واکاوی ابعاد و مؤلفه‌های الگوی مدیریت بالندگی حرفه‌ای معلّمان
محورهای موضوعی : مدیریت دولتیجبار رضایی 1 , سپیده جعفری 2 * , فرانک امیدیان 3
1 - دانشجوی دکتری، گروه مدیریت آموزشی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
2 - استادیار، گروه مدیریت آموزشی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
3 - علوم تربیتی ، دانشگاه آزاد اسلامی دزفول ، دزفول ، ایران
کلید واژه: بالندگی حرفه‌ای, معلمان, رویکرد فراترکیب,
چکیده مقاله :
هدف اصلی این پژوهش، واکاوی ابعاد و مولفه های الگوی مدیریت بالندگی حرفه‌ای معلمان بود. پژوهش حاضر از نظر هدف کاربردی و از نظر ماهیت داده‌ها و سبک تحلیل در گروه تحقیقات کیفی قرار گرفته و به روش فراترکیب بود. روش جمع آوری داده‌ها در این پژوهش مبتنی بر اطلاعات اسنادی است. داده‌های پژوهش با استفاده از روش فراترکیب جمع آوری و تحلیل شدند به منظور جمع آوری داده‌های مرتبط با پژوهش که کلیه مطالعات صورت گرفته در زمینه بالندگی حرفه‌ای معلمان و سپس استخراج و شناسایی مؤلفه‌های مؤثر بر آن در این مطالعات از روش هفت مرحله‌ای سندول سکی و باروسو (۲۰۰۷) استفاده شد. یافته‌های تحقیق نشان داد که برای بالندگی حرفه‌ای معلمان حداقل می‌بایست به 8 بعد اساسی توجه نمود. این ابعاد عبارتند از: تدریس، آموزش، امکانات، ارزشیابی، محتوا، فناوری، تخصص، دوره ضمن خدمت می‌باشد. در ضمن مولفه‌ها و نیاز‌های مربوط به هر کدام از این عامل‌ها بررسی شده است که در قالب نیاز‌های آموزشی و نیاز‌های غیر آموزشی استخراج گردیده است. بر اساس نتایج می توان گفت بالندگی معلمان دارای ابعاد مختلفی است که از این رو برنامه ریزان نظام آموزش و پرورش می توانند به این ابعاد توجه نمایند و در جهت افزایش و مدیریت بهتر بالندگی معلمان اقدام کنند.
Analyzing the Dimensions and Components
Of
Teachers' Professional Growth Management Model
Jabbar Rezaei
PhD student, Department of Educational Management, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
Sepideh Jafari
Assistant Professor, Department of Educational Management, Dezful Branch, Islamic Azad University, Dezful, Iran
jafari@vatanmail.ir
Frank Omidian
Assistant Professor, Department of Educational Management, Dezful Branch, Islamic Azad University, Dezful, Iran
ORCID: 0000-0002-0513-7095
Received: 06 September 2024 | Revised: 16 November 2024 | Accepted: 28 November 2024
Extended Abstract
The main goal of this research was to analyze the dimensions and components of the teachers' professional growth management model. The current research was placed in the qualitative research group in terms of its practical purpose and in terms of the nature of the data and analysis style، and it was a meta-composite method.
The data collection method in this research is based on documentary information. The research data were collected and analyzed using meta-composite method in order to collect data related to the research that all the studies have been done in the field of teachers,' professional
growth and then extract and identify the components affecting it in these studies using the seven-step method of Sandolski and Barroso (2007) was used.
The findings of the research showed that for the professional growth of teachers, attention should be paid to at least ۸ basic dimensions. These dimensions are: teaching, training, facilities, evaluation, content, technology, expertise, in-service course.
In addition، the components and needs related to each of these factors have been examined, which have been extracted in the form of educational needs and non-educational needs. Based on the results, it can be said that the growth of teachers has different dimensions, so the planners of the education system can pay attention to these dimensions and act in order to increase and better manage the growth of teachers.
The research findings showed that for the professional development of teachers, at least 8 basic dimensions should be considered. These dimensions are: teaching, training, facilities, evaluation, content, technology, expertise, and in-service period. In addition, the components and needs related to each of these factors have been examined and extracted in the form of educational needs and non-educational needs.
Among the limitations of this research, it can be noted that in terms of method, it was only done with meta-synthesis and the results of this research were based on the validity of previous studies. Also, the number of articles with conditions was small, which means that there is a research gap in this field. Therefore, it is suggested that researchers use integrated methods in the future. It is also suggested that the Ministry of Education form a working group to explain and prioritize the different dimensions of teachers' professional development and its management.
Keywords: Professional Growth, Teachers, Hybrid Approach
Contribution of authors
All authors have participated in this research in equal proportion.
Ethical approval
Written informed consent was obtained from the individuals for their anonym zed information to be published in this article.
Conflict of interest
No conflicts of interest are declared by the authors.
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