طراحی و اعتباربخشی الگوی «بازنگری برنامه درسی تربیت معلم در ایران»
محورهای موضوعی : پژوهش در برنامه ریزی درسیعاطفه عطاران 1 , نعمت الله موسی پور 2 , محمد عطاران 3 , علی حسینی خواه 4
1 - دکتری برنامه‌ریزی درسی دانشگاه خوارزمی، تهران، ایران.
2 - دانشیار دانشگاه فرهنگیان، تهران، ایران.
3 - دانشیار دانشگاه خوارزمی، تهران، ایران.
4 - استادیار دانشگاه خوارزمی، تهران، ایران.
کلید واژه: بازنگری برنامه درسی, بازنگری, تربیت معلم ایران, برنامه درسی, تربیت معلم,
چکیده مقاله :
با توجه به واقعیت تغییر در برنامه‌های درسی تربیت معلم، پژوهش حاضر با هدف طراحی و اعتباربخشی الگوی بازنگری برنامه درسی تربیت معلم در ایران انجام شده است. در این پژوهش در مرحلة طراحی الگو، از روش پژوهش تحلیل نظری و در مرحلة اعتباربخشی الگو، از روش دلفی با رویکرد بررسی نظرات خبرگان استفاده شده است. نتایج حاصل از مطالعة نظری نشان داد که الگوی بازنگری برنامه‌درسی تربیت معلم در ایران می‌تواند در چهار وجه هویتی (تبعیت از دانش برنامه‌ریزی، پذیرش اصل تغییر، عملی کردن تربیت حرفه‌ای و اهمیت سلسله مراتب) و در سه سطح تصمیم‌گیری فراکلان، کلان و خرد مطرح شود. بر اساس الگوی پیشنهادی پژوهش حاضر، هفت گام بازنگری برنامه درسی تربیت معلم ایران عبارت‌اند از: تعیین وضعیت موجود، بازاندیشی در خط‌مشی‌های موجود و تعیین استانداردهای برنامه درسی تربیت معلم ایران، اقدام به بازنگری، امکان‌سنجی اجرای برنامه درسی بازنگری شده، مصوب‌سازی، توزیع برنامه درسی بازنگری‌شده و نظارت بر کیفیت و به‌روزرسانی برنامه درسی بازنگری‌شده. علاوه بر این، نتایج حاصل در بخش اعتباربخشی الگو با استفاده از نظر خبرگان و متخصصان حوزة تربیت معلم و برنامه‌ریزی درسی، بیانگر سودمندی و قابلیت اجرایی الگوی پیشنهادی بود. در بیان ویژگی‌های الگوی پیشنهادی به‌طور کلی می‌توان گفت از آنجا که نظام آموزشی تربیت معلم، نظامی دانشگاهی و در سطح آموزش عالی است، الگوی بازنگری برنامه درسی تربیت معلم، الگویی دانشگاه‌محور است که با لحاظ کردن مطالبات نهادهای اجتماعی در حوزة تربیت معلم، رخدادهای فراسیستمی آن نادیده گرفته نمی‌شود. از سوی دیگر با توجه به تجویزی بودن این الگو، بر جنبة کارکردی و عملی آن نیز تأکید شده است. علاوه بر این ارتباط دوسویه بین مراحل بازنگری برنامه درسی، مبین ویژگی خوداصلاح‌گری الگو و امکان اصلاح مؤلفه‌های بازنگری برنامه درسی است. از جهت بستر اجرایی نیز الگوی پیشنهادی می‌تواند مورد استفاده وزارت آموزش و پرورش، دانشگاه فرهنگیان و سایر دستگاه‌های اجرایی تربیت معلم قرار گیرد.
Regarding the fact of the change in teacher education programs, the present study aimed to design and validate the “Revision of Teacher Education Curriculum in Iran” model. In the design phase of the model, the research method of theoretical analysis and in the model validation phase, the Delphi method has been used. The results of the theoretical study showed that the teacher's curriculum revision model in Iran could be based on four aspects of identity (planning knowledge, acceptance of the principle of change, the implementation of professional training and the importance of the hierarchy) at three levels of decision-making, over macro, macro and micro. Based on the proposed model, seven steps to teacher's curriculum in Iran include: determining the status quo, rethinking and designing standards for Iranian teacher education curriculum, revision, feasibility study of revised curriculum, approval of revised curriculum, distribution of revised curriculum and supervision of revised curriculum. In addition, the results of the model's validation section, using experts' opinions, indicated the utility and feasibility of the proposed model. In general, it can be said that since teacher education system performe in university and higher education level, teacher's curriculum revision model is a university-centered model that takes into account the demands of social institutions in the field Teacher training. On the other hand, due to the prescriptive nature of this model, it has been emphasized on its functional and practical aspects. In addition, the two-way communication between the steps of the curriculum revision reflects the self-correction of model and the possibility of modifying the curriculum revision components. The proposed model can also be used by the Ministry of Education, Farhangian University and other teacher education organizations.
Ackoff, Russell. (2016). Interactive programming: coordinate management with change to build the organization's future. Translated by Sohrab Khalili Shourini. Seventh edition Tehran: Madad Publications. [Persian]
Britton, M., Pharm, D., Nancy, L., & Melissa, S. (2008). A Curriculum Reviewed Mapping Process Supported by an Electronic Database System, American Journal of Pharmaceutical Education, 72 (5): 1- 9.
Ejlali, Parviz, Rafieian, Mojtaba and Asgari, Ali (2012). Planning Theory: Traditional and New Perspectives. Tehran: Agah. [Persian]
Ellsworth, J.B. (2000). Surviving change: A survey of educational change models. Official of Educational Research and Development(ED), Washington DC. ED443417.
Elmore, R. F. (2004). School reform from the inside out: Policy, practice, and performance. Harvard Educational Pub Group.
Fathi Vajargah, Korosh (2009). Design and Accreditation of the Pattern of Revision and Revision of Human Sciences Curricula of Iranian Universities and Higher Education Institutions. Research Institute for Cultural and Social Studies of the Ministry of Science, Research and Technology. [Persian]
Fathi Vajargah, Korosh (2013). A Practical Guide to Review Curriculum in Universities and Higher Education Institutions. Tehran: Mehraban Publications. [Persian]
Ferasatkhah, Maghsoud (2015). The policy of teaching humanities after the Islamic Revolution in Iran. In Mahmoud Mehrmohammadi and Nematollah Mosapour (Creators): Teaching Humanities at Iranian Universities, Designing a Student-Teaching Model. (Pp. 360-317). Tehran: Research Institute for Cultural and Social Studies. [Persian]
Fullan, Michael (1985). Change the curriculum. Translated by Ahmad Reza Nasr Esfahani (2009). In Mahmoud Mehrmohammadi et al (ed.): Curriculum: Views, Approaches and Prospects (pp. 314-309). Tehran: Astan Quds Razavi Press. [Persian]
Fullan, Michael. (2007). the new meaning of educational change.4th ed. Teachers College Press, Columbia University.
Fullan, Michael. (2008). the six secrets of change. San Francisco: Jossey-Bass.
Gaff, G. jerry; ratcliff, l. james and Associates. (1996). Handbook of undergraduate curriculum. John Wiley publisher.
Hosseini, Seyyed Mohammad Hossein; Mehrmohammadi, Mahmoud; Haj Hossein Nejad, Gholamreza and Selsebili, Nader (2015). Critical Analysis of Curriculum Change Patterns. Critical research paper of humanities and humanities programs of the Institute of Humanities and Cultural Studies. Fifth year, number four: 199-235. [Persian]
Ibiwumi, A. A. (2011). Trends and Issues on Curriculum Review in Nigeria and the Need for Paradigm Shift in Educational Practice, Journal of Emerging Trends in Educational Research and Policy Studies, 2 (5): 325-333.
Imani Taleb Azad, Lida (2003). A Study on the Implementation of the Regulations for the Transfer of Planning Authorities to Universities in Ten Tehran Universities, Master's Degree, Tehran: Shahid Beheshti University, Faculty of Education and Psychology. [Persian]
Johnson, Judy. A. (2001). Principles of effective change: Curriculum revision that works. Journal of Research for educational Leaders, 1(1), 5-18.
Kameli, Mohammad Javad, Bakhtiari ASL, Tayebeh; Lotfi Arbetan, Abolfazl and Pourfaraj, Akbar (2013). Review employee behavioral patterns versus change. Management Studies Quarterly. Year 23, Issue 70: 134-103. [Persian]
Karami, Morteza and Fatahi, Hoda (2013). Change in Higher Education Curriculum: Case Study Curriculum Master's Degree In Educational Planning. Two Quarterly Studies in Higher Education Curriculum. Year 4, Number 7: 28-7. [Persian]
Karami, Morteza and Vakaria Zamhorir, Zahra (2016). Optimal structure of curriculum development and reviewing: experience of Ferdowsi University of Mashhad. National Iranian Higher Education Congress. [Persian]
Karimi, S. Nasr, A. R. & Sharif, M. (2016). University challenges in compling of the suitable content with competencies of lifelong learner. Research in Curriculum Planning, Vol 13. (23): 14-26. [Pearsian].
Kazempour, Ismail and Shah Bahrami, Nooshin (2016). Providing a model for eliminating teacher training curriculum failures. Quarterly Journal of Educational Psychology. The seventh year, the first issue: 36-24. [Persian]
Mehrmohammadi, Mahmoud (1992). "A look at the modalities and types of reforms needed to educate the teacher." Quarterly Journal of Education. Eighth Year, No. 31: 55-37. [Persian]
Mehrmohammadi, Mahmoud (2017). Deconstructof curriculum in third-generation universities. Presented at the meeting of heads of universities and heads of scientific associations on 01/09/1396. Tarbiat Modares University. [Persian]
Ministry of Science, Research and Technology of the Islamic Republic of Iran (2000). Provision of curriculum authority to universities. [Persian]
Mousapour, Nematollah (2012). "Approaches of Change in Iran's Education and Curriculum: From an Engineering Approach to a Cultural Approach." Culture Strategy Quarterly, Nos. 17 & 18: 273-243. [Persian]
Mousapour, Nematollah (2014). "The Speech of the Editor: Teacher and Curriculum, Which Modification is Priority?" Quarterly Curriculum Studies. Year ninth, No. 34: 3-1. [Persian]
Mousapour, Nematollah; Ahmadi, Ameneh (2015). "Major Design of Teacher Training Curriculum (National Curriculum for Teacher Training of the Islamic Republic of Iran)". High Council of Educational Planning. [Persian]
Mousapour, Nematollah; Saberi, Seyyed Hossein (2010). "Evaluation of the Implications and Executive Requirements of the National Curriculum of the Islamic Republic of Iran" Quarterly Curriculum Studies. Year 5, No. 18: 88-62. [Persian]
Musopour, Nematollah (2005). Fundamentals of Secondary Education Planning. Mashhad: Razavi. [Persian]
Najarian, Parvaneh; Mahmood Nia, Alireza; Zarghami, Saeed and Yamani, Mohammad (2013). Examining the complexity theory and explaining its implications in the management of educational organizations. Quarterly Journal of Humanities Methodology. 19, No. 76: 152-131. [Persian]
Norouzadeh, Reza, Mahmoudi, Reza (2006). Assigning Planning Opportunities to Universities A Step to Decentralization, Abstracts of Articles of the 5th Conference of the Iranian Studies Planning Board. Tehran: Iran Curriculum Association. [Persian]
Rahmanpour, Mohammad & Nasr Esfehani, Ahmad-Reza (2017). A comparative study the process of reviewing the universities curricula in Iran and other countries. Research in Curriculum Planning, Vol 14, NO. 27: 35-49. [Persian]
Rania, A. Thelma. (2014). Curriculum Reform: Theory of Curriculum—A Starting or a Final Point of Curriculum Reform. Sociology Study, 4(10), 869-880.
Rasti, Omran (2014). "The need to review and update the curriculum and the head of the drill in the field of education of the secretary of geography." Proceedings of the National Conference on Resalat and the role of the University of Farhangian in the development of a dedicated and expert teacher. [Persian]
Salimi, Ladan; Kashti aray, Narges and Fathi Vajargah, Kourosh (2014). An explanation of the evolution and reform of the higher education curriculum after the Islamic Revolution in Iran. Two Quarterly Studies in Higher Education Curriculum. Year 5, Number 9: 73-52. [Persian]
Supreme Council of the Cultural Revolution (2011). Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran. [Persian]
Toohey, Susan. (1999). Designing courses for higher education. McGraw-Hill Education (UK).
Yamani, Niko; Nasr Esfahani, Ahmad Reza and Sabri, Mohammad Reza (2010). "The process of reviewing the curricula of medical sciences in the country". Quarterly Studies of Curriculum, Year 4, No. 16: 28-1. [Persian]
Zandian, Hadi (2015). Fundamental Change: Individual Readiness for Change in Educational Organizations. Management Studies on Police Training. Eighth Year, No. 2: 113-89. [Persian]
_||_