نیازسنجی برنامه توسعه حرفه ای معلمان ریاضی مقطع ابتدایی
محورهای موضوعی : برنامه ریزی درسی
نرگس آژیده
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فاطمه پرسته قمبوانی
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1 - دانش آموخته کارشناسی ارشد رشته آموزش ابتدایی، دانشکده تعلیم و تربیت اسلامی، دانشگاه آزاد اسلامی، واحد کرج، ایران
2 - استادیار گروه علوم تربیتی، دانشکده روانشناسی، واحد کرج، دانشگاه آزاد اسلامی، کرج،ایران
کلید واژه: توسعه حرفهای, کیفیت تدریس, معلمان ریاضی, نیازسنجی, نیازهای آموزشی.,
چکیده مقاله :
این پژوهش با هدف نیازسنجی برنامه توسعه حرفهای معلمان ریاضی مقطع ابتدایی و شناسایی چالشها و نیازهای آموزشی آنان در ناحیه ۲ استان البرز انجام شد. هدف اصلی، ارتقای کیفیت تدریس و یادگیری دانشآموزان از طریق شناسایی نیازهای معلمان و ارائه راهکارهای مؤثر برای توسعه حرفهای آنهاست. روش پژوهش کیفی و از نوع توصیفی-تحلیلی است. جامعه آماری شامل معلمان ابتدایی این ناحیه در سال تحصیلی ۱۴۰۳–۱۴۰۴ بود که ۳۰ نفر (۹ مرد و ۲۱ زن) بهصورت هدفمند و تا رسیدن به اشباع نظری انتخاب شدند.
ابزار گردآوری دادهها، مصاحبه ساختارمند با ۲۱ پرسش بازپاسخ بود. برای اعتباربخشی، متن مصاحبهها به تأیید مشارکتکنندگان رسید و کدگذاری دادهها با همکاری دو کدگذار مستقل انجام شد. میزان توافق بین کدگذاران ۸۵ درصد و شاخص کاپا ۰.۷۵ بهدست آمد.
نتایج نشان داد معلمان با چالشهایی مانند کمبود منابع آموزشی، محدودیت در دسترسی به فناوریهای نوین و نیاز به آموزشهای تخصصی مواجهاند. همچنین، نیازهایی مانند ارتقای مهارتهای تدریس، توانمندسازی در استفاده از فناوری و دریافت حمایت مدیریتی شناسایی شد. یافتهها میتواند در برنامهریزی سیاستگذاران برای ارتقای آموزش مؤثر باشد.
This study explores the educational needs of elementary school mathematics teachers in District 2 of Alborz Province, aiming to assess their professional development requirements and identify challenges affecting teaching quality. Using a qualitative, descriptive-analytical approach, data were gathered through structured open-ended interviews with 30 purposively selected teachers (9 male, 21 female) during the 1403–1404 academic year. Participants were chosen based on their experience teaching math at the elementary level, and sampling continued until theoretical saturation was reached. The interview tool included 21 questions designed to evaluate teachers’ professional development needs. Validity was ensured through participant approval of interview transcripts, and reliability was confirmed via transcription and independent coding, with 85% coder agreement and a kappa index of 0.75.
Findings revealed several major challenges, including limited educational resources, inadequate access to modern technologies, and insufficient specialized training. Teachers also expressed a strong need for enhanced teaching skills, better use of technology in the classroom, and more support from school management. The results offer valuable insights for educational policymakers and administrators, suggesting that targeted professional development programs and improved resource access could significantly enhance the quality of mathematics teaching and student learning outcomes
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