تاریخ‌نگاری تحول دانش معلمان طی چهار دهه اخیر
محورهای موضوعی : پژوهش در برنامه ریزی درسینسرین نصرتی 1 , مصطفی قادری 2 , فائزه ناطقی 3
1 - دکترای برنامه‌ریزی درسی دانشگاه آزاد اسلامی واحد اراک، اراک، ایران.
2 - دانشیار دانشگاه علامه طباطبائی، تهران، ایران.
3 - دانشیار دانشگاه آزاد اسلامی واحد اراک، اراک، ایران.
کلید واژه: معلم پژوهنده, دانش معلمان, معلم ژرف‌نگر, دانش ضروری معلمان, معلم روایتگر,
چکیده مقاله :
هدف این مطالعه، درک روند تاریخی دانش معلمان در چهار دهه گذشته است. برای این کار مقالات و کتب پژوهشگران دانش معلمان در طی دهه‌های 80 تا 2010 میلادی از طریق فرا تحلیل مورد مطالعه قرارگرفته است. برای این منظور مقالات و کتاب‌های در دسترس و شاخص دانش معلمان مربوط به سیزده پژوهشگر برتر حوزه دانش معلمان در طی چهار دهه اخیر به‌عنوان اسناد شاخص مورد تحلیل قرارگرفته‌اند. مدل‌ها و الگوهای دانش معلمی برحسب زمان در چهار دهه تقسیم‌بندی و برحسب زمان مورد تحلیل اسنادی قرارگرفته‌اند. روند تاریخی دانش معلمان نشان می‌دهد که مطالعات دانش معلمان در دهه 80 به سمت دانش عملی معلمان، در دهه 90 به سمت دانش ضروری معلمان و در دهه 2000 به سمت تولید دانش توسط خود معلمان و در سال‌های اخیر (2000 به بعد) مدل‌های دانش معلمان به سمت مدل‌های ترکیبی دانش عملی، دانش ضروری و پژوهش‌های معلمان تغییر کرده است. مهم‌ترین مفاهیم موردبررسی در دانش معلمان به ترتیب سیر تاریخی عبارت‌اند از: معلم ژرف‌نگر یا کار اندیش، معلم روایتگر، معلم پژوهنده، معلم حرفه‌ای و معلم متخصص.
This research investigates the chronology of teacher’s knowledge during last 4 decades. In this regard, the related through meta-analysis articles and researchers teachers knowledge textbooks during 1980-2010 have been studied. Chronological procedure of teacher knowledge show the teachers knowledge studies have been encountered great change toward teacher practical knowledge, teachers essential knowledge and knowledge production during 80th, 90th and 2000 decades, respectively. The most important concepts examined on teacher’s knowledge chronologically include: deliberate teacher, Narrator teacher, researcher teacher, skillful teacher and expert teacher.
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