تبیین مؤلفه‌های اجتماعات یادگیری حرفه‌ای براساس رویکرد سنتزپژوهی
تبیین مؤلفه‌های اجتماعات یادگیری حرفه‌ای براساس رویکرد سنتزپژوهی
محورهای موضوعی : یادگیری
سميرا صفري
1
,
جهانگير ياري حاج عطالو
2
*
,
صادق ملکی آوارسین
3
1 - دانشجوي دکتراي تخصصي گروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران،
2 - استادیارگروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
3 - دانشیارگروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.
کلید واژه: یادگیری حرفه‌ای, اجتماعات یادگیری, اجتماعات یادگیری حرفه‌ای, سنتزپژوهی, توسعه حرفه‌ای,
چکیده مقاله :
پژوهش حاضر، با هدف تبیین مؤلفه‌های اجتماعات یادگیری حرفه‌ای انجام شده است. از نظر هدف، پژوهشی کاربردی و از نظر روش، مطالعه‌ای کیفی با رویکرد سنتزپژوهی بشمار می‌رود. جامعه پژوهش شامل منابع علمی داخلی و خارجی منتشر شده در ۱۵ سال گذشته بود. نمونه‌گیری به صورت هدفمند و براساس معیارهای مشخص ورود و خروج انجام شد و در نهایت، ۳۳ منبع علمی معتبر انتخاب گردید. فرایند اجرای پژوهش با استفاده از مراحل هفت‌گانه‌ی سندلوسکی و بارسو انجام شد و داده‌ها با استفاده از روش تحلیل محتوای کیفی و از طریق کدگذاری مضامین تحلیل شدند. یافته‌های پژوهش نشان داد که مؤلفه‌های اجتماعات یادگیری حرفه‌ای متشکل از 5 مؤلفه کلی شامل: مشارکت‌پذیری و همکاری جمعی (شامل 4 مضمون فرعی)، هدایتگری جمعی (شامل 3 مضمون فرعی)، حمایت‌گری جمعی (شامل 4 مضمون فرعی)، یادگیری مشارکتی عمیق و مستمر (شامل 2 مضمون فرعی) و توانمندسازی جمعی (شامل 5 مضمون فرعی) می‌باشد.
The present research aims to explain the components of professional learning communities. In terms of purpose, it is an applied research, and methodologically, it follows a qualitative approach based on research synthesis. The research population consisted of domestic and international sources published within the past 15 years. A purposive sampling method was employed based on predefined inclusion and exclusion criteria, resulting in the selection of 33 reputable scientific sources. The research process was carried out using the seven-step model proposed by Sandelowski and Barroso, and the data were analyzed though using qualitative content analysis using thematic coding. The findings indicated that the components of professional learning communities, consists of 5 overall elements, including: Participation and collective cooperation (including 4 subthemes), collective guidance (including 3 subthemes), collective support (including 4 subthemes), deep and continuous participatory Learning (including 2 subthemes), and collective empowerment (including 5 subthemes).
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