شناسایی و تبیین ابعاد، مؤلفه‌ها و شاخص‌های شایستگی معلم به‌مثابه یادگیرنده مادام‌العمر: یک مطالعه سنتز پژوهی

پژوهش در برنامه ریزی درسی

دوره 19، شماره 74، آذر 1401، صفحه 114-130   

نوع مقاله: مقاله مروری

شناسه دیجیتال (DOI): 10.30486/jsre.2022.1958670.2158

نویسندگان

طاهره احمدی¹؛ پروین صمدی^{* 2}؛ پروین احمدی³

¹دانشجوی دکتری - گروه مدیریت و برنامه ریزی آموزشی-دانشکده علوم تربیتی و روان شناسی دانشگاه الزهرا (س) تهران ایران

²دانشیارگروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران

³دانشیار گروه مدیریت و برنامه ریزی آموزشی،دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا(س)، تهران، ایران

چکیده

هدف پژوهش حاضر شناسایی و تبیین ابعاد، مؤلفه‌ها و شاخص‌های شایستگی‌ معلم به‌مثابه یادگیرنده مادام‌العمر در اسناد مرتبط بود. رویکرد پژوهش از نوع کیفی با راهبرد فراترکیب و با استفاده از روش سندلوسکی و باروسو است. داده‌های موردنیاز از طریق جستجو در اسناد موجود در پایگاه‌های اطلاعاتی، جمع‌آوری شد. برای جستجو در پایگاه‌های اطلاعاتی داخلی و خارجی بدون اعمال محدودیت زمانی از کلیدواژه‌های یادگیری مادام‌العمر، کنجکاوی، یادگیرنده مادام‌العمر، خودکارآمدی، هوش هیجانی، یادگیری غیررسمی و... استفاده شد. ملاک ورود اسناد شامل:1) پایان‌نامه‌ها، کتب و مقالات علمی پژوهشی با محوریت معلم به‌مثابه یادگیرنده مادام العمرکه در پایگاه‌های داخلی و خارجی انتشاریافته بود.2) موضوع پژوهش یادگیری معلم بود. حوزه پژوهش، مقالات و کتب معتبر در حوزه معلم به‌مثابه یادگیرنده مادام‌العمر است که بر اساس معیار ورود 210 مورد شناسایی و در نهایت 53 سند خارجی و 4 سند داخلی با استفاده از نرم‌افزار MaxQDA 2020 مورد تجزیه‌وتحلیل قرار گرفت. جهت اعتبار بخشی به یافته از روش مثلث سازی منابع داده ها استفاده شد. با تجزیه و تحلیل اسناد، 96 مفهوم استخراج و در قالب 57 مفهوم هم دسته گردید. درنهایت مفاهیم هم دسته ذیل 4 مفهوم نهایی «مکانیسم‌ فردی (مهارت‌های فراشناختی، ویژگی‌های شخصیتی، مهارت‌های ارتباطی و میان فردی)»، مکانیسم انگیزشی (باور، انگیزه و مهارت‌های هیجانی)، «مکانیسم سواد اطلاعاتی و فناوری (صلاحیت‌های دیجیتالی، آشنایی باسواد اطلاعاتی، تعامل با فناوری در گستره زندگی)» و «مکانیسم‌ کنشگری (کنشگری در فرایند یاددهی- یادگیری، تأمل، یادگیری حرفه‌ای، توانایی فکری، هویت حرفه‌ای رشد یافته، آشنایی با مدیریت دانش پداگوژیک، تسلط بر زبان خارجی)» قرار گرفتند.

کلیدواژه‌ها

شایستگی؛ سنتزپژوهی؛ معلم؛ یادگیرنده مادام العمر

مراجع

Acar, I. H. & Ucus, S. (2017). The characteristics of elementary school teachers’ lifelong-learning competencies: A convergent mixed-methods study. Kuram ve Uygulamada Egitim Bilimleri, 17(6), 1833-1852. doi:10.12738/estp.2017.6.0082

Aharonian, N. (2021). Making it count: teacher learning in liminal spaces. Professional Development in Education, 47(5), 763-779.

Akbari, Narges; Aiti, Mohsen, Zare Moghadam, Ali and Pourshafei, Hadi (2015). Lifelong        learning is a necessity for teachers, the role of knowledge management facilitator, the 8th National Conference of the Philosophy of Education Association of Iran, Ahvaz, https://civilica.com/doc/759068

Akbari, Narges; Aiti, Mohsen; Zare Moghadam, Ali; Pourshafi, Hadi. (2015). The effect of the knowledge management process on lifelong learning literacy of second year secondary language teachers. Education Technology, 12(1), 49-58.

Akbaşlı, S. & Durnalı, M. (2018). The perception of administrators, teachers, and master trainers working for public education centers regarding key competencies of lifelong learning. Springer Proceedings in Complexity, 493-509. doi:10.1007/978-3-319-64554-4_35

Akyol, B. (2016). Teacher self-efficacy perceptions, learning oriented motivation, lifelong learning tendencies of candidate teachers: A modeling study. Egitim Arastirmalari - Eurasian Journal of Educational Research, 2016(65), 19-34. doi:10.14689/ejer.2016.65.02

Anagnou, E. & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers' professional development in the context of informal learning. Review of European Studies, 6(1), 133-142. doi:10.5539/res.v6n1p133

Aown, N. M. (2011). A place for informal learning in teaching about religion: The story of an experienced non-Muslim teacher and her learning about Islam. Teaching and Teacher Education, 27(8), 1255-1264. doi:10.1016/j.tate.2011.07.005

Ardalan, Abdul Maleki, Jamal, Ahmadi, Mohsen, Heydari Sureshjani Vamani. (2019). The role of information literacy in the lifelong learning of smart school teachers in Panj district of Tehran. New Educational Thoughts, 16(3), 117-144.

Aykaç, M. Kögce, D. & Aslandag, B. (2020). The Investigation of Mathematics Teachers' Perceptions of Lifelong Learning Competencies. Educational Policy Analysis and Strategic Research, 15(3), 122-139.

Bozdemir Yuzbasioglu, H. Askin Tekkol, I. & Faiz, M. (2020). Investigation of Primary School Teacher Candidates' Lifelong Learning Tendencies And Emotional Intelligence Levels. Cukurova University Faculty of Education Journal, 49(1), 352-381. doi:10.14812/cufej.595336

Caena, F. & Vuorikari, R. (2021). Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence. European Journal of Teacher Education. doi:10.1080/02619768.2021.1951699

Çaǧirgan Gülten, D. Yaman, Y. Deringöl, Y. & Özsari, I. (2011). Investigating the relationship between curiosity level and computer self efficacy beliefs of elementary

 

teachers candidates. Turkish Online Journal of Educational Technology, 10(4), 248-254.

Cetin, S. & Cetin, F. (2017). Lifelong Learning Tendencies of Prospective Teachers. Journal of Education and Practice, 8(12), 1-8.‏

çimili-Gök, E. B. (2020). Teachers' lifelong learning tendencies and the role of in-service training activities of the ministry of national education. In (Ed.), Changing Educational Paradigms: New Methods, Directions, and Policies (pp. 121-137): Peter Lang AG.

Danielowich, R. (2007). Negotiating the conflicts: Reexamining the structure and function of reflection in science teacher learning. Science Education, 91(4), 629-663. doi:10.1002/sce.20207

de Sonneville, J. (2007). Acknowledgement as a key to teacher learning. ELT Journal, 61(1), 55-62. doi:10.1093/elt/ccl045

Demir, Ö. & Doganay, A. (2019). An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales' Level of Predicting Pre-Service Teachers' Lifelong Learning Trends. International Journal of Progressive Education, 15(5), 131-148.

Demirel, M. & Yagci, E. (2012). PERCEPTIONS OF PRIMARY SCHOOL TEACHER CANDIDATES ABOUT LIFELONG LEARNING. Hacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of Education, 100-111.

Dhaliwal, M. K. (2015). Teachers becoming lifelong learners. The Business & Management Review, 5(4), 259

Dumancic, M. Zovko, V. & Maletic, F. (2009, Oct 17-19). Support for the development of a model for lifelong learning of teachers in the Republic of Croatia - Faculty of Teacher Education. Paper presented at the 8th WSEAS International Conference on Education and Educational Technology (EDU'09), Univ Genova, Genoa, ITALY.

Eksi, H. Özgenel, M. & Aksel Çiftçi, Ç. (2021). The Predictive Role of Innovation Management with Lifelong Learning on Individual Innovativeness: An Examination on Teachers. International Journal of Educational Leadership and Management, 9(2), 176-150. doi:10.17583/ijelm.2021.5928.

Elfert, M. (2019). Lifelong learning in Sustainable Development Goal 4: What does it mean for UNESCO’s rights-based approach to adult learning and education? International Review of Education, 65(4), 537-556.‏

Eschenbacher, S. & Fleming, T. (2020). Transformative dimensions of lifelong learning: Mezirow, Rorty and COVID-19. International Review of Education, 66(5), 657-672.‏

Fedeli, L. PumiliaGnarini, P. M. Favaron, E. Pacetti, E. Bishop, J. & Guerra, L. (2013). Teacher Training and Social Media: Using a Multi-Author Blog for Lifelong Learning.

Feng, L. & Ha, J. L. (2016). Effects of teachers' information literacy on lifelong learning and school effectiveness. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1653-1663. doi:10.12973/eurasia.2016.1575a

Finsterwald, M. Wagner, P. Schober, B. Lüftenegger, M. & Spiel, C. (2013). Fostering lifelong learning–Evaluation of a teacher education program for professional teachers. Teaching and Teacher Education, 29, 144-155.

Graven, M. (2004). Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence. Educational Studies in Mathematics, 57(2), 177-211. doi:10.1023/B:EDUC.0000049277.40453.4b

Gungoren, C. (2019). Examination of Preservice Teachers' Lifelong Learning Trends by Online Information Searching Strategies. Malaysian Online Journal of Educational Technology, 7(4), 60-80.

Hancock, V. E. (1993). Information Literacy for Lifelong Learning. ERIC Digest.

Huang, A. Klein, M. & Beck, A. (2020). An exploration of teacher learning through reflection from a sociocultural and dialogical perspective: professional dialogue or professional monologue? Professional Development in Education, 1-15. doi:10.1080/19415257.2020.1787192

Ilgaz, G. & Eskici, M. (2019). Examination of Teacher Candidates' Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability. Sustainability (Switzerland), 11(1). doi:10.3390/su11010023

Kan, A. Ü. & Murat, A. (2020). Examining the self-efficacy of teacher candidates’ lifelong learning key competences and educational technology standards. Education and Information Technologies, 25(2), 707-724.

Karatas, K. Senturk, C. & Teke, A. (2021). The mediating role of self-directed learning readiness in the relationship between teaching-learning conceptions and lifelong learning tendencies. Australian Journal of Teacher Education (Online), 46(6), 54-77.

Karimi, Siddique; Nasr, Ahmadreza & Sharif, Mustafa (2015). Challenges of the university in compiling content suitable for lifelong learner competencies, 13(50), pp. 14-26.

Kinay, I. & Suer, S. (2020). Investigation of relationship between prospective teachers' learning beliefs and state of individual innovativeness. Cypriot Journal of Educational Sciences, 15(3), 604-618. doi:10.18844/cjes.v15i3.4642

Kokanović, T. (2019). The importance of lifelong learning in developing preschool teachers’ professional competence. Croatian Journal of Education, 21(Special Edition 1), 47-59. doi:10.15516/cje.v21i0.3494

Kozikoglu, I. & Onur, Z. (2019). Predictors of lifelong learning: Information literacy and academic self-efficacy. Cypriot Journal of Educational Sciences, 14(4), 492-506.

Lohman, M. C. (2006). Factors influencing teachers' engagement in informal learning activities. Journal of Workplace Learning, 18(3), 141-156. doi:10.1108/13665620610654577

Luban, F. (2005). Lifelong Learning and Knowledge Management. Economia. Seria Management, 8(1), 98-117.‏

Maleki, Soghari; Mehromhammadi, Mahmoud (2016), Narrative as a tool for reflection and professional growth; The experience of student teachers in internship, two quarterly journals of theory and practice in the curriculum, 5(10), pp. 154-127.

McAndrew, P. Clow, D. Taylor, J. & Aczel, J. (2004). The evolutionary design of a Knowledge Network to support knowledge management and sharing for lifelong learning. British Journal of Educational Technology, 35(6), 739-746.‏

Mehr Mohammadi, Mahmoud (2014). Rereading the teacher's relationship with new technologies: two super-competences, a speech at a high-level meeting of consensus on the use of new technologies, especially electronic tools in improving the quality of teaching and learning: Tehran.

Ng, B. (2019). Identifying the profile of a potential lifelong learner. New Waves-Educational Research and Development Journal, 22(1), 1-13.

Norman, M. & Hyland, T. (2003). The role of confidence in lifelong learning. Educational Studies, 29(2-3), 261-272...

Potyrała, K. & Tomczyk, Ł. (2021). Teachers in the lifelong learning process: examples of digital literacy. Journal of Education for Teaching, 47(2), 255-273.

Probert, E. (2009). Information literacy skills: Teacher understandings and practice. Computers & Education, 53(1), 24-33.‏

publishing company Inc,

 

Răducu, C. M., & Stănculescu, E. (2022). Personality and socio-demographic variables in teacher burnout during the COVID-19 pandemic: a latent profile analysis. Scientific reports, 12(1), 1-12.‏

Şahan, H. H. (2020). The Relationship of Prospective Teachers' Educational Philosophy and Life-long Learning Tendencies to their Teaching-learning Process Competencies. Pegem Egitim ve Ogretim Dergisi, 10(4), 1325-1367. doi:10.14527/pegegog.2020.040

Sandelowski M, Barros J. (2007). Handbook for synthesizing qualitative research, Springer

Sarmadi, Mohammad Reza; Saif, Mohammad Hassan; Talebi, Saeed; Abdi, Samad. (2009). Examining the factors related to the academic achievement of third middle school students based on the results of the TIMSS-R test and providing a path analysis model to investigate the effect of each factor on Educational progress, new educational approaches, 5(1 series 11), www.sid.ir/fa/Journal/ViewPaper.aspx?ID=138265‏

Scharber, C. Peterson, L. Baskin, K. Cabeen, J. Gustafson, D. & Alberts, J. (2021). A Research-Practice Partnership about K12 Technology Integration: Technology as a Catalyst for Teacher Learning through Failure and Creative Risk-Taking. TechTrends, 65(4), 626-635. doi:10.1007/s11528-021-00621-9

Scholars, Zahra and Farzad, Wali Elah. (1385). Evaluation of professional skills of primary school teachers. Educational Innovations, 5(18), 135-170. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=69090

Selvi, K. (2010). Teachers’ competencies. Cultura International Journal of Philosophy of Culture and Axiology, 7(1), 167-175.

Şentürk, Ş. (2019). Investigation of pre-service teachers' techno-pedagogical skills and lifelong learning tendencies. Participatory Educational Research, 6(2), 78-92.

Shafiei Sarostani, Maryam and Khalifa, Hamzeh and Azizi, Ramin (2015). Lifelong learning of teachers with the help of lesson research process, 8th National Conference of the Philosophy of Education Association of Iran, Ahvaz, https://civilica.com/doc/759121

Tamášová, V. (2015). Professional and career development of vocational subject teachers as a trend in the lifelong learning of teachers. Acta Technologica Dubnicae, 5(1), 1-20.

Tammets, K. (2012). Meta-analysis of Nonaka & Takeuchi’s knowledge management model in the context of lifelong learning. Journal of Knowledge Management Practice, 13(4), 1-15.

Tang, S. Y. F. Wong, A. K. Y. Li, D. D. Y. & Cheng, M. M. H. (2020). Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence. Teaching and Teacher Education, 96. doi:10.1016/j.tate.2020.103180

Tarc, P. & Antonelli, F. (2010). Teachers' learning and work relations: (Shifting) engagements and challenges. In کتاب (Ed.), Lifelong Learning in Paid and Unpaid Work: Survey and Case Study Findings (pp. 155-172): Routledge Taylor & Francis Group.

Tenekeci, F. & Uzunboylu, H. (2020). Determining the relationship between the attitudes of private teaching institution teachers towards lifelong learning and their competence. International Journal of Learning and Teaching, 12(1), 1-16.‏

Tommons, Jonathan; Ingleby, Ivan (2017). Concepts of adult education and lifelong learning in simple and practical language, Tehran: Nosharchapar

Tour, E. (2017a). Teachers' personal learning networks (PLNs): Exploring the nature of self‐initiated professional learning online. Literacy, 51(1), 11-18.

Tour, E. (2017b). Teachers’ self-initiated professional learning through personal learning networks. Technology, Pedagogy and Education, 26(2), 179-192.

Tovkanets, H. (2018). Lifelong learning in enhancing professional teacher training in the European countries. Порівняльна професійна педагогіка(8 (2)), 23-27.

UIL. (2018b). UNESCO holds international consultative meeting to look at the governance of lifelong learning [webnews 18 October 2018]. Hamburg: UIL. Retrieved 24 April 2019 from http://uil. unesco.org/unesco-holds-international-consultative-meeting-look-governance-lifelong-learning.

Valente, J. A. (2003, Jan 27-31). In service teacher development using ICT: First step in lifelong learning. Paper presented at the Working Conference on Information and Communication Technology and the Teacher of the Future, Melbourne, Australia.

van Weert, T. J. (2006). Education of the twenty-first century: New professionalism in lifelong learning, knowledge development and knowledge sharing. Education and Information Technologies, 11(3), 217-237.

Vargas, C. (2017). Lifelong learning from a social justice perspective. Education Research and Foresight Working Papers, no. 21. Paris: UNESCO. Retrieved 24 April 2019 from https://unesdoc.unesc.org/ark:/48223/pf0000250027

Wood, N. Beavis, C. Cloonan, A. Hutchison, K. Pangrazio, L. & Sefton-Green, J. (2020). Teacher learning and the everyday digital. Australian Educational Researcher, 47(1), 183-197. doi:10.1007/s13384-019-00326-2

Yazıcı, K. Ay, E. Uslu, S. & Arık, S. (2021). The Relationship Between the Lifelong Learning Tendencies and Teacher Self-Efficacy Levels of Social Studies Teacher Candidates. Discourse and Communication for Sustainable Education, 12(1), 67-84. doi:10.2478/dcse-2021-0006

Yildiz-Durak, H. Seferoglu, S. S. & Sen, N. (2020). Some personal and professional variables as identifiers of teachers’ lifelong learning tendencies and professional burnout. Cypriot Journal of Educational Sciences, 15(2), 259-270. doi:10.18844/cjes.v15i2.3797

Yilmaz, E. & Kaygin, H. (2018). The Relation between Lifelong Learning Tendency and Achievement Motivation. Journal of Education and Training Studies, 6, 1-7.