ارائه الگوی رویکردهای تربیت دانشجو معلمان بر اساس سیاست‌های کلی نظام آموزش و پرورش

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری فلسفه تعلیم و تربیت،دانشکده علوم انسانی ،دانشگاه آزاد اسلامی واحد لامرد ، لامرد ، ایران

2 دانشیار گروه برنامه ریزی درسی، دانشکده‌ی علوم انسانی، دانشگاه آزاد اسلامی واحد لامرد، لامرد، ایران

3 دانشیار گروه علوم تربیتی، دانشکده‌ی علوم انسانی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران

4 استادیار گروه علوم تربیتی، دانشکده‌ی علوم انسانی، دانشگاه آزاد اسلامی واحد لامرد، لامرد، ایران

چکیده

هدف این پژوهش ارائه الگوی رویکردهای تربیت دانشجو معلمان بر اساس سیاست­های کلی نظام آموزش و پرورش است. این پژوهش از نظر هدف؛ کاربردی، از نظر روش گردآوری داده‌ها؛ توصیفی و از جهت شیوه اجرا، کیفی از نوع تحلیل محتوا قیاسی است که برای این منظور ابتدا داده­ها براساس فیش و ثبت اطلاعات گردآوری شدند که منجر به شناسایی مؤلفه­های مختلف رویکردهای تربیت دانشجو معلمان در کشورهای منتخب شد. جامعه تحلیلی شامل کتب، مقاله‌ها و پژوهش­هایی که به‌تربیت معلم کشورهای منتخب (ژاپن، آمریکا، فرانسه، انگلستان و ایران) پرداخته­اند، بوده است که تعداد آنها 130 جلد بود و با روش نمونه­گیری به‌صورت هدفمند و ملاک‌محور و به­شرط مرتبط بودن و به­روز‌بودن که بیشترین ارتباط با موضوع را داشتند، انتخاب شد. ابزار اندازه­گیری سیاهه تحلیل محتوای محقق‌ساخته بود. روش تحلیل داده­ها روش کدگذاری به شیوه (کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی یا گزینشی) بود. یافته­ها گویای آن بود که پژوهش­های انجام شده قبلی توسط سایر محققان تاحدودی با نتایج به­دست آمده در این پژوهش همخوانی داشته است و برخی از شاخص­ها و مؤلفه­های به­دست‌آمده در پژوهش حاضر به‌وسیله یافته‌های قبلی تأیید می­شود. پس از بررسی و مطالعات مبانی نظری و پیشینه پژوهش­ها و مستندها با مقاله‌ها و پژوهشگران 7 بعد، 28 مؤلفه و72 شاخص در قالب یافته­های پژوهش شناسایی شد که مبانی فلسفی 4 مؤلفه و 12 شاخص، مبانی روان‌شناختی 4 مؤلفه و 10 شاخص، مبانی علمی 4 مؤلفه و 9 شاخص، مبانی جامعه­شناختی 4 مؤلفه و 11 شاخص، رویکرد وفادارانه 4 مؤلفه و 9 شاخص، رویکرد سازگارانه 4 مؤلفه و 11 شاخص و رویکرد نیمه­سازگارانه 4 مؤلفه و 10 شاخص شناسایی شد. نتایج پژوهش نشان داد مسیرهای ورود به دوره­های آماده­سازی معلمان در ایران محدود است و به­طور کامل متمرکز اداره می­شود. درحالی­که در سایر کشورهای تحت بررسی از تنوع و انعطاف­پذیری قابل قبولی برخوردار است و به‌صورت نیمه­متمرکز یا غیرمتمرکز اداره می­شود. به‌طورکلی می­توان نتیجه گرفت که در آماده­سازی نوین معلمی، مهارت­ها و آموزش­های نظری، کمتر راهگشای حرفه­ای معلمان است، ازاین­رو به‌جای تأکید بر محتوا، فنون تدریس و دانش حرفه­ای، توسعه تجارب حرفه­ای معلمان مهم‌تر به نظر می­رسد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Presenting the model of student teacher training approaches based on the general policies of the education system

نویسندگان [English]

  • Saleh Rosta 1
  • Sayyed Ahmad Hashemi 2
  • Abbas Ghaltash 3
  • Ali Asghar Mashinchi 4
1 Ph.D. student of Philosophy of Education, Faculty of Humanities, Islamic Azad University, Lamard Branch, Lamard, Iran
2 Associate Professor, Department of Curriculum Planning, Faculty of Humanities, Islamic Azad University, Lamard Branch, Lamard, Iran
3 Associate Professor, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, Marovdasht Branch, Marovdasht, Iran
4 Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, Lamard branch, Lamard, Iran
چکیده [English]

The purpose of this research is to present the pattern of teacher training based on the general policies of the education system. This research is practical in terms of its objectives, and in terms of the qualitative data collection method, it is a comparative content analysis. The method of qualitative data analysis is coding. Again, the coding was central and the coding was selective or selective. The results of the qualitative part showed that the conceptual model of the foundations and approaches of teacher training in selected countries and Iran was identified in 7 dimensions, 28 components and 72 indicators in the form of the findings of the qualitative part. In the philosophical foundations of the teacher training system of selected countries, there are 4 components and 12 indicators, in the psychological foundations, 4 components and 10 indicators, in the scientific foundations, 4 components and 9 indicators, in the sociological foundations, 4 components and 11 indicators, in the loyal approach, 4 components and 9 indicators. In the adaptive approach, 4 components and 11 indicators were identified, and in the semi-adaptive approach, 4 components and 10 indicators were identified. The findings showed that the entry paths to teacher preparation courses in Iran are limited and are completely centralized. While in other countries under investigation, it has acceptable diversity and flexibility and is managed in a semi-centralized or decentralized manner.

کلیدواژه‌ها [English]

  • Teacher training
  • Japan
  • the United States
  • France
  • England
  • Iran
  • the general policies of the education system
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