تاریخ‌نگاری تحول دانش معلمان طی چهار دهه اخیر

پژوهش در برنامه ریزی درسی

مقاله 1، دوره 16، شماره 62، مهر 1398، صفحه 1-19   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2019.668023

نویسندگان

نسرین نصرتی¹؛ مصطفی قادری^{* 2}؛ فائزه ناطقی³

¹دکترای برنامه‌ریزی درسی دانشگاه آزاد اسلامی واحد اراک، اراک، ایران.

²دانشیار دانشگاه علامه طباطبائی، تهران، ایران.

³دانشیار دانشگاه آزاد اسلامی واحد اراک، اراک، ایران.

چکیده

هدف این مطالعه، درک روند تاریخی دانش معلمان در چهار دهه گذشته است. برای این کار مقالات و کتب پژوهشگران دانش معلمان در طی دهه‌های 80 تا 2010 میلادی از طریق فرا تحلیل مورد مطالعه قرارگرفته است. برای این منظور مقالات و کتاب‌های در دسترس و شاخص دانش معلمان مربوط به سیزده پژوهشگر برتر حوزه دانش معلمان در طی چهار دهه اخیر به‌عنوان اسناد شاخص مورد تحلیل قرارگرفته‌اند. مدل‌ها و الگوهای دانش معلمی برحسب زمان در چهار دهه تقسیم‌بندی و برحسب زمان مورد تحلیل اسنادی قرارگرفته‌اند. روند تاریخی دانش معلمان نشان می‌دهد که مطالعات دانش معلمان در دهه 80 به سمت دانش عملی معلمان، در دهه 90 به سمت دانش ضروری معلمان و در دهه 2000 به سمت تولید دانش توسط خود معلمان و در سال‌های اخیر (2000 به بعد) مدل‌های دانش معلمان به سمت مدل‌های ترکیبی دانش عملی، دانش ضروری و پژوهش‌های معلمان تغییر کرده است. مهم‌ترین مفاهیم موردبررسی در دانش معلمان به ترتیب سیر تاریخی عبارت‌اند از: معلم ژرف‌نگر یا کار اندیش، معلم روایتگر، معلم پژوهنده، معلم حرفه‌ای و معلم متخصص.

کلیدواژه‌ها

دانش معلمان؛ دانش ضروری معلمان؛ معلم ژرف‌نگر؛ معلم روایتگر؛ معلم پژوهنده

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