مجله توسعه آموزش جندی شاپور اهواز

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شناسایی و تبیین شایستگی های پایه و الزامات توسعه حرفه ای مدرسان تربیت معلم در دانشگاه فرهنگیان

نویسندگان

چکیده

هدف این تحقیق شناسایی الزامات و شایستگی های پایه توسعه حرفه ای مدرسان تربیت معلم است. این پژوهش از روش کیفی و با بهره گیری از تئوری مفهوم سازی بنیادی انجام پذیرفته که پس از مصاحبه با صاحبنظران و مدرسان تربیت معلم، مفاهیم و مقوله ها از روش کدگذاری باز، محوری و انتخابی استخراج گردیده است. با توجه به حجم زیاد تحقیقات توسعه حرفه ای معلمان و اعضای هیات علمی و نبودن تحقیقات بومی و محلی در زمینه توسعه حرفه ای مدرسان تربیت معلم می توان گفت بررسی فرایند توسعه حرفه ای مدرسان تربیت معلم حلقه مفقوده ی زنجیره توسعه حرفه ای است. در طراحی چارچوب توسعه حرفه ای مدرسان تربیت معلم سه مقوله اصلی به عنوان الزامات و شایستگی های پایه قرار داده شده است. که مقوله اول توانمندی های شناختی با هفت مفهوم، مقوله دوم توانمندی های رفتاری با پنج مفهوم و مقوله سوم توانمندی های اجتماعی با شش مفهوم می باشد. این سه دسته توانمندی ها پیش نیاز ورود افراد به حرفه مدرس تربیت معلم و طی مسیر توسعه حرفه ای است. با تربیت مدرسان تربیت معلم حرفه ای می توانیم سرمایه انسانی و معلمانی توانمند تربیت کنیم که این سرآغازی برای تغییر و تحول نظام آموزشی کشور است.

کلیدواژه‌ها

عنوان مقاله [English]

Identification and Explanation of the basic Competence and Professional Development Requirements for Teacher

نویسندگان [English]

  • Neda zojaji
  • hoseain khanifar
  • taghi aghahosein
  • hamidreza yazdani

چکیده [English]

The main objective of this paper is identifying the basic competence and professional development requirements for teacher educators. This research utilizes the qualitative methods and grounded theory. After interviewing experts and teacher educators, concepts and categories of open, axial and selective coding were extracted.Due to large amount of research on professional development of teachers and faculty members, in one hand and lack of local research in this field, it can be inferred that investigation of professional development process of teacher educators is the missing link in the chain of professional development.In designing the framework of professional development of teacher educators, three main categories are considered as the basic requirements and competence. The first one is cognitive abilities with seven concepts, the second category is behavioral abilities with five concepts and the third category is social abilities with six concepts.These three categories of abilities are prerequisites for entrance to the profession of teacher educators and reaching to the professional development. Training professional teacher educators can lead to upbringing human capital, which is a beginning step towards the change of the educational system of the country.

کلیدواژه‌ها [English]

  • Professional Development of Teacher Educators
  • Cognitive abilities
  • Behavioral Abilities
  • Social Abilities
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مجله توسعه آموزش جندی شاپور اهواز
دوره 8، ویژه نامه
خرداد 1396
صفحه 149-159
فایل ها
هم رسانی
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