امکان سنجی اجرای برنامه درسی توسعه حرفه‌ای موثر معلمان

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 7، دوره 14، شماره 6 - شماره پیاپی 64، بهمن و اسفند 1402، صفحه 92-107   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2024.30318.6073

نویسندگان

محسن عبدالهی^{* 1}؛ محبوبه عارفی²؛ کورش فتحی واجارگاه³؛ اباصلت خراسانی⁴

¹دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران

²عضو هیأت علمی دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی

³عضور هیات علمی دانشکده روانشناسی و علوم تربیتی دانشگاه شهید بهشتی

⁴دانشیار و عضو هیئت علمی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

تاریخ دریافت: 31 فروردین 1401،  تاریخ بازنگری: 02 آذر 1401،  تاریخ پذیرش: 04 آذر 1401 

چکیده

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.

کلیدواژه‌ها

امکان‌سنجی؛ برنامه درسی؛ توسعه حرفه‌ای معلمان

عنوان مقاله [English]

Feasibility study of implementing effective teacher professional development curriculum

نویسندگان [English]

mohsen abdolahi¹؛ mahbobe arefi²؛ kourosh fathi³؛ abasalt khorasani⁴

¹Ph.D. Of Curriculum Studies, Shahid Beheshti University, Tehran, Iran

²Associate Professor of Curriculum Studies, Shahid Beheshti University, Tehran, Iran

³Professor of Curriculum Studies, Shahid Beheshti University, Tehran, Iran

⁴Associate Professor of Curriculum Studies, Shahid Beheshti University, Tehran, Iran

چکیده [English]

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.

کلیدواژه‌ها [English]

Feasibility Study, Curriculum, Teacher Professional Development

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