تعیین ابعاد الگوی تغییر بینش معلمان با هدف آموزش کارآفرینانه کتاب های درسی دوره متوسطه

الموضوعات :

امراله پارسا مهر ¹ , رضا جعفری هرندی ² , فرهاد شفیع پور مطلق ³

1 - دانشجوی دکترای برنامه ریزی درسی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران
2 - دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه قم، قم، ایران
3 - دانشیار گروه مدیریت آموزشی،واحد محلات،دانشگاه آزاد اسلامی،محلات،ایران

تاريخ الإرسال : 14 الأحد , ذو القعدة, 1441 تاريخ التأكيد : 17 السبت , ربيع الأول, 1443 تاريخ الإصدار : 15 الإثنين , محرم, 1443

الکلمات المفتاحية: الگوی تغییر, بینش معلمان آموزش کارآفرینانه, کتابهای درسی دوره متوسطه,

ملخص المقالة :

چکیده مقدمه و هدف: تحقیق حاضر با هدف، تعیین ابعاد تغییر بینش معلمان با هدف آموزش کارآفرینانه کتاب‌های درسی دوره متوسطه به منظور ارائه الگو بوده است.. روش‌شناسی: روش تحقیق حاضر توصیفی از نوع همبستگی بوده است. جامعه آماری پژوهش را همه معلمان دوره متوسطه شهر اصفهان (5902 نفر) تشکیل می­دادند. برای تعیین حجم نمونه از فرمول کوکران استفاده شد و تعداد 360 نفر  نفر به‌عنوان نمونه انتخاب شدند که گزینش آن‌ها با استفاده از روش خوشه‌ای چندمرحله‌ای تصادفی صورت گرفت. ابزار تحقیق، پرسشنامه محقق ساخته تغییر بینش معلمان با هدف آموزش کارآفرینانه کتاب‌های درسی دوره متوسطه بوده است. برای تجزیه و تحلیل اطلاعات از  تحلیل عاملی اکتشافی و تحلیل عاملی تأییدی استفاده به عمل آمد. تجزیه و تحلیل داده­ها به کمک نرم­افزار اس پی اس اس و لیزرل صورت پذیرفت. یافته‌ها: نتایج تحقیق نشان داد، ابعاد الگوی تغییر بینش معلمان با هدف آموزش کارآفرینانه کتاب‌های درسی شامل ابعاد هفتگانه (بهره وری در تدریس، اخلاق آموزشی، رشد حرفه ای، زودبازده سازی برنامه درسی، درس پژوهی، تأمل بربرنامه درسی، آینده نگری) بوده است. نتیجه گیری: تغییر بینش معلمان برای آموزش کارآفرینانه وابسته به ابعاد یاد هفتگانه یاد شده است و بدون توجه به این ابعاد، معلمان نمی توانند در تدریس خود ذهنیت دانش آموزان را جهت به کارگیری محتوای آموخته شده در عمل بهبود بخشند.

المصادر:

1. Ali Mohammadi, Gholam Ali, Jabbari, Negin; Niaz Azari, Kiomars (2018). Professional Empowerment of Teachers in the Future Vision and Model Presentation, Educational Innovations Quarterly, No. 69, Year 18, Spring, pp. 32-7. [in Persian].


2. Amini, Mohammad. )2013(."Presenting a Model for Assessing Factors Affecting the Development of Perceived Transcendental Educational Ethics (Case Study; Isfahan High School Students)", M.Sc. Thesis, Islamic Azad University, Maymeh Branch[in Persian].


3. Atabak, Reza; Atabak, Marzieh. (2015). The Teacher's Impact on Student Ethical Personality, First National Conference on Strategies for Development and Promotion of Educational Sciences, Psychology, Counseling and Education in Iran, Tehran, Association for Development and Promotion of Basic Sciences and Techniques. [in Persian].


4. Azimi, Mohammad; Seifi, Ibrahim; Samsonchi, Mohammad Reza; Hefolesan, Mohammad Reza (2015). Investigating the Empowerment of Teachers and Their Impact on Improving the Level of Education and Training, National Conference on Applied Research in Educational Sciences, Psychology and Social Injuries in Iran, Tehran, Association for the Development and Promotion of Fundamental Sciences and Technologies and Research and Development Center. [in Persian].


5. Bayat, Tayyeba. (2013). Evaluation of a model for determining the relationship between teaching scientific productivity, moral productivity, and spiritual productivity with effective learning (studied; view of high school students in Isfahan), Master's thesis in Islamic Azad University Meime. [in Persian].


6. Berry, B. (2010). Getting" real" about teaching effectiveness and teacher retention. Journal of Curriculum and Instruction, 4(1), 1-15.


7. Buck, B. (2000). Increasing employability by integrating entrepreneurship in education and training. Paper for the European Training Foundation Advisory Forum.


8. Cerbin W, Kopp B. (2006). Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching.International journal of teaching and learning in higher education, 18(3), 250-257.


9. Cheng E C (2014). Knowledge management for school education. Springer.


10. Cheng, E. C. (2014). Knowledge management for school education. Springer.


11. Cosner, S. (2011). Teacher learning, instructional considerations and principal communication: Lessons from a longitudinal study of collaborative data use by teachers. Educational Management Administration & Leadership, 39(5), 568-589.


12. Dana, N. F. (1993). Teachers for Change: An Elementary School Collaborative Program for Enhancing School Climate.


13. Day, C. (2001). Innovative teachers: promoting lifelong learning for all. In International handbook of lifelong learning (pp. 473-499). Springer, Dordrecht


14. De Faoite, D., Henry, C., Johnston, K., & Van der Sijde, P. (2003). Education and training for entrepreneurs: a consideration of initiatives in Ireland and The Netherlands. Education+ Training.


15. Dumbrajs, Keinonen S, Tuula. (2013). A Student Teacher’s Vision of a Good Day at School, International Journal of Pedagogy and Curriculu 19(1):37-47.


16. Fowler A,Secretary D. (2018). A Vision for Teaching, Leading, and Learning,Vermont Agency of Education Educator Quality Division,June 5.


17. Grover, V. K. (2015). Teacher’s Moral Authority in Classroom: Vitality and building Process.


18. Gulikers, J., & Oonk, C. (2019). Towards a rubric for stimulating and evaluating sustainable learning. Sustainability, 11(4), 969.


19. Hacène, H. A. M. A. D. A. (2019, May). Action Research to Enhance Quality Teaching. In Arab World English Journal (AWEJ) May 2019 Chlef University International Conference Proceedings.


20. Hammerness, K. (2004). Teaching with vision: How one teacher negotiates the tension between high ideals and standardized testing. Teacher Education Quarterly, 31(4), 33-43.


21. Hooman, Heidar Ali. (2015). Practical guide to qualitative research, Tehran:Samt


22. Hume, A., & Coll, R. (2008). Student experiences of carrying out a practical science investigation under direction. International Journal of Science Education, 30(9), 1201-1228.


23. Kaufman, K. J. (2013). 21 ways to 21st century skills: why students need them and ideas for practical implementation. Kappa Delta Pi Record, 49(2), 78-83.


24. , Mary.(2006).Knowledge and Vision in Teaching, Journal of Teacher Education 57(3):205-211 DOI: 10.1177/0022487105285639


25. Khani Jazani, Jamal. (2007). The effect of entrepreneurship education on promoting entrepreneurial culture in the country's universities, Quarterly Journal of Modern Economics and Business, No. 10 and 11, Fall and Winter, pp. 265-242. [in Persian].


26. Long, J. J., van Es, E. A., & Black, R. W. (2013). Supervisor–student teacher interactions: The role of conversational frames in developing a vision of ambitious teaching. Linguistics and Education, 24(2), 179-196.


27. Lutz P, José-Rodrigo C .(2009). A knowledge management perspective of corporate social responsibility, Journal of Business in Society 9(4) DOI: 10.1108/14720700910985052.


28. Najafi, Habibeh; Zahed Babelan, Adel, Khalegh , Ali; Moeini Kia, Mehdi. (2020). Empowerment of Teachers in Educational Management Perspective (Investigating the Role of Individual Self-Efficacy, Knowledge Transfer and Quality of Work Life), Quarterly Journal of New Approach in Educational Management, Volume 11, Number 41, Spring, pp. 68-41[in Persian]


29. Naqdi Astamal, Zarifeh. (2017). A Study of the Role of Teachers in the Moral and Religious Education of Elementary Students Based on Islamic Sacred Teachings, 5th International Conference on Research Approaches in the Humanities and Management, 24 Decembe. [in Persian].


30. Natsir Y, Yusuf Y Q, Nasution U F. (2018). The Rise and Fall of Curriculum 2013: Insights on the Attitude Assessment from Practicing Teachers. In SHS Web of Conferences (Vol. 42, p. 00010). EDP Sciences.


31. Nordkvelle, Y. T., & Olson, J. (2005). Visions for ICT, ethics and the practice of teachers. Education and Information Technologies, 10(1-2), 21-32.


32. Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US?. Journal of educational change, 10(4), 365-391.


33. Qian Sun, (2011). "Embedding employability in the curriculum: A comparative study of employer engagement models adopted by design programmes in China and the UK", Journal of Chinese Entrepreneurship, Vol. 3 Iss: 1, pp.36 – 48.


34. Randi J, Zeichner K M. (2004). New visions of teacher professional development. YEARBOOK-NATIONAL SOCIETY FOR THE STUDY OF EDUCATION, 1, 180-227.


35. Riyanto, B., & Putri, R. I. I. (2018, September). Mathematical Learning through Modeling Task in Senior High School: Using Nutrition Context. In Journal of Physics: Conference Series (Vol. 1097, p. 012102).


36. Sarkar Arani, Mohammad Reza. (1999). Curriculum Development at the School of Education and Training "(Part II), Roshd Journal of School Management, Volume 6, Number 7, April, pp. 11-10. [in Persian].


37. Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France.


38. Shabani, Hassan. (2020). Educational skills (teaching methods and techniques), Tehran: Samat Publications, 33rd edition. [in Persian].


39. Shafipour Motlagh, Farhad; Khadivi, Assadollah; Torabi Nohad, Monireh. (2016). Presenting a model for determining the factors affecting the development of the perceived philosophical educational mentality of academic futurism (studied; view of professors of Islamic Azad University, Mahallat Branch), Scientific-Research Quarterly Journal of Educational Research, Fall, No. 29, Pp. 140-129. [in Persian].


40. Shahbazi Dastjerdi, Raheleh; Mirshah Jafari, Seyed Ebrahim (2009). A Study of the Relationship between Philosophical Mindset and the Teaching Method of Isfahan High School Teachers, Journal of Educational Sciences, Chamran University of Ahvaz, Volume 5, Year 16, Number 2, pp. 58-41. [in Persian].


41. Shahvari, Masoumeh; Kian, Marjan; Niknam, Zahra. (2016). Work and Technology: Teachers' Living Experience, Two Quarterly Journal of Theory and Practice in Curriculum, Fourth Year No. 8, Fall and Winter, pp. 180-159. [in Persian].


42. Shariatmadari, Ali (2008). Principles and philosophy of education, Amir Kabir Publications. [in Persian].


43. Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. Video research in the learning sciences, 383-395.


44. Stürmer, K., Seidel, T., & Schäfer, S. (2013). Changes in professional vision in the context of practice. Gruppendynamik und Organisationsberatung, 44(3), 339-355.

Toffler, A. (2003) Forward to Gibson R.(Ed)(2003) Rethinking the future.