ارائه مدلی برای معلم اثربخش و بررسی تناسب آن با استلزامات اسناد بالادستی نظام آموزش‌وپرورش ایران

پژوهش در برنامه ریزی درسی

مقاله 1، دوره 14، شماره 55، اسفند 1396، صفحه 1-14   

نوع مقاله: مقاله پژوهشی

نویسندگان

جمال رزی¹؛ محمدرضا امام جمعه^{* 2}؛ غلامعلی احمدی²

¹دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

²دانشیار گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

چکیده

هدف این پژوهش، شناسایی ابعاد و مؤلفه‌های معلم اثربخش در مطالعات قبلی، ارائة مدلی جامع بر اساس آن و همچنین بررسی وجوه اشتراکی و افتراقی مدل به‌دست‌آمده با اسناد بالادستی نظام آموزش‌وپرورش ایران است. روش پژوهش کیفی و از نوع تحلیل اسنادی است که با استفاده از روش استنتاج مبتنی بر تحلیل مفاهیم و مفهوم‌پردازی مجدد شکل‌گرفته است. جامعة آماری پژوهش، شامل کلیه متون نظری و پژوهشی داخلی و خارجی در دسترس، مراجع مرتبط و اسناد بالادستی نظام آموزش‌وپرورش کشور جمهوری اسلامی ایران است و با استفاده از روش نمونه‌گیری هدفمند 40 سند که به‌صورت خاص به حوزة معلم اثربخش، بررسی ابعاد، ویژگی‌ها و مؤلفه‌های معلم اثربخش پرداخته بودند، انتخاب گردیدند. ابزار گردآوری داده‌ها چک‌لیست بوده که روایی صوری، محتوایی آن مورد تائید 3 نفر از متخصصان دانشگاهی قرار گرفت و با روش آزمون مجدد، پایایی آن 91/ به دست آمد. عمده‌ترین یافته‌ها مبین شناسایی 6 بعد صلاحیت‌های حرفه‌ای (با 3 مؤلفه)، ویژگی‌های شخصیتی (با 9 مؤلفه)، مدیریت کلاس درس (با 5 مؤلفه)، مهارت‌های تدریس (با 10 مؤلفه)، نظارت و پایش (با 5 مؤلفه) و ارزشیابی (با 5 مؤلفه) است و بر این اساس، مدل معلم اثربخش طراحی گردید. در مقایسه مدل به‌دست‌آمده با اسناد بالادستی، 2 مؤلفه در بعد ویژگی‌های شخصیتی،2 مؤلفه در بعد مدیریت کلاس درس، 2 مؤلفه در بعد مهارت‌های تدریس، 3 مؤلفه در بعد ارزشیابی، 1 مؤلفه در بعد صلاحیت‌ها، 4 مؤلفه در بعد نظارت و پایش مشترک بوده، همچنین 5 مؤلفه مربوط به صلاحیت‌ها، ابعاد درس پژوهی با 2 مؤلفه و ساحت‌های تربیتی با 2 مؤلفه از جمله وجوه افتراقی بوده است.

کلیدواژه‌ها

معلم اثربخش؛ ابعاد و مؤلفه‌های معلم اثربخش؛ مدل معلم اثربخش؛ اسناد بالادستی

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