چارچوب مفهومی منتورینگ سرگروه‌های آموزشی در جهت توسعه حرفه‌ای معلمان دوره آموزش ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، ایران.

2 عضو هیئت‌علمی گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران.

چکیده

پژوهش حاضر با هدف ارائه چارچوبی برای کاربرد منتورینگ توسط سرگروه‌های آموزشی در توسعه حرفه‌ای معلمان دوره آموزش ابتدایی صورت گرفته است. این پژوهش با رویکرد کیفی و با استفاده از روش پژوهش داده بنیاد از نوع نظام‌مند انجام شده است. این روش با هدف پاسخ به سوالات در حوزه‌هایی که مبانی نظری کافی جهت تدوین فرضیه وجود ندارد، استفاده می‌شود. جامعه پژوهش تمامی سرگروه‌های آموزشی، معلمان و مدیران مدارس آموزش ابتدایی شهرستان قاینات را در‌بر می‌گیرد. مشارکت‌کنندگان با استفاده از نمونه‌گیری هدفمند و با روش ملاک‌محور انتخاب شدند. داده‌ها به وسیله مصاحبه نیمه‌ساختاریافته با 7 نفر از سرگروه‌های آموزشی، 9 معلم آموزش ابتدایی و 5 مدیر آموزشی جمع‌آوری شد و به منظور تجزیه و تحلیل داده‌ها، کد گذاری به روش اشتراوس و کوربین در سه مرحله انجام شد: باز، محوری و انتخابی. به منظور اعتباریابی نتایج پژوهش چهار معیار لینکلن و گوبا به‌کار گرفته شد. یافته‌‌های پژوهش چارچوبی پنج عاملی را برای بکارگیری منتورینگ در توسعه حرفه‌ای معلمان ارائه داد که شامل شرایط علّی (نیاز به بهبود مستمر، ضرورت اشتراک تجارب، تطابق با تغییرات سازمانی)، شرایط زمینه‌ای (شرایط محیطی مناسب جهت اجرای منتورینگ، حمایت‌های سازمانی و شرایط حرفه‌ای)، شرایط مداخله‌گر( ابعاد آموزشی، اجتماعی، فنی، اقتصادی و فرهنگی)، راهبرد‌ها (اشتراک ایده و نظر، حضور منتور در جشنواره‌ها، کلاس و کارگاه‌های آموزشی) و پیامد‌های منتورینگ (برای منتی: افزایش شایستگی‌های حرفه‌ای، افزایش رضایت شغلی، گسترش ارتباطات موثر، و ارتقا جایگاه، و برای منتور: ارتقا منزلت اجتماعی، کسب و کاربرد تجارب جدید و افزایش حقوق) می-باشد.

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