صلاحیت‌های دانشی و پداگوژیک معلمان

پژوهش در برنامه ریزی درسی

دوره 18، شماره 71، اسفند 1400، صفحه 45-60   

نوع مقاله: مقاله مروری

شناسه دیجیتال (DOI): 10.30486/jsre.2022.1913797.1763

نویسندگان

ابراهیم اصابت طبری¹؛ محمد نوربان^{* 2}؛ کیومرث دمساز³

¹مربی،عضو هیات علمی دانشگاه فرهنگیان تهران، تهران، ایران

²دانشیار، عضو هیات علمی دانشگاه آزاد واحد نهران جنوب، تهران، ایران

³عضو هیات علمی دانشگاه فرهنگیان تهران، تهران، ایران

چکیده

این پژوهش با هدف مطالعۀ نظام‌مند و با استفاده از پژوهش‌های انجام‌شده توسط محققان داخلی و خارجی در بیست سال گذشته در مورد صلاحیت‌های دانش و مهارت‌های تربیتی معلم (Pedagogie) به مرحلۀ اجرا درآمد. روش به کار گرفته‌شده در این تحقیق، روش مروری بوده و در این رابطه از بین 150 پژوهش‌ انجام‌شده طی بیست سال در فاصلۀ سال‌های 1378 تا سال1398 دربارۀ موضوع به ‌عنوان حوزۀ پژوهش، پژوهشگر با 43 پژوهش به سطح اشباع داده‌ای رسیدند و با استخراج نتایج به‌دست‌آمده به ‌صورت واحدهای معنایی و کدگذاری صلاحیت‌ها از نوع استقرایی،74 کد در مرحلۀ نخست ایجاد و با روش فراترکیب در 13 مقوله سازمان‌دهی شدند و در نهایت سه درون‌مایه از صلاحیت‌ها به دست آمد که عبارتند از: 1-درون‌مایۀ صلاحیت‌های پیش‌نیاز با پنج مؤلفۀ «صلاحیت‌های عمومی، مهارت‌های ارتباطی، علاقه‌مندی به حرفۀ معلمی، توسعۀ حرفه‌ای، منش معلمی».2-درون‌مایۀ صلاحیت‌های برنامۀ‌ریزی با شش مؤلفۀ «درک موضوع درسی، تطبیق برنامۀ با فراگیران، آماده‌سازی موضوع درسی برای تدریس، شناخت فراگیران و صلاحیت عمومی».3- درون‌مایۀ صلاحیت‌های اجرا و ارزشیابی با هفت مؤلفۀ «فعال‌سازی دانش‌آموزان، مدیریت کلاس درس، شناخت فراگیران، سازمان‌دهی فرایندهای یاددهی و یادگیری، مهارت‌های ارتباطی و مهارت‌های تدریس مطلوب» طبقه‌بندی گردید.

کلیدواژه‌ها

صلاحیت‌های حرفه‌ای معلم؛ دانش موضوعی معلم؛ پداگوژی؛ دانش تربیتی –موضوعی

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