تأمل بر قابلیت های فردی مدرسی از نگاه مدرسان تربیت معلم ایران و کانادا

نوع مقاله : مقاله پژوهشی

نویسنده
زهره عباباف
استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
10.61838/KMAN.IRPHE.30.2.7
چکیده
مطالعه و تأمل بر قابلیت‌های فردی مدرسی به لحاظ نقشی که مدرسان در زمینه تعلیم و تربیت دانشجویان، تولید علم، توسعه و تحول اجتماعی دارند از اهمیت ویژه‌ای برخوردار است. این موضوع از نگاه مدرسان خبره حوزه تربیت معلم مبتنی بر یک طرح پژوهش کیفی با رویکرد پدیدارشناختی مورد کاوش قرار گرفت. مشارکت کنندگان در این پژوهش به شیوه هدفمند بر اساس 3 ملاک: تجربه تدریس در حوزه تربیت معلم، مرتبه استادی برای مدرسان کشور کانادا و دو دهه تجربه تدریس برای مدرسان دانشگاه فرهنگیان، و لحاظ کردن تنوع گروه‌ها به تعداد 18 مدرس از کشورهای ایران و کانادا انتخاب شدند. شیوه جمع آوری داده‌ها بر اساس مصاحبه انفرادی و نیمه ساختار یافته به کمک سوال‌های باز پاسخ بوده است. داده‌های حاصل از مصاحبه‌ها بر مبنای استقرای تحلیلی مورد تحلیل قرار گرفتند. از تحلیل داده‌ها 7 حیطه قابلیت فردی استنباط شد. حیطه‌های انگیزش و تعهد حرفه‌ای، استراتژیک بودن و ویژگی‌های شخصی بیش از دیگر قابلیت‌های مدرسی مورد تاکید دو گروه مشارکت کنندگان بوده‌اند و طیف وسیعی از قابلیت‌های فردی را شامل شده‌اند. کنش استراتژیک با نیروی انگیزش و تعهد حرفه‌ای و با تکیه بر ظرفیت‌های شخصی در تعامل با قابلیت‌های معرفت شناختی، درون نگری، ارتباط و جمع گرایی و کنش تأملی عمل می‌کند. مقایسه یافته‌ها در دو گروه مدرسان نشان داد که علی رغم تفاوت‌های جغرافیایی و فرهنگی دغدغه‌های حرفه‌ای مشترکی در زمینه قابلیت‌های فردی مدرس تربیت معلم بودن وجود دارد اما شیوه ظهور آن‌ها متاثر از بافت و زمینه فرهنگ محیط کار است. مدرسان دانشگاه فرهنگیان بر نقش حرفه‌ای با گرایش به وظیفه مداری و مدرسان تربیت معلم کانادا بر هویت حرفه‌ای با گرایش به مساله یابی و استقلال تمرکز دارند. یافته‌های این پژوهش می‌توانند در طراحی برنامه درسی آموزش عالی تربیت مدرس و تدوین شاخص‌های ارتقای مدرسی مورد تأمل قرار گیرند.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Reflection on the Individual Capabilities of Teacher Educators based on the Perspectives of Teacher Educators in Iran and Canada

نویسنده English

Zohre Ababaf
Assistant Professor, Educational Science Department, Farhangian University, Tehran, Iran
چکیده English

The study and reflection on the individual capabilities of teacher educators are of special importance due to the role that educators play in education of the students, producing knowledge, and contributing to social development and transformation. This subject was explored from the perspective of experienced teacher educators in the field of teacher training, based on a qualitative research design with a phenomenological approach. Participants in this research were purposefully selected based on three criteria: teaching experience in teacher education, professorial rank for Canadian educators, and two decades of teaching experience for educators at Farhangian University, considering the diversity of groups. A total of 18 educators from Iran and Canada were selected. Data collection was based on individual and semi-structured interviews using open-ended questions. The data obtained from the interviews were analyzed based on analytical induction. Seven areas of individual capability were inferred from the data analysis. The areas of motivation and professional commitment, strategic nature, and personal characteristics were emphasized more than other capabilities by both groups of participants, covering a wide range of individual capabilities. Strategic action, motivated by professional commitment and relying on personal capacities in interaction with cognitive abilities, introspection, communication, collectivism, and reflective action operates. Comparing the findings of the two groups of educators showed that despite geographical and cultural differences, there are common professional concerns in the field of individual capabilities of teacher educators, but their manifestation is influenced by the cultural context of the work environment. Farhangian University educators focus on professional roles with a duty-oriented approach, while Canadian teacher educators focus on professional identity with a problem-finding and independent approach. The findings of this research can be considered in designing curriculum of educator education and in developing indicators for promoting educators.

کلیدواژه‌ها English

Higher education curriculum
teacher education
individual capabilities of educators
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  • تاریخ دریافت 28 آبان 1402
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