مرور سیستماتیک مؤلفه‌های حمایت از شکل‌گیری PCK در میان نومعلمان
محورهای موضوعی : پژوهش در برنامه ریزی درسیمریم خدارحمی 1 , مصطفی قادری 2 , محبوبه خسروی 3 , محمود مهرمحمدی 4
1 - دانشجوی دکترا مطالعات برنامه‌درسی دانشگاه علامه طباطبایی، تهران، ایران.
2 - دانشیار مطالعات برنامه‌درسی دانشگاه علامه طباطبایی، تهران، ایران.
3 - استادیار مطالعات برنامه‌درسی دانشگاه علامه طباطبایی، تهران، ایران.
4 - استاد مطالعات برنامه‌درسی دانشگاه تربیت مدرس، تهران، ایران.
کلید واژه: بازیگران PCK, حمایت از شکل‌گیری PCK, مؤلفه‌های حمایت از PCK, مرور سیستماتیک,
چکیده مقاله :
از آنجا که PCK به عنوان یکی از ارکان دانش معلمی در نظر گرفته می‌شود، این مطالعۀ با هدف درک چگونگی حمایت از PCKو طبقه‌بندی مؤلفه‌ها و عوامل حمایت از شکل‌گیری آن انجام شده است. این مطالعۀ مروری سیستماتیک از ۱۱ سال تحقیق در فاصلۀ سال‌های (۲۰۲۱-۲۰۱۰) در زمینه مؤلفه‌های حمایت از شکل‌گیری PCK است. کلیدواژه‌های مورد استفاده در این پژوهش عبارتند از: توسعۀ PCK، حمایت از شکل‌گیری PCK نومعلمان، دانش موضوعی-تربیتی و آموزش معلمان، برنامۀ حمایت از نومعلمان، رشد حرفه‌ای و دانش موضوعی-تربیتی که در پایگاههای Science Direct، Google Scholar ، Eric ، Scopus ، Sage ، Web of Science جستجو شد. در جستجوی اولیه ۷۵۰ مقاله شناسایی شد که در مرحلۀ اول غربالگری ۹۵ مطالعۀ مرتبط به دست آمد؛ در نهایت در مرحلۀ دوم غربالگری، پس از بررسی متن کامل مطالعات و ارزیابی آنها با استفاده از ابزار ارزیابی روش‌های ترکیبی (MMAT) ۳۹ مقاله وارد فرایند مرور سیستماتیک شدند. تجزیه و تحلیل مطالعات بر ۱۲ مؤلفه و ۹ گروه بازیگر تأکید داشت که از میان ۱۲ مؤلفه، مؤلفه‌های نقش برنامه‌های آماده‌سازی معلمان در توسعۀ PCK ، PCK مبتنی بر تجربۀ شخصی و رشد تأمل معلمان همسو با توسعۀ PCK به عنوان مؤلفه‌های اصلی حمایت از شکل‌گیری PCK شناخته شده‌اند. سایر مؤلفه‌ها عبارتند از: توسعۀ PCK در جامعۀ یادگیرندگان تدریس، رشد حرفه‌ای مبتنی بر PCK، برنامۀ مربیگری با محوریت PCK، حمایت رسمی مدارس از شکل‌گیری PCK، تسلط به حیطۀ موضوعی به عنوان معلم، تأثیر متقابل توسعۀ PCK و رشد باورهای سازندۀ معلم، توسعۀ PCK در بستر آموزش مجازی، تجارب زیستۀ مشترک با دانش‌آموزان. در این مطالعۀ، چندین بازیگر از ادبیات مربوطه شناسایی و بر اساس درصد به ۹ دسته طبقه‌بندی شدند که شامل معلم راهنما، نومعلمان، مدیران مدارس، مسئولان برگزاری دوره‌ها در دانشگاه، دانش‌آموزان، همکاران، استاد راهنما، محققان و والدینند و از بین آنها معلم راهنما، نومعلمان، مدیران مدارس و مسئولان برگزاری دوره‌ها در دانشگاه به عنوان بازیگران برتر شکل‌گیری PCK شناخته می‌شوند.
Because PCK is considered as one of the dimensions of teacher knowledge, understanding how to support it has been considered. This study is a systematic review of 11 years of research (2021-2010) on the components supporting PCK formation. The aim of this study is to classify the components and factors supporting PCK formation. 39 articles were selected from 6 major academic databases using search disciplines and manual screening protocols. Literature analysis focused on twelve components and 9 groups of actors. "The role of teacher training programs in PCK development", "PCK based on personal experience" and "Growth of teachers' reflection in line with PCK development" are recognized as the main components of supporting PCK formation. In this study, several actors from the relevant literature were identified, and categorized into nine categories based on percentage, including: mentors, new teachers, school principals, university administrators, students, colleagues, Supervisor, researchers, and parents; And among them "mentors", "new teachers", "school principals" and "university course organizers" are known as the top actors in the formation of PCK.
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