الگوی صلاحیت حرفه¬ای معلمان در دوره ابتدایی : فراترکیب بر اساس مدل اروین
محورهای موضوعی : برنامه ريزي اموزشي
علی مظلومی
1
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حسین حسین مومنی مهمونی
2
1 - کارشناسی ارشد ، رشته مدیریت آموزشی ،گروه علوم تربیتی ، واحد تربت حیدریه ، دانشگاه آزاد اسلامی ،تربت حیدریه ، ایران
2 - دانشیار و عضو هیئت علمی ، گروه علوم تربیتی ، تربت حیدریه ، ایران
کلید واژه: روش کیفی, فراترکیب, صلاحیت حرفه¬ای معلمان, دوره ابتدایی,
چکیده مقاله :
هدف از پژوهش حاضر شناسایی ابعاد موثر بر صلاحیت حرفه ای معلمان در دوره¬ی ابتدایی بود. رویکرد پژوهش حاضر کیفی و روش آن فراترکیب بر اساس مدل اروین و همکاران بود . جامعه پژوهش متشکل از 95 مقاله¬ی علمی – پژوهشی منتشر شده در مجلات علمی معتبر بود که در بازه¬ی زمانی(2010م و1390 ش) در زمینه¬ی صلاحیت حرفه¬ای معلمان در دوره ابتدایی بود . نمونه پژوهش شامل 26 پژوهش بود که به صورت هدفمند جمع آوری و بر اساس پایش موضوعی داده¬ها انتخاب شده اند. داده¬های پژوهش از تحلیل کیفی اسناد مورد مطالعه ، گرد آوری شدند : بر اساس تجزیه و تحلیل داده¬ها ، ابعاد و مولفه¬های صلاحیت حرفه¬ای معلمان در دوره¬ی ابتدایی در 5 بعد و 15محور طبقه¬بندی شدند . این ابعاد شامل دانش مهارتی (مشتمل بر محور¬های ، دانش مهارت ارتباطی ، مهارت زمینه¬ای ، مهارت شایستگی ، مهارت معنوی ، مهارت دانش منعطف ، مهارت نگرشی ، مهارت عاطفی) ، دانش آموزش و یادگیری (مشتمل بر ، دانش آموزش متربی ، دانش یادگیرنده) ، دانش موانع محوری( مشتمل بر محور¬های ، دانش موانع فردی ، موانع اجتماعی ) ، دانش فناوری( مشتمل بر ، دانش رسانه ، دانش نگرش ، دانش مهارت فناوری) ، دانش شرایط محوری ( مشتمل بر ، دانش شرایط معلم) است
The aim of the current research was to identify the effective dimensions on the professional competence of teachers in the elementary school. The approach of the current research was qualitative and its meta-composite method was based on the model of Erwin et al. The research community consisted of 95 scientific-research articles published in reputable scientific journals in the period (2010 and 2010) in the field of professional qualification of teachers in the primary school. The research sample included 26 studies that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents: based on the data analysis, the dimensions and components of the professional competence of teachers in the primary school were classified in 5 dimensions and 15 axes. These dimensions include skill knowledge (including axes, knowledge of communication skills, contextual skills, competence skills, spiritual skills, flexible knowledge skills, attitudinal skills, emotional skills), teaching and learning knowledge (including knowledge of teacher training, knowledge learner), knowledge of central obstacles (including knowledge of individual barriers, social barriers), knowledge of technology (including knowledge of media, knowledge of attitude, knowledge of technology skills), knowledge of central conditions (including knowledge of teacher's conditions).
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