ارائه ی چارچوبی برای صلاحیت حرفه ای معلمان و دلالت های آن جهت بازطراحی برنامه درسی تربیت معلم بر اساس سنتزپژوهی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه درسی،دانشکده علوم تربیتی، دانشگاه آزاد واحد تهران شمال، تهران، ایران.

2 استاد، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران

3 دانشیار، دانشکده علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.

4 استاد، دانشکده مدیریت، دانشگاه شهید بهشتی، تهران، ایران.

5 استادیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد تهران شمال، تهران، ایران.

چکیده

با توجه به  ضرورت تغییر در برنامه­های درسی تربیت معلم و آماده­سازی معلم شایسته و حرفه­ای، هدف این پژوهش، روشن ساختن چارچوب کلی شایستگی­های حرفه­ای معلمان با مطالعه­ی نظام­مند و ارائه­ی فراترکیبی از الگوهای نظری و پژوهش­های صورت گرفته  در این حوزه با تمرکز بر صلاحیت حرفه­ای معلمان و ارائه­ی مدل ادراکی آن جهت اصلاح و باز طراحی  برنامه­ی درسی تربیت معلم می­باشد.  رویکرد این پژوهش کیفی و از نوع سنتز پژوهی است که با روش تحلیل محتوا و با استفاده از راهبرد فراترکیب انجام شده و از نظر هدف، کاربردی می­باشد. جامعه­ی آماری پژوهش شامل تمام کتاب­ها(20)، مقالات(156 )، پایان نامه­ها( 16 ) و پژوهش­های  متعدد در بازه­ی زمانی(2023- 1980میلادی) در زمینه­ی صلاحیت حرفه­ای معلم در داخل و خارج از ایران می­باشد. نمونه­ی پژوهش شامل 68 مورد است که بر اساس ارتباط موضوعی و اشباع نظری داده­ها به صورت هدفمند انتخاب و داده­های پژوهش با روش تحلیل محتوا( کیفی)  مورد مطالعه قرار گرفته است که کد­گذاری و طبقه­بندی اطلاعات، 24 مؤلفه­ی پرتکرار شناسایی و از 94 مفهوم نهایی، مقولات و مضامین اصلی استخراج شدند.  براساس تحلیل محتوای استقرایی و ترکیبی مقولات، یافته­های پژوهش نشان داد که الگوی مورد نظر؛ 5 مقوله­ی اصلی  ناظر بر ابعاد صلاحیت و 10 مقوله ی پایه ناظر بر ارکان صلاحیت و نیز 25 زیر مقوله ناظر بر انواع صلاحیت است که ترسیم چارچوب ادراکی صلاحیت برنامه درسی و نیز دلالت­های آن برای  بازطراحی برنامه درسی  تربیت معلم از آن قابل تفکیک است.

کلیدواژه‌ها

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