of Education and Learning Research, Volume 18, Number 2 pp. 10-11. ]in persian[
Khenifar, Hossein (2013) "Income of standardization of human resources in education", Journal of Psychology and Educational Sciences, year 34, number 2, pp. 153-174. ]in persian[.
King, J. A. & Alkin, M. C. (2018). The Centrality of Use: Theories of Evaluation Use and Influence and Thoughts on the First 50 Years of Use Research. American Journal of Evaluation, 40 (3), 431 – 458. Materu, P. N.
Liakopoulou, M. (2011). The professional competence of teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.
Ontario College of Teachers. (2016). Professional Standards. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Rezait, Gholamhossein, 1390, model of competence of presidents of state universities in Iran, supervisor: Dr. Mohammad Yemeni Dozi Sorkhabi, Shahid Beheshti University, Master's Thesis. ]in persian[.
Samadi, Masouma. (2013) Investigating the level of competence and strategies for improving the professional-specialized competence of teachers of different fields of study in high school in the teaching-learning process. Research project report, Institute of Education Studies. ]in persian[
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Strauss, Anselm and Juliet Corbin (1385) Grounded Theory, translated by Beyuk Mohammadi, Tehran: Research Institute of Human Sciences and Cultural Studies.
_||_Abul Maali, Kh. (2012) Qualitative research: from theory to practice 1401. Tehran. ]in persian[
Abdolahi Bijan, Dadjovi Tavakoli Atieh and Yousliani Gholamali, (Spring 2013) Identification and Validation of Professional Competencies of Effective Teachers, Educational Innovations Quarterly, 13th year, No. 03, pp. 82-88 ]in persian[.
Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian Professional Standards for Teachers.
Bazargan, Abbas (2014) An introduction to qualitative and mixed research methods; Common approaches in behavioral sciences, Tehran: Didar, 35. ]in persian[
Dibai Saber Mohsen, Abbasi Efat, Fathi and Korosh Vesfaei Mohad Saeed (Autumn and Winter 2015) Explaining the components of teachers' professional competences and analyzing it in high-quality documents of education and training", Bi-Quarterly Journal of Education and Learning Research, Volume 18, Number 2 pp. 10-11. ]in persian[
Khenifar, Hossein (2013) "Income of standardization of human resources in education", Journal of Psychology and Educational Sciences, year 34, number 2, pp. 153-174. ]in persian[.
King, J. A. & Alkin, M. C. (2018). The Centrality of Use: Theories of Evaluation Use and Influence and Thoughts on the First 50 Years of Use Research. American Journal of Evaluation, 40 (3), 431 – 458. Materu, P. N.
Liakopoulou, M. (2011). The professional competence of teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.
Ontario College of Teachers. (2016). Professional Standards. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Rezait, Gholamhossein, 1390, model of competence of presidents of state universities in Iran, supervisor: Dr. Mohammad Yemeni Dozi Sorkhabi, Shahid Beheshti University, Master's Thesis. ]in persian[.
Samadi, Masouma. (2013) Investigating the level of competence and strategies for improving the professional-specialized competence of teachers of different fields of study in high school in the teaching-learning process. Research project report, Institute of Education Studies. ]in persian[
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Strauss, Anselm and Juliet Corbin (1385) Grounded Theory, translated by Beyuk Mohammadi, Tehran: Research Institute of Human Sciences and Cultural Studies.