راهکارهای اعتلای شایستگی های حرفه ای معلمان و تعیین اثربخشی آن‌ها
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مهدیه سادات وقور کاشانی
1
(دکتری برنامه ریزی درسی، دانش‌آموخته دانشگاه خوارزمی، تهران، ایران.)
غلامرضا حاجی حسین نژاد
2
(دانشیار برنامه‌ریزی و آموزش، دانشگاه خوارزمی، تهران، ایران.)
نعمت الله موسی پور
3
(دانشیار برنامه ریزی درسی، گروه آموزش ابتدایی دانشگاه فرهنگیان، تهران، ایران.)
عیسی ابراهیم زاده
4
(دانشیار مدیریت و برنامه ریزی آموزش از راه دور دانشگاه پیام نور، تهران، ایران.)
کلید واژه: راهکارهای اثربخشی معلمی, شایستگی های حرفه‌ای معلم, معلمی کردن, معلم باکیفیت,
چکیده مقاله :
هدف این مطالعه ارائة راهکارهای اعتلای شایستگی‌های حرفه‌ای معلمان و تعیین اثربخشی آن‌هاست. بدین منظور از ترکیبی از پژوهش‌های کمی و کیفی استفاده شد. راهکارها از طریق مطالعه منابع معتبر داخلی و خارجی و بررسی نظرات صاحب‌نظران، استخراج و در چهار دسته بر اساس معماری برنامه‌درسی تربیتِ معلم ایران و تحت چهار عنوان شامل شایستگی‌های معطوف به دانش موضوعی، شایستگی‌های معطوف به دانش تربیتی، شایستگی‌های معطوف به عمل تربیتی موضوعی و شایستگی‌های معطوف به دانش عمومی طبقه‌بندی شدند. نظرات چهار گروه استادان دانشکده‌های علوم تربیتی، استادان تربیت‌معلم، معلمان خبره و دانشجومعلمان در خصوص وضعیت و اولویت اثربخشی راهکارها، جمع‌آوری و تحلیل شد. میانگین امتیازات راهکارها، از نظر همه گروه‌های پاسخگو در همه موارد (به‌استثناء دو مورد) یکسان بوده است. این نتایج نشان می‌دهد که نوعی مشابهت (دست‌کم بر اساس تحلیل آماری)، بین نظرات متخصصان (استادان دانشگاه‌ها) و ذینفعان (معلمان و دانشجو معلمان) دربارة راهکارهای شناسایی‌شده وجود دارد. این موضوع همسویی عرصه‌های نظر و عمل را نشان می‌دهد که موجب سهولت بیشتر برنامه‌ریزی رشد حرفه‌ای معلمان می‌گردد. همچنین راهکارهای کسب شایستگی‌های معطوف به دانش موضوعی با کسب میانگین 84/15 بالاترین قابلیت و راهکارهای کسب شایستگی‌های معطوف به عمل تربیتی موضوعی با کسب میانگین 52/95 دارای کمترین قابلیت هستند.
The purpose of this paper is to provide solutions for improving the professional competencies of teachers and determine their effectiveness. In this mixed method study, the strategies were extracted through the study of authoritative internal and external resources and the review of the views of the experts. They were classified in four categories based on "Teacher Education Curriculum Architecture in Iran". They were classified under four headings: Competencies related to subject knowledge, Competencies related to educational knowledge, Competencies related to subject-oriented training, and Competencies related to general knowledge. The views of some people of four groups including faculty members, teachers of teacher training students, outstanding teachers, student teachers about the status and priority of the effectiveness of the solutions were collected and analyzed. The average solution rates for all responses were the same in all cases (with the exception of two cases). These results show that there is a similarity (at least on the basis of statistical analysis), about the identified strategies, between the views of experts (university professors) and stakeholders (teachers and student teachers). This shows the alignment of the fields of "opinion" and "action" which makes it easier to plan the professional growth programs for teachers. Also, the "acquisition of competencies related to subject knowledge" strategies with the highest average of 84/15 have the highest ability and the "acquisition of competences in the subject-oriented training" with the average of 52/95 have the least ability.
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