واکاوی شایستگی های فناور محور مدرسان و مربیان آموزش فنی و حرفه ای
محورهای موضوعی : تدریس
زهره ارداغیان
1
,
محمد صالحی
2
*
,
علی دلاور
3
,
رضا یوسفی سعیدآبادی
4
1 - دانشجوی دکتری مدیریت آموزشی،واحد ساری ،دانشگاه آزاد اسلامی،ساری،ایران
2 - استاد گروه علوم تربیتی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
3 - استاد ممتاز، گروه روان شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران (نویسنده مسئول)
4 - استادیار گروه مدیریت آموزشی ،واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.
کلید واژه: شایستگی های , فناور محور , مروری بر ادبیات سیستماتیک, مدرسان و مربیان آموزش فنی و حرفه‌ای,
چکیده مقاله :
چکیده
این مطالعه واکاوی شایستگی های فناور محور مدرسان و مربیان آموزش فنی و حرفه ای بررسی می کند. این مطالعه با شناسایی شایستگی های فناور محور مدرسان و مربیان که در محیط‌های آموزشی به سرعت در حال تغییر هستند، به یک شکاف تحقیقاتی قابل توجه پرداخته است. در این مطالعه از تکنیک مرور ادبیات سیستماتیک که با معیارهای CRAAP سازماندهی شده بود استفاده شد. مقالاتی از مجلات معتبر در پایگاه‌های اطلاعاتی Scopus Direct, ERIC , Science Google SchoLars,Springer , که بین سال‌های 2000 تا 2024 منتشر شده‌اند، مورد بررسی قرار گرفتند. یک تکنیک جستجوی کامل شامل کلمات کلیدی مشخص که منجر به 70 مقاله شد که 36 مورد از آن‌ها به دنبال غربالگری دقیق بر اساس معیارهای ورود و خروج انتخاب شدند. این تجزیه و تحلیل شایستگی های شناختی و انگیزشی را به عنوان محوری در یکپارچه سازی شایستگی های فناور محور مدرسان و مربیان در حوزه آموزش فنی و حرفه ای برجسته می کند. این مطالعه ترکیبی جامع از تأثیر شایستگی های شناختی و انگیزشی در آموزش فنی و حرفه‌ای ارائه می‌کند و به یک شکاف مهم در ادبیات موجود می‌پردازد. این بینش‌های عملی را برای سیاست‌گذاران و دست اندرکاران ارائه می‌دهد تا استراتژی‌های آموزشی را اتخاذ کنند که نتایج آموزشی را با خواسته‌های صنعت همسو می‌کند و رقابت و ارتباط سازمانی را تضمین می‌کند.
This study explores the technology-based competencies of TVET teachers and trainers. This study addresses a significant research gap by identifying technology-based competencies of TVET teachers and trainers in rapidly changing educational environments. A systematic literature review technique organized by CRAAP criteria was used in this study. Articles from reputable journals in the databases Scopus Direct, ERIC, Science Google SchoLars, Springer, published between 2000 and 2024 were reviewed. A thorough search technique including specific keywords resulted in 70 articles, of which 36 were selected following careful screening based on inclusion and exclusion criteria. This analysis highlights cognitive and motivational competencies as central to integrating technology-based competencies of TVET teachers and trainers in the field of TVET. This study provides a comprehensive synthesis of the impact of cognitive and motivational competencies in TVET and addresses an important gap in the existing literature. It provides practical insights for policymakers and practitioners to adopt educational strategies that align educational outcomes with industry demands and ensure organizational competitiveness and relevance.
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