شناسایی و تبیین ابعاد، مؤلفه‌ها و شاخص‌های شایستگی معلم به‌مثابه یادگیرنده مادام‌العمر: یک مطالعه سنتز پژوهی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
طاهره احمدی
1
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پروین صمدی
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پروین احمدی
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1 - دانشجوی دکتری - گروه مدیریت و برنامه ریزی آموزشی-دانشکده علوم تربیتی و روان شناسی دانشگاه الزهرا (س) تهران ایران
2 - دانشیارگروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران
3 - دانشیار گروه مدیریت و برنامه ریزی آموزشی،دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا(س)، تهران، ایران
کلید واژه: معلم, شایستگی, یادگیرنده مادام العمر, سنتزپژوهی,
چکیده مقاله :
هدف پژوهش حاضر شناسایی و تبیین ابعاد، مؤلفه‌ها و شاخص‌های شایستگی معلم به‌مثابه یادگیرنده مادام‌العمر در اسناد مرتبط بود. رویکرد پژوهش از نوع کیفی با راهبرد فراترکیب و با استفاده از روش سندلوسکی و باروسو است. داده‌های موردنیاز از طریق جستجو در اسناد موجود در پایگاه‌های اطلاعاتی، جمع‌آوری شد. برای جستجو در پایگاه‌های اطلاعاتی داخلی و خارجی بدون اعمال محدودیت زمانی از کلیدواژه‌های یادگیری مادام‌العمر، کنجکاوی، یادگیرنده مادام‌العمر، خودکارآمدی، هوش هیجانی، یادگیری غیررسمی و... استفاده شد. ملاک ورود اسناد شامل:1) پایان‌نامه‌ها، کتب و مقالات علمی پژوهشی با محوریت معلم به‌مثابه یادگیرنده مادام العمرکه در پایگاه‌های داخلی و خارجی انتشاریافته بود.2) موضوع پژوهش یادگیری معلم بود. حوزه پژوهش، مقالات و کتب معتبر در حوزه معلم به‌مثابه یادگیرنده مادام‌العمر است که بر اساس معیار ورود 210 مورد شناسایی و در نهایت 53 سند خارجی و 4 سند داخلی با استفاده از نرم‌افزار MaxQDA 2020 مورد تجزیه‌وتحلیل قرار گرفت. جهت اعتبار بخشی به یافته از روش مثلث سازی منابع داده ها استفاده شد. با تجزیه و تحلیل اسناد، 96 مفهوم استخراج و در قالب 57 مفهوم هم دسته گردید. درنهایت مفاهیم هم دسته ذیل 4 مفهوم نهایی مکانیسم فردی (مهارت‌های فراشناختی، ویژگی‌های شخصیتی، مهارت‌های ارتباطی و میان فردی)، مکانیسم انگیزشی (باور، انگیزه و مهارت‌های هیجانی)، مکانیسم سواد اطلاعاتی و فناوری (صلاحیت‌های دیجیتالی، آشنایی باسواد اطلاعاتی، تعامل با فناوری در گستره زندگی) و مکانیسم کنشگری (کنشگری در فرایند یاددهی- یادگیری، تأمل، یادگیری حرفه‌ای، توانایی فکری، هویت حرفه‌ای رشد یافته، آشنایی با مدیریت دانش پداگوژیک، تسلط بر زبان خارجی) قرار گرفتند.
The aim of the current research was to identify and explain the dimensions, components and indicators of the teacher's competence as a lifelong learner in related documents. The approach of the research is of a qualitative type with a meta-composite strategy and using the method of Sandelowski and Barroso. The required data were collected by searching the documents in the databases. Keywords lifelong learning, curiosity, lifelong learner, self-efficacy, emotional intelligence, informal learning, etc. were used to search internal and external databases without applying time limits. The inclusion criteria of the articles included: 1) theses, books and scientific research articles centered on the teacher as a lifelong learner, which were published in domestic and foreign databases. 2) The topic of the research was teacher learning. The field of research is authoritative articles and books in the field of the teacher as a lifelong learner, which was identified based on the entry criteria of 210 cases and finally 53 foreign documents and 4 internal documents were analyzed using MaxQDA 2020 software. In order to validate the findings, the method of triangulation of data sources was used. By analyzing the documents, 96 concepts were extracted and grouped into 57 concepts. Finally, the concepts of the same category are the 4 final concepts of "personal mechanism ,motivational mechanism ,"information and technology literacy mechanism, and "activism mechanism
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