شناسایی نیازهای آموزشی نو معلمان در نظام تعلیم و تربیت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 دانشگاه تهران

چکیده

پژوهش حاضر باهدف شناسایی نیازهای آموزشی نو معلمان انجام شد. روش پژوهش ازنظر هدف کاربردی و به لحاظ نحوه گرده آوری یافته‌ها کیفی و به شیوه مرور نظام‌مند بوده است. به‌منظور تحقق هدف پژوهش به‌مرور منظمپیشینۀ پژوهشی بر مبنای الگوی سندلوسکی و باروسو (2006) در پایگاه‌های اطلاعاتی داخلی (مگیران، مرکز اطلاعات جهاد دانشگاهی و سیویلیکا) پرداخته شد.سپس از بین 650 سند پژوهشی شناسایی‌شده، 22 مورد انتخاب و با استفاده از راهبرد تحلیل مضمون بررسی گردید. به‌منظور تعیین اعتبار از ابزار برنامه مهارت‌های ارزیابی اساسی گلین (2006) و پایایی تحقیق نیز از طریق روش توافق بین دو کدگذار و با مقدار کاپای 73% برآورد شد. تحلیل یافته‌های حاصل از بررسی مستندات نهایی منجر به شناسایی 24 مفهوم اصلی گردیدکه براساس مدل شایستگی در قالب 4 مؤلفه کلی‌تر شامل؛ نیازهای مرتبط بادانش (تسلط بر محتوای درسی، سواد ICT، دانش مرتبط با پداگوژی، رویکردهای یادگیری و هنرهای نمایشی)، نیازهای مرتبط بامهارت (به‌کارگیری ICT در فرایند یاددهی – یادگیری، تجزیه‌وتحلیل محتوای درسی، برقراری ارتباطات اجتماعی، مدیریت زمان، نظارت و ارزشیابی مبتنی بر شایستگی و پژوهشگری)، نیازهای مرتبط با توانایی (توانایی بیان سریع و شفاف ایده، ایجاد انگیزه در دانش‌آموزان، حل مسئله و تفکر انتقادی، برقراری عدالت در برخورد با دانش‌آموزان و مدیریت بر خود) و نیازهای مرتبط با نگرش (نگرش مثبت به کاربرد فناوری اطلاعات و ارتباطات در فرایند یاددهی-یادگیری، ارزش قائل شدن به حرفه‌ی معلمی، علاقه به کسب علم و دانش و به‌روزرسانی آن، تعهد به حرفه‌ی معلمی، نگرش مثبت به تفاوت‌های فرهنگی، مذهبی و قومی، شوخ‌طبعی، اعتقاد به یادگیری مادام‌العمر) دسته‌بندی گردید

کلیدواژه‌ها


Alimohammadi, G., jabbary, N., & Niazazari, K. (2019). Professional empowerment of teachers in the future perspective along with a model. Journal of Educational Innovations18(1), 7-32. [In Persian] https://doi.org/10.22034/jei.2019.88531
Barbazette, J. (2006). Training needs assessment: Methods, tools, and techniques. John Wiley & Sons.
Batane, T. & Ngwako, A. (2017). Technology use by pre-service teachers during teaching practice: Are new teachers embracing technology right away in their first teaching experience? Australasian Journal of Educational Technology33(1), 12-20.‏ https://doi.org/10.14742/ajet.2299
Ben, J., Andrés, S. H., & Steffen, K. (2012). TALIS The experience of new teachers results from TALIS 2008: Results from TALIS 2008. OECD publishing.‏
Dutt, A. Tan, M. Alagumalai, S. & Nair, R. (2019). Development and validation of the ability in behaviour assessment and interventions for teachers using the Delphi technique and research analysis. Journal of autism and developmental disorders49 (5), 1976-1987.‏ https://doi.org/10.1007/s10803-019-03887-4
Eun, S. H. (2020). Analyze training needs to develop the strategic leadership of fundamentalists. Journal of Practical Engineering Education, 12 (1), 231-242.
Evans, R. E., Craig, P., Hoddinott, P., Littlecott, H., Moore, L., Murphy, S., & Moore, G. (2019). When and how do ‘effective’interventions need to be adapted and/or re-evaluated in new contexts? The need for guidance. Journal of Epidemiology and Community Health, 73(6), 2018-210840. https://doi.org/10.1136/jech-2018-210840
Farahani, S. (2013). Assessing the needs of student teachers in the field of educational sciences, (primary education) Arak Farhangian University and matching the needs with the educational courses of that field. MA thesis submitted in Department of Psychology and Educational Sciences, Al-Zahra University, master's thesis. [In Persian]
Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education130, 81-93.‏ https://doi.org/10.1016/j.compedu.2018.11.010
Galut, M. N. (2024). Pedagogical Journey of Pre-service Teachers: Stories to Tell. International Journal of Scientific & Engineering Research, 7(9), 16. https://doi.org/ 10.22158/jar.v8n1p16
Gholimotlagh, M. (2019). Educational Needs Analysis of Sellers Developing an Ethical Assessment Scale. Journal of Business Management11(1), 163-178. [In Persian] https://doi.org/10.22059/jibm.2018.252291.2953
Gregory, M. E. &. Nyein, K. P.  (2020). Needs Assessment and Stakeholders in Medical Simulation Curriculum Development. In StatPearls [Internet]. Staples Publishing.
Hajilo, A., Bahmanpour, H., Zaimdar, M., & Taqavi, L. (2019). Identifying the environmental training needs of Tehran municipality employees and providing a training model based on the DACUM model. Environmental Science and Technology Quarterly, 21(2), 267-283. [In Persian] https://doi.org/10.22034/JEST.2019.13968
Harju, V. & Niemi, H. (2018). Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context. European Journal of Teacher Education41(5), 670-687.
‏ https://doi.org/10.1080/02619768.2018.1529754
Hatlevik, O. E., & Gudmundsdottir, G. B, (2020). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
Hiebert, J. & Stigler, J. W. (2017). Teaching versus teachers as a lever for change: Comparing a Japanese and a US perspective on improving instruction. Educational Researcher46(4), 169-176.‏ https://doi.org/10.3102/0013189X17711899
Hosseinpour, D., & Kermanshahi, S. (2015). Designing a competency-based organization model, with an emphasis on strategic competency management. Quarterly Journal of Resource Management in Police Force, (16), 11-38. [In Persian]
Ibrahim, M. A. Yew, W. T. & Abed Razak, N. B. (2020). Effectiveness of Mathematics Teacher Education Training in Nigeria: An Assessment of Pre-service Mathematics Teachers’ Learning Needs. International Journal of Pedagogical Development and Lifelong Learning1 (1), ep2003.‏ https://doi.org/10.30935/ijpdll/8313
Jafarian Yasar, H., Jafarian Yasar, F. (2018). Developing professional qualifications of student teachers with an emphasis on internship. Internship studies in teacher training, 1(1), 54-76. [In Persian]
Karami, M., Karami, Z., & Attaran, M. (2012). Development of content knowledge and teaching skills of student teachers through the integration model of problem-based learning and information and communication technology. Information and communication technology in educational sciences, 3, 151-173. [In Persian]
Khorooshi, P., Nasr Isfahany, A. R., Mirshahjafari, S. E., & Mosapour, N. (2017). The Conceptual Model of the Expected Competencies of Teacher-Students in Farhangiyan University according to Experts. Educational Measurement and Evaluation Studies, 7(18), 169-199. [In Persian]
Luft, J. A. Dubois, S. L. Nixon, R. S. Campbell, B. K. & Bang, E. J. (2014). Newly hired teachers of science: A review of research in the field. In Annual Meeting of the Association for Science Teacher Education. San Antonio, TX.‏
Maghsoodi, M. (2017). Examining the professional qualification of Farhangian University graduates. The 5th National Conference of English Studies (teaching and learning, literature and translation), Ahvaz. [In Persian]
Mahdavi, M., Maleki, H., Mehrmohammadi, M., & Abbaspour, A. (2016). A comparative study on the teacher education curriculums at the elementary levels based on the competency-based approach in Malaysia, India and Iran. Journal of Curriculum Studies, 11(41), 23-64. [In Persian] DOR: 20.1001.1.17354986.1395.11.41.2.0
Mahmud, H., & Sanusi, S. (2021). Training, Managerial Skills, And Principal Performance At Senior High Shool In North Luwu Regency. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 5(2), 27-39. https://doi.org/10.33650/al-tanzim.v5i2.2150
Malone, K., & Supri, S. (2012). A critical time for medical education: the perils of competence-based reform of the curriculum. Advances in health sciences education, 17(2), 241-246. https://doi.org/10.1007/s10459-010-9247-2
McCormick, L. C. Reel, J. J. Alperin, M. Lloyd, L. M. & Miner, K. R. (2017). Strategic approach to assess training needs across a diverse region. Pedagogy in Health Promotion3, 28S-34S.‏ https://doi.org/10.1177/2373379917697064
Mollaeenezhad, A. (2012). The desired professional qualifications of primary school trainee teachers. Journal of Educational Innovations11(4), 33-62. [In Persian]
Mulyono, B. (2020). Mathematical modelling skills of prospective mathematics teachers in problem-solving. In Journal of Physics: Conference Series, 1480, 1, 012003. IOP Publishing. https://doi.org/10.1088/1742-6596/1480/1/012003
Nasirzadeh, A., Salimabadi, M., & Iranmanesh, F. (2020). Examining the needs of faculty members of Rafsanjan University of Medical Sciences in 2017: Application of the consensus approach: a descriptive study. Scientific Journal of Rafsanjan University of Medical Sciences, 19(3), 279-294. [In Persian] https://doi.org/10.29252/jrums.19.3.279
Noori, K., Yazdani, H., & Khanifar, H. (2019). Choosing training needs assessment methods using with TOPSIS Technique. Journal of Educational Planning Studies8(15), 96-120. [In Persian] https://doi.org/10.22080/eps.2019.2495
Nurkamto, J. (2018). Empowering Efl Teachers In The Disruptive Technology Era By Fostering Teacher Autonomy. In Eltic Conference, 3, 1.
Panselinas, G. Polymers, G. Efopoulos, V. P. Gigolos, G. Kotini, I. & Tzelepi, S. (2019). Greek Computer Science Teachers’ Training Needs Assessment. European Journal of Engineering Research and Science, 12, 28-32.‏ https://doi.org/10.24018/ejers.2019.0.CIE.1293
Paschal, M. J. (2023). Ethics in the Teaching Profession: A Practical Approach to Teachers' Professionalism. International Journal of Social Sciences and Educational Studies, 10(3), 82-94. https://doi.org/10.23918/ijsses.v10i3p82
Rahimian, S. (2015). Assessment of chemistry teachers' knowledge of green chemistry in order to provide a suitable educational content model. MA thesis submitted in Shahid Rajaee Tarbiat University. [In Persian]
Ramesh, P. Thammi Raju, D. Reddy, K. M. Krishnan, P. Biswas, A. & Umamaheshwari, T. (2019). Perception of teaching competencies by administrators, faculty and students of Indian agricultural universities: an assessment of faculty training needs. The Journal of Agricultural Education and Extension, 25 (4), 337-359.‏ https://doi.org/10.1080/1389224X.2019.1609997
Saafi A. (2019). Hundred Years of Teacher Training in Iran: Opportunities, Threats, and Future Outlook. Quarterly Journal of Education, 35 (2), 83-106. [In Persian] DOR: 20.1001.1.10174133.1398.35.2.4.3
Shah, D. (2017). Training Needs Assessment of Heads of Islamabad Model Schools. Performance Improvement, 56 (3), 19-27.‏ https://doi.org/10.1002/pfi.21681
Shemshadi, S, Khazai, B, Asefi, G, Yari. F (2015). Examining the professional qualifications of student teachers in Iran with a native Islamic approach. The first international humanities conference with a native-Islamic approach and with an emphasis on modern researches. [In Persian]
Slingerland, M. Borghouts, L. Jans, L. Weeldenburg, G. Van Dokkum, G. Vos, S. & Haerens, L. (2017). Development and optimization of an in-service teacher training program in motivational assessment in physical education. European physical education review23 (1), 91-109.‏ https://doi.org/10.1177/1356336X16639212
Taghizadeh, R. (2018). Familiarity with sampling and application in quantitative and qualitative research. The 5th International Conference on Research Approaches in Humanities and Management. [In Persian]
Talebzadeh, M, Arefi, M, Mohammadi, H (2008). Educational needs assessment of middle school teachers in Bandar Abbas city from the point of view of teachers and administrators. Career and Organizational Counseling, 2(2), 281-303. [In Persian]
Tashakkori, M. (2020). The Competency Model of Police’s Human Capital: A Case Study of the Late Imam Khomeini’s Views. NAJA Strategic Studies Journal5(15), 113-138. [In Persian] https://doi.org/20.1001.1.25381946.1399.5.15.5.9
Tohidipour, H. (2014). Educational needs assessment of Bank Sepeh branches in Mashhad in a competitive environment. MA Thesis submitted in Shahrood Azad University. [ In Persian]
Valizadeh, M. (2019). EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey. Advances in Language and Literary Studies10 (6), 53-62. https://doi.org/10.7575/aiac.alls.v.10n.6p.54
Zahoor, F. Jumani, N. B. & Malik, S. (2019). Professional Qualifications and Competencies of Teacher Educators and Subject Teachers of Education: Gender Wise Analysis. Global Regional Review4(4), 158-167.‏ https://doi.org/10.31703/grr.2019(IV-IV).18
Zimmer, L. (2006) Qualitative Meta-Synthesis: A Question of Dialoguing with Texts. Journal of Advanced Nursing, 53(3), 11-18. https://doi.org/10.1111/j.1365-2648.2006.03721.x