طراحی مدل توانمندسازی مربیان دوره پیش‌دبستانی با رویکرد "های اسکوپ" در ایران
الموضوعات : پژوهش در برنامه ریزی درسیصیدکرم نوریان فر 1 , محمدرضا امام جمعه 2 , علیرضا عصاره 3 , فریده حمیدی 4
1 - دانشجوی دکتری دانشکده علوم تربیتی ، دانشگاه شهید رجایی ، تهران، ایران .
2 - دانشیار دانشکده علوم تربیتی ، دانشگاه شهید رجایی ،تهران، ایران .
3 - دانشیار دانشکده علوم تربیتی ،دانشگاه شهید رجایی، تهران ، ایران.
4 - استاد دانشکده علوم تربیتی، دانشگاه شهید رجایی ، تهران، ایران.
الکلمات المفتاحية: کودکان پیش از دبستان, الگوی "های اسکوپ", دوره پیش از دبستان, توانمندسازی مربیان,
ملخص المقالة :
هدف پژوهش، طراحی مدل توانمندسازی مربیان دوره پیش از دبستان با رویکرد"های اسکوپ" در ایران است ، پژوهش از نوع کیفی و به روش داده بنیادانجام شد برای تجزیه‌وتحلیل داده‌ها از الگوی کوربین و استرواس ، واز کدگذاری باز ، محوری و انتخابی استفاده‌شده است.روش نمونه گیری هدفمند نظری بود ، حجم نمونه 20 نفر از صاحبنظران و متخصصان در حوزه برنامه ریزی درسی بودند، برای روایی و پایایی از روش‌های سه سویه سازی استفاده شد.یافته‌ها نشان داد که مؤلفه‌های( جوسازمانی ،اصول و ضرورت حمایتی) از شرایط راهبردهای مدیریتی، مولفه های (ارزش مداری ، تشویق ، واحد و سازمان) از عوامل پیامدی ، در طراحی مدل توانمندسازی مربیان دوره پیش‌دبستانی با رویکرد"های اسکوپ" شناسایی شدند. با توجه به یافته‌های پژوهش، به برنامه ریزان در ایران پیشنهاد می‌گردد با اتخاذ یک رویکرد ترکیبی معطوف به وجوه مداری ، ضابطه مداری ، عدالت مداری ،آموزش تجارب کلیدی آموزش رویکرد فعال ، آموزش تفکر خلاق و نقاد و صلاحیت حرفه ای و رابطه عالیه انسانی)از شرایط اصول شایستگی ، مولفه های( فرایندی ، رشد محور و روش تلفیقی) از راهبردهای آموزشی، پدیده های(عدم انگیزش ، مراکز حمایتی ناکارآمد و ارزیابی معیوب ) از شرایط مداخله‌گر، پدیده های (تصورات عالمانه‌ی مدیریتی ، ایجاد محیط رقابتی-رفاقتی و سیاست کاری-استراتژی) ( ازشرایط زمینه ای و تربیت با کیفیت افراد در سطوح (انفرادی متمایز و برجسته هر مؤلفه ، زمینه مناسب را برای طراحی برنامه‌های توانمندسازی مربیان دوره پیش‌دبستانی فراهم سازند.
Attaran, Atefeh et al. (2018). Designing and validating the model of "Teacher Training Curriculum Revision in Iran", Research Quarterly on Curriculum Planning of the 16th year, second term, number 34 (61 consecutive), summer 2018, pages 14-33.
Alan C. K. Cheung , Chrysa Keung , Winnie Tam(2021). Understanding Hong Kong Preprimary School Teachers’ Curriculum. Beliefs: A Modified Version of the Curriculum Orientation InventoryBabli et al. (2017).
Alatalo, T., & Westlund, B. (2019). Preschool teachers’ perceptions about read-alouds as a means to support children’s early literacy and language development. Journal of Early Childhood Literacy
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
Bolstad, R. (2012). Principles for a future-oriented education system. N. Z. Annu Rev. Educ. 21, 77–95. doi: 10.1016/j.zefq.2021.09.009.
Burchinal, M. (2018). Measuring early care and education quality. Child Development Perspectives, 12(1), 3–9
-Bakken, L., Brown, N., & Downing, B.(2017). Early childhood education: The long-term benefits.Journal of research in Childhood Education,31(2), 255-269.
Costa,A.L,and Kallick,B (2019). Nurturing habits of mind in early childhood: Success stories from classrooms around the world ASCD Publishing.
Dietrich,V. & Bruder,H. (2012). Prevention and intervention with young children’s challenging behaviours. A summary of content knowledge, 32, 29-49 and the trajectory of children’s school outcomes through eighth grade. Child development, pp.72, 625-638.
Dozois, D. J. A., Dobson, K. S., & Rnic, K. (2019). Historical and philosophical bases of the cognitive-behavioral therapies. In K. S. Dobson & D. J. A. Dozois (Eds.), Handbook of cognitive-behavioral therapies (pp. 3-31). The Guilford Pres.
Fung, C. K. H. (2015). “Active child” and “active teacher”: Complementary roles in sustaining child-centered curriculum,Childhood..
Fleer, M. (2010). Early Learning and Development: Cultural–historical concepts play. Melbourne: Cambridge University Press.
Ferguson, C. (2018). Is positive education another fad? Perhaps, but it’s supported by good research. Available at: https://www.theconversation.com. 23/3/2020.
Faraghi, Qadir et al. (2017). Investigating the philosophical and epistemological foundations of evaluation in the modern period in education and training. Research Quarterly in Curriculum Planning, 15th year, 2nd term, number 31 (58 consecutive), fall 2017, pages 108-122.
Jacob Wambasi Kitari1 and Lydiah Wamocha(2020) . Pre-school Teacher Training and Management of Curriculum Implementation: A Case of Navakholo Sub-County, Kenya.
Kimberly L. Cynthia L. Smith (2019). Maternal behaviors in toddlerhood as predictors of children’s private speech in preschool.
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The Effect of Teacher Coaching on Instruction and Achievement: a Meta-Analysis of the Causal Evidence. Review of Educational Research, 42.
Mueller , j and file (2020) . curriculum in earily childhood, education.
Rahimi Pardanjati, Yaqub (2021). Criticism and analysis of the national curriculum document based on adaptation to the educational needs of preschool students with an approach to local knowledge, research in curriculum planning, 18th year, second period, number 44 (71 series), autumn 1400, pages 196 -181.
Rata, E. (2021a). Context and implications document for: the curriculum design coherence model in the knowledge-rich school project. Rev. Educ. 9, 496–499..
Samadi, Parvin et al. (2012). teacher, teacher training and change in curricula, National Conference on Curriculum Change in Educational Courses, 1392.
Shapira - Lishchinsky, o. (2019). The implicit meaning of TIMSS Exploring ethics in teachers’ practice. Teaching and Teacher E Education, 79 (1), 188 -197.
Sarita, M., & Sonia, T. (2016). Quality assurance in teacher education: A critical issue Applied Research, 2(8), 735-739.
Sweller, J., van Merriënboer, J. J. G., and Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educ. Psychol. Rev. 31, 261–292.:
Simon Ntumi ( 2016) . Challenges Pre-School Teachers Face in the Implementation of the the Early Childhood Curriculum in the Cape Coast Metropolis.
-Tsai, S. (2019). Innovative behaviour of knowledge workers and social exchange attributes offinancial incentive. Journal of Knowledge Management.(22)8.1757-1781.
keshavarze, (2021) Presenting the model of the pre-school event curriculum with the approach of regiofamiliar. A new approach quarterly in educational sciences. Volume 3, Number 4. pp. 27-37.
Hosseini, Sayedah Betoul and colleagues (2018). A comparative study in pre-primary school curriculum between the countries of Iran, Germany and England. The fifth national conference on modern researches in curriculum planning in Iran
Talee, Ibrahim; and elder, Hamida (2014). Explaining the necessity of early childhood education (pre-primary school) based on the synthesis of contemporary experimental evidence, education and training, number one hundred and twenty two, pp. 117-91.
Tian ,Xiaoming, Li BaoTianxin and Yue Gu(2022). Teacher Becoming Curriculum Designer: Professional Teaching and Learning in China’s Early Childhood Education.
Falah, affection; Ahmadi, Parveen; Rezazadeh Shiraz, Fateme Baygam (2014). Identifying the professional qualifications of preschool teachers. Education and Learning Research Quarterly, 22(6), 156-182.
Qassem Tabar, Seyyed Nabiullah. (2013). Designing and validating the music curriculum model of Iran's preschool. Ph.D. Thesis. Faculty of Psychology and Educational Sciences, Khwarazmi University.
McPhail, G. (2020a). The search for deep learning: a curriculum coherence model J. Curric. Stud. 53, 420–434. doi: 10.1080/00220272.2020.1748231.
Marzooghi et al. (2018). Designing the curriculum framework for preschool teacher training in the education system of the Islamic Republic of Iran, scientific research journal, Iranian Curriculum Studies Association, 9th period, 1st issue, Shiraz University.
Mak et al, (2018). Efficacy of Mindfulness-Based Interventions for Attention and Executive Function in Children and Adolescents—a Systematic Review.
Mehr Mohammadi and colleagues (2013). Designing and validating the ideal model of the art curriculum of the elementary course of Iran Curriculum Studies Quarterly, 6th year, number 21, summer 2019
Mehrmohammadi et al. (2017), Curriculum, viewpoints, approaches and prospects, 3rd edition, Tehran: Textbook Study and Compilation Organization (Directorate) of Astan Quds Razavi Zimfar Publishing House
Maleji, Morteza et al. (2017). A comparative study of the curriculum of the preschool course in Iran and some selected countries from the point of view of the physical education course, Quarterly Journal of Research in Educational Sports, Volume 6, Number 14, from page 277 to page 300
Mousavi, Frank; Abdul Hosseini, Salima (2015). Examining the current state of general professional qualifications of preschool teachers and comparing it with the desired state. Educational Research Quarterly, 2(8,)24-9.
Maarofi, Yahya et al. (2012). Investigating the level of occupational competence of elementary school teachers and its development strategies. Journal of Education and Learning Research, No. 3, Winter 2019, Tehran
Morteza, Akbar and colleagues (2012). The relationship between school organizational climate and job attachment of physical education teachers in Rasht city schools, bi-quarterly research in sports management and movement behavior, number 8, autumn 92
Mohibzadegan, Yusuf et al. (2012). Development of a model for the growth of faculty members with an approach based on data theory, Quarterly Journal of Research and Planning in Higher Education, No. 70, 2013, pp. 1-25.
Holt, Niki et al. (2015). Application of highscope approach in preschool years of Nasher, Children's Literature History Research Institute. Tehran.
Hirsch,E.D.(2018).why knowledge matters: rescuing our children form failed fducatianal theories.united states: Harvard Education press.
Winsler, A. (2017). Differential third grade outcomes associated with attending publicly funded preschool programs for low-income, Latino children. Child. Development, 88, 1743–1756.
_||_