شناسایی نیازهای آموزشی نو معلمان در نظام تعلیم و تربیت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه تهران، تهران، ایران

2 کارشناسی‌ارشد مدیریت آموزشی، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه تهران، تهران، ایران

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

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