تدوین چارچوب توسعه حرفه‌ای دبیران تربیت بدنی با رویکرد ساختاری تفسیری
محورهای موضوعی : آموزش و پرورش
سمیه عمادی
1
(
استادیار، گروه مدیریت ورزشی، واحد داریون، دانشگاه آزاد اسلامی، داریون، ایران
)
زلیخا علیزاده
2
(
گروه تربیت بدنی و علوم ورزشی، یاسوج، دانشگاه فرهنگیان، یاسوج، ایران
)
عابد غلامی
3
(
گروه مدیریت و برنامه‌ریزی آموزشی، شیراز، دانشگاه فرهنگیان، شیراز، ایران
)
کلید واژه: آموزش و پرورش, مدلسازی ساختاری تفسیری, دبیران تربیت بدنی, برنامه آموزشی,
چکیده مقاله :
مقدمه و هدف: معلمان عامل کلیدی در بهبود عملکرد دانش آموزان هستند و ارتقای کیفیت آموزشی بدون توسعه‌ای حرفه معلمی میسر نیست. بنابراین، هدف این تحقیق، تدوین چارچوب توسعه حرفه‌ای دبیران تربیت بدنی با رویکرد ساختاری تفسیری بود. روش شناسی پژوهش: این تحقیق به‌لحاظ هدف کاربردی است و داده‌ها به‌صورت میدانی و به شیوه آمیخته (کیفی و کمی) جمع آوری شد. نمونه کیفی، شامل 19 نفر از خبرگان بودند که به روش غیرتصادفی هدفمند انتخاب شدند. جامعه آماری در بخش کمی، مدیران و کارشناسان تربیت‌بدنی آموزش و پرورش بودند که ابتدا به‌صورت تصادفی طبقه‌ای و سپس به‌صورت غیرتصادفی و در دسترس 384 نفر انتخاب شدند. ابزار پژوهش، پرسشنامه محقق ساخته، شامل عوامل موثر بر توسعه حرفه‌ای دبیران تربیت بدنی بود که روایی محتوایی آن توسط 10 نفر از اساتید مدیریت ورزشی و پایایی آن علاوه بر کدگذاری مجدد توسط دو کدگذار، با آزمون آلفای کرونباخ نیز تأیید شد (89/0=α ). جهت تعیین اولویت‌های اقدام در توسعه حرفه‌ای دبیران مدل ساختاری تفسیری استفاده شد. یافته ها: یافته‌ها نشان داد که 37 شاخص در قالب 12 مؤلفه، بر توسعه حرفه‌ای دبیران تربیت بدنی اثرگذار است و مؤلفه‌ها در هفت سطح ساختاردهی شدند. مؤلفه‌های توانمندسازی و سیاست گذاری کلان در قاعده مدل و مؤلفه‌های جسمی و روانی و عوامل اجتماعی در سطح اول قرار گرفتند. بحث و نتیجه گیری: می‌توان گفت که توانمندسازی مدرسان، افزایش دوره‌های آموزشی و تأکید سیاست گذاران بر توسعه تربیت بدنی، دستیابی به دیگر عوامل اثرگذار بر توسعه حرفه‌ای دبیران تربیت بدنی را تسهیل خواهد کرد.
Introduction: Teachers are the key factor in improving the performance of students and improving the quality of education is not possible without the development of the teaching profession. Therefore, the purpose of this research was to formulate the professional development framework of physical education teachers with an interpretative structural approach. research methodology: This research is practical in terms of purpose and the data was collected in the field and in a mixed way (qualitative and quantitative). The qualitative sample included 19 experts who were selected in a targeted non-random way. The statistical population in the quantitative section was the managers and experts of physical education, who were first selected by stratified random and then non-randomly and available to 384 people. The research tool, a researcher-made questionnaire, included factors affecting the professional development of physical education teachers, whose content validity was confirmed by 10 sports management professors, and its reliability was confirmed by Cronbach's alpha test in addition to recoding by two coders (α= 0.89). In order to determine the action priorities in the professional development of teachers, the interpretive structural model was used. Findings: The findings indicated that 37 indicators in the form of 12 components have an effect on the professional development of physical education teachers and the components were structured in seven levels. The components of empowerment and macro policymaking were placed in the base of the model, and physical and psychological components and social factors were placed at the first level. Conclusion: It can be said that empowering teachers and increasing training courses will facilitate the achievement of other factors affecting the professional development of physical education teachers.
References
Abdollahi, B & Safari A. (2016) A Study of the Basic Barriers to Teachers' Professional Development, Educational Innovations, Volume 15, Number 58, pp. 134-99. [in Persian]
Alshehryt, A., (2018). Case Study of Science Teachers’ Professional Development in Saudi Arabia: Challenges and Improvements, International Education Studies; 11(3), 70-76.
Amiri, J. (2021) The relationship between teachers' professional development and academic performance with an emphasis on the mediating role of the link with the secondary school boys' school, Management and Perspective of Education, 3(1), 166-139. [in Persian]
Asgarnjad Nouri, B., Ebrahimpour, H., Nami, B. & Hamidzadeh Arbabi, A. (2022), the effect of knowledge management on the professional development of employees: the mediating role of entrepreneurial capabilities. [in Persian]
Bergmark, U. (2023) Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development, Professional Development in Education, 49(2), 210-224.
Esfahani, K,. Soleimani, N,. Turani, H & Sabahi, P. (2020) Designing and validating a model for the professional development of school principals in a mixed way, Journal of New Approach in Educational Management, 11(4), 132-103. [in Persian]
Faisal, M., Banwet, D.K. & Shankar, R. (2006). Supply chain risk mitigation: modelling the enablers, Business Process Management, 12(4), 535-552.
Fazalali, F (2020) The effect of reverse professional development on the new development of English language teachers, Linguistic Researches in Foreign Languages, 10(2), 376-389. [in Persian]
Girard,S,. Desbiens J. F & Hogue, A. (2021)Effects of a training course on creation of an empowering motivational climate in physical education: a quasi-experimental study, Physical Education and Sport Pedagogy, Published online: 16 Jul 2021. https://doi.org/10.1080/17408989.2021.1953457 CrossMark Logo CrossMark
Girvan, C. Conneely, C. & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129–139.
Hauge, K., & Wan, P., (2019). Teachers’ collective professional development in school: A review study, Cogent Education, 6(1), 1-20
Havery, C., Townsend, L., Johnson, A., & Doab, A. (2019). Professional development for teachers of nursing students for whom English is an additional language: A reflection on practices. Nurse Education in Practice, 38, 52-58.
Hosseinpour, H & Amirtash, M A. (2018) Identifying and structuring barriers to the development of extracurricular sports courses in education from the perspective of male teachers participating in scientific, cultural, sports competitions, Quarterly Journal of Education Research, 4(14), 102-85. [in Persian]
Jafari, H,. Abolghasemi, M,. Ghahrmelni, M & Khorasani, A. (2017) Professional Development Model for Primary Teachers: A Case Study of Exceptional Schools in the Mentally Retarded Group of Tehran, Psychology of Exceptional People, 7(25), 75-95. [in Persian]
Karami, F,. Abdi, K & Amir Hosseini, S E. (2021) Model of Barriers to Professional Development of Physical Education Teachers with Interpretive Structural Approach, Journal of New Approach in Educational Management, 13(2), 71-86. [in Persian]
Khomri, H; Fereiborzi, E & Naseri, N. (2021) Designing an empowerment model with the professional development approach of Shahrzabel primary school teachers, Political Sociology of Iran, 5(11), 3410-3433. [in Persian]
Kovalʹchuk, V., & Vorotnykova, E. (2019). E-coaching, E-mentoring for lifelong professional development of teachers within the system of post-graduate pedagogical education. Turkish Online Journal of Distance Education,18(3), Article 14
Mir Hosseini, F S; Aghaei, N & Safari, M. (2019) Designing a model of professional competencies of physical education teachers in Iran, Research in Educational Sports, 7(17), 17-34. [in Persian]
Nazari, Sh; Hadavi, F & Saatchian, V. (2022) Profile model of the professional qualifications of physical education teachers in Tehran, Education and Training, 38(2), 121-138. [in Persian]
Osareh, A & Zori, J. (2014) Teacher Professional Development: Implications, Backgrounds, Strategies and Factors, First National Conference on Educational Sciences and Psychology, Marvdasht, 1-13. [in Persian]
Schneider, M., Zhong, H. F., & Yeung, A. S. (2020). Competence and challenge in professional development: teacher perceptions at different stages of career. Journal of Education for Teaching, 46(1), 36-54.
Sedova, K. Sedlacek, M. & Svaricek, R. (2016). Teacher professional development as means of transforming student classroom talk. Teaching and Teacher Education, 57, 14–25.
Svendsen, B. (2020). Inquiries into Teacher Professional Development What Matters?. Education, 140(3), 111-130.
Taherpur Police Station, M; Hadipur, Sh. Aiti, M. (2023) Compilation of teachers' professional development scenarios based on the principles of future studies, management and planning in educational systems, 16(1), 30 [In Persian]
Taherpur Kalantari, M & Gholampour, M. (2022) Synthesis of components and indicators of teachers' professional development, Curriculum Research, 12(2), 103-121. [in Persian]
Tan, A., Chang, C., & Teng, P. (2015). Tensions and dilemmas in teacher professional development. Procedia - Social and Behavioral Sciences, 174, 1583-1591.
Tan, L. S. and Ang, K.C. A. (2016). School-based professional development programme for teachers of mathematical modelling in Singapore, Journal of Mathematics Teacher Education, 19, 399-432.
Wang S.K. Hsu, H. Y. Reeves, T. C. & Coster, D. C. (2014). Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study. Computers & Education. 79, 101– 115.
Zaidi, S., Khan, N., & Khan, N., (2018). Organizational Factors, Teachers’ Professional Development and Teaching Practices: Findings From Female Elementary School Teachers, International Journal of Experiential Learning & Case Studies, 3 (1), 84-96.
Zirak, R,. Zahed Babalan, A, Rezaei Sharif, A & Moeini Kia, M. (2019) Factors and components affecting the professional development of Ardabil school teachers (qualitative research with emphasis on the focus group method), Quarterly Journal of School Psychology, 1(29), 108-125. [in Persian]
_||_References
Abdollahi, B & Safari A. (2016) A Study of the Basic Barriers to Teachers' Professional Development, Educational Innovations, Volume 15, Number 58, pp. 134-99. [in Persian]
Alshehryt, A., (2018). Case Study of Science Teachers’ Professional Development in Saudi Arabia: Challenges and Improvements, International Education Studies; 11(3), 70-76.
Amiri, J. (2021) The relationship between teachers' professional development and academic performance with an emphasis on the mediating role of the link with the secondary school boys' school, Management and Perspective of Education, 3(1), 166-139. [in Persian]
Asgarnjad Nouri, B., Ebrahimpour, H., Nami, B. & Hamidzadeh Arbabi, A. (2022), the effect of knowledge management on the professional development of employees: the mediating role of entrepreneurial capabilities. [in Persian]
Bergmark, U. (2023) Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development, Professional Development in Education, 49(2), 210-224.
Esfahani, K,. Soleimani, N,. Turani, H & Sabahi, P. (2020) Designing and validating a model for the professional development of school principals in a mixed way, Journal of New Approach in Educational Management, 11(4), 132-103. [in Persian]
Faisal, M., Banwet, D.K. & Shankar, R. (2006). Supply chain risk mitigation: modelling the enablers, Business Process Management, 12(4), 535-552.
Fazalali, F (2020) The effect of reverse professional development on the new development of English language teachers, Linguistic Researches in Foreign Languages, 10(2), 376-389. [in Persian]
Girard,S,. Desbiens J. F & Hogue, A. (2021)Effects of a training course on creation of an empowering motivational climate in physical education: a quasi-experimental study, Physical Education and Sport Pedagogy, Published online: 16 Jul 2021. https://doi.org/10.1080/17408989.2021.1953457 CrossMark Logo CrossMark
Girvan, C. Conneely, C. & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129–139.
Hauge, K., & Wan, P., (2019). Teachers’ collective professional development in school: A review study, Cogent Education, 6(1), 1-20
Havery, C., Townsend, L., Johnson, A., & Doab, A. (2019). Professional development for teachers of nursing students for whom English is an additional language: A reflection on practices. Nurse Education in Practice, 38, 52-58.
Hosseinpour, H & Amirtash, M A. (2018) Identifying and structuring barriers to the development of extracurricular sports courses in education from the perspective of male teachers participating in scientific, cultural, sports competitions, Quarterly Journal of Education Research, 4(14), 102-85. [in Persian]
Jafari, H,. Abolghasemi, M,. Ghahrmelni, M & Khorasani, A. (2017) Professional Development Model for Primary Teachers: A Case Study of Exceptional Schools in the Mentally Retarded Group of Tehran, Psychology of Exceptional People, 7(25), 75-95. [in Persian]
Karami, F,. Abdi, K & Amir Hosseini, S E. (2021) Model of Barriers to Professional Development of Physical Education Teachers with Interpretive Structural Approach, Journal of New Approach in Educational Management, 13(2), 71-86. [in Persian]
Khomri, H; Fereiborzi, E & Naseri, N. (2021) Designing an empowerment model with the professional development approach of Shahrzabel primary school teachers, Political Sociology of Iran, 5(11), 3410-3433. [in Persian]
Kovalʹchuk, V., & Vorotnykova, E. (2019). E-coaching, E-mentoring for lifelong professional development of teachers within the system of post-graduate pedagogical education. Turkish Online Journal of Distance Education,18(3), Article 14
Mir Hosseini, F S; Aghaei, N & Safari, M. (2019) Designing a model of professional competencies of physical education teachers in Iran, Research in Educational Sports, 7(17), 17-34. [in Persian]
Nazari, Sh; Hadavi, F & Saatchian, V. (2022) Profile model of the professional qualifications of physical education teachers in Tehran, Education and Training, 38(2), 121-138. [in Persian]
Osareh, A & Zori, J. (2014) Teacher Professional Development: Implications, Backgrounds, Strategies and Factors, First National Conference on Educational Sciences and Psychology, Marvdasht, 1-13. [in Persian]
Schneider, M., Zhong, H. F., & Yeung, A. S. (2020). Competence and challenge in professional development: teacher perceptions at different stages of career. Journal of Education for Teaching, 46(1), 36-54.
Sedova, K. Sedlacek, M. & Svaricek, R. (2016). Teacher professional development as means of transforming student classroom talk. Teaching and Teacher Education, 57, 14–25.
Svendsen, B. (2020). Inquiries into Teacher Professional Development What Matters?. Education, 140(3), 111-130.
Taherpur Police Station, M; Hadipur, Sh. Aiti, M. (2023) Compilation of teachers' professional development scenarios based on the principles of future studies, management and planning in educational systems, 16(1), 30 [In Persian]
Taherpur Kalantari, M & Gholampour, M. (2022) Synthesis of components and indicators of teachers' professional development, Curriculum Research, 12(2), 103-121. [in Persian]
Tan, A., Chang, C., & Teng, P. (2015). Tensions and dilemmas in teacher professional development. Procedia - Social and Behavioral Sciences, 174, 1583-1591.
Tan, L. S. and Ang, K.C. A. (2016). School-based professional development programme for teachers of mathematical modelling in Singapore, Journal of Mathematics Teacher Education, 19, 399-432.
Wang S.K. Hsu, H. Y. Reeves, T. C. & Coster, D. C. (2014). Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study. Computers & Education. 79, 101– 115.
Zaidi, S., Khan, N., & Khan, N., (2018). Organizational Factors, Teachers’ Professional Development and Teaching Practices: Findings From Female Elementary School Teachers, International Journal of Experiential Learning & Case Studies, 3 (1), 84-96.
Zirak, R,. Zahed Babalan, A, Rezaei Sharif, A & Moeini Kia, M. (2019) Factors and components affecting the professional development of Ardabil school teachers (qualitative research with emphasis on the focus group method), Quarterly Journal of School Psychology, 1(29), 108-125. [in Persian]
