الگوی جاری توسعه حرفه‌ای معلمان ابتدایی استان خراسان جنوبی: رویکرد مبتنی بر نظریه داده بنیاد | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 9، دوره 14، شماره 2 - شماره پیاپی 27، 1400، صفحه 259-284 اصل مقاله (1.44 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.52547/MPES.14.2.259 | ||
| نویسندگان | ||
| مسعود طاهرپور کلانتری1؛ هادی پورشافعی* 2 | ||
| 1دانشجوی دکتری برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران | ||
| چکیده | ||
| هدف: یکی از مسائل عمده در آموزش و پرورش با توجه به گستردگی جامعة منابع انسانی به‌ویژه معلمان، تقویت منابع انسانی است. معلمان، از مهم‌ترین متغیرهای نیازمند تغییر به‌منظور بهبود سیستم‌های آموزشی شناخته می‌شوند. هدف پژوهش حاضر بررسی وضع موجود توسعه حرفه‌ای معلمان مقطع آموزش و پرورش ابتدایی است. مواد و روش‌ها: رویکرد حاکم بر پژوهش حاضر، کیفی و با روش داده بنیاد انجام گرفت. جامعه‌ی آماری شامل کلیه کارگزاران دخیل در برنامه‌های توسعه حرفه‌ای آموزگاران استان خراسان جنوبی بودند که از طریق نمونه‌گیری هدفمند از نوع ملاک‌‌محور انتخاب شدند. داده‌ها از طریق مصاحبه‌ی نیمهساختاریافته با 12 نفر از آموزگاران، 4 نفر از مدیران مدارس و 2 نفر از کارشناسان آموزش منابع انسانی آموزش و پرورش خراسان جنوبی بود. به‌منظور تجزیه و تحلیل داده‌ها از روش کدگذاری باز، محوری و گزینشی استفاده شد. جهت محرمانه ماندن هر کدام از شرکت‌کنندگان در مراحل پژوهش و رعایت اخلاق پژوهشی به هرکدام از آن‌ها یک کد اختصاص داده شد. ابزار گردآوری داده‌ها در این تحقیق، مصاحبه نیمهساختاریافته می‌باشد. برای تأمین روایی و پایایی از معیارهای لینکن و کوبا (1980) استفاده شد. در زمینه‌ی قابلیت اعتبار، از روش کنترل اعضاء شرکت‌کننده استفاده شد. در زمینه‌ی قابلیت انتقال، یافته‌ها در اختیار متخصصین قرار داده شد. در زمینه‌ی قابلیت اتکا (قابلیت اطمینان)، از روش توافق بین کدگذاران استفاده شد و در زمینه‌ی قابلیت تأیید مرور و بازخورد همتایان بکار برده شد. بحث و نتیجه‌گیری: نتایج پژوهش نشان‌دهنده‌ی سی و سه مفهوم محوری و سیزده مقوله منتخب است که در قالب مدل پنج عاملی شامل عدم برنامه مناسب و نگاه غیرحرفه‌ای به توسعه حرفه‌ای به‌عنوان مقولهی محوری و شرایط علّی (عوامل فردی و سازمانی)، عوامل زمینه‌ای (عوامل محیطی و سازمانی)، شرایط مداخله‌ای تسهیل‌گر(انگیزش، نیازسنجی و برنامه‌های توانمندسازی)، شرایط مداخله‌گر محدودکننده (چالش‌های برنامه‌ای و چالش‌های مالی و سیاست‌گذاری) راهبردها (جاری و اقدامات احساس نیاز شده) و پیامد (کاهش کاهش انگیزه و اتلاف منابع) سازمان یافت. | ||
| کلیدواژه‌ها | ||
| توسعه حرفه‌ای؛ آموزگاران؛ دوره ابتدایی؛ نظریه داده بنیاد | ||
| عنوان مقاله [English] | ||
| Current Model of Professional Development of Primary Teachers in South Khorasan Province: A Grounded Theory-Based Approach | ||
| نویسندگان [English] | ||
| Masood Taherpour Kalantry1؛ Hadi Purshafei2 | ||
| 1PhD Student in Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Birjand University, Birjand. Iran | ||
| 2Associate Professor, Department of Educational Sciences, Birjand University, Faculty of Educational Sciences and Psychology, Birjand University, Birjand. Iran | ||
| چکیده [English] | ||
| Objective: One of the major issues in education, given the expansion of the human resources community, especially teachers, is the strengthening of human resources. Teachers are one of the most important variables that need to be changed in order to improve educational systems. The purpose of this study is to investigate the current situation of professional development of primary school teachers. Materials and Methods: The approach of the present study was qualitative and based grounded theory approach. The statistical population included all the agents involved in the professional development programs of teachers in South Khorasan province who were selected through purposive sampling of the criterion type. Data were obtained through semi-structured interviews with 12 teachers, 4 school principals and 2 human resources education experts in South Khorasan. In order to analyze the data, open, axial and selective coding methods were used. In order to keep each of the participants in the research process confidential and to observe the research ethics, a code was assigned to each of them. The data collection tool in this study is a semi-structured interview. Lincoln and Cuba (1980) criteria were used to ensure validity and reliability. In the field of validity, the method of controlling the participating members was used. In the field of portability, the findings were made available to experts. In the field of reliability, the method of agreement between coders was used and in the field of peer verification and peer verification. Discussion and Conclusion: The results of the research show thirty-three central concepts and thirteen selected categories, which in the form of a five-factor model include lack of proper program and unprofessional view of professional development as a central category and causal conditions ( Individual and organizational factors), contextual factors (environmental and organizational factors), facilitator intervention conditions (motivation, needs assessment and empowerment programs), restrictive intervention conditions (program challenges and challenges) Financial and policy (strategies) (current and actions felt needed) and consequences (reduction of motivation and waste of resources) were organized. | ||
| کلیدواژه‌ها [English] | ||
| Professional Development, Teachers, Elementary School, Grounded Theory Approach | ||
| مراجع | ||
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