امکان‌سنجی اجرای برنامه درسی توسعه حرفه‌ای موثر معلمان
محورهای موضوعی : آموزش و پرورشمحسن عبدالهی 1 * , محبوبه عارفی 2 , کورش فتحی واجارگاه 3 , اباصلت خراسانی 4
1 - دکتری برنامه¬ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران
2 - دانشیار و عضو هیئت علمی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.
3 - استاد و عضو هیئت علمی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.
4 - دانشیار و عضو هیئت علمی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.
کلید واژه: امکان‌سنجی, برنامه درسی, توسعه حرفه‌ای معلمان,
چکیده مقاله :
مقدمه و هدف: پژوهش حاضر با هدف امکان‌سنجی اجرای برنامه درسی توسعه حرفه‌ای موثر معلمان در نظام آموزشی ایران صورت گرفته است.
روش شناسی پژوهش: این پژوهش از نظر نوع کاربردی و به لحاظ روش پژوهش کیفی (نظریه داده‌بنیاد کلاسیک یا گلیزری) بود و در سال 1400 انجام شد. جامعه آماری شامل صاحبنظران و مربیان در زمینه توسعه حرفه‌ای معلمان و شیوه انتخاب آن‌ها هدفمند و از نوع گلوله برفی بود. برای انتخاب شرکت‌کنندگان در تحقیق دو ملاک تخصص علمی و تجربه عملی در حیطه آموزش معلمان تعیین شد. گرداوری اطلاعات از طریق مصاحبه نیمه ساختارمند و بازپاسخ صورت گرفت و پس از انجام 21 مصاحبه، مقوله‌‌ها تکراری و اشباع نظری حاصل گردید. داده‌‌های پژوهش نیز از طریق فرایند رمزگذاری مبتنی بر طرح گلیزری نظریه داده‌بنیاد تحلیل و مقوله‌سازی شد. برای تأمین روایی و پایایی نیز از رویکرد لینکلن و گوبا شامل: قابل قبول بودن، انتقال‌پذیری، اطمینان‌پذیری و تأییدپذیری استفاده شد.
یافته ها: نتایج در قالب الگوی مفهومی بدین صورت شکل گرفت: ضرورتها (تحقق اهداف نظام آموزشی، به‌روزرسانی قابلیت‌های معلم، پیچیده و منعطف بودن نقش معلم، اصلاح‌گری، بالندگی معلمان و بهبود یادگیری دانش‌آموزان)، عوامل موثر (شخصی و محیطی)، موانع (اهمیت و اولویت، کمیت و کیفیت و زمان) و نتایج (معلمان، برنامه‌ها و دانش‌آموزان).
بحث و نتیجه گیری: در صورتی که برنامه درسی توسعه حرفه‌ای معلمان به شکل موثری طراحی و اجرا شود موجب به روزرسانی قابلیت‌های معلمان و بالندگی فردی و جمعی آنان خواهد شد که این امر بهبود یادگیری دانش‌آموزان و در نهایت تحقق اهداف نظام آموزشی را در پی خواهد داشت.
Introduction: The aim of this study was to evaluate the feasibility of implementing a curriculum for the development of effective teacher careers in the Iranian educational system.
research methodology: This research is applied in terms of type and qualitative research method (grounded theory) and it was done in 2021. The statistical population includes experts and practitioners in the field of professional development of teachers, whose method of selection was targeted by the type of snowball. To select the participants in the research, two criteria of scientific expertise and practical experience in the field of teacher education were determined. Data collection was done through semi-structured interviews. After 21 interviews, the categories were repetitive and theoretically saturated. The research data was analyzed and categorized through an encryption process based on the Glaser design of data theory. Lincoln and Guba approaches were used, including: acceptability, transferability, reliability and verifiability.
Findings: The results were formed in the form of a conceptual model as follows: Needs (realization of educational system, updating of teacher capabilities, complex and flexible role of teacher, reform, teacher growth and student improvement), Effective factors (personal and environmental), barriers (importance and priority, quantity, quality and time) and outcomes (teachers, programs and students).
Conclusion: If the professional development curriculum for teachers is designed and implemented effectively, it will update the capabilities of teachers and their individual and collective growth, which will lead to the improvement of students' learning and ultimately the realization of the goals of the educational system.
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