مقایسه تطبیقی اجرای برنامه‌های توسعه حرفه‌ای معلمان ابتدایی در ایران و کشورهای منتخب: گامی به‌سوی عمل

نوع مقاله : مقاله پژوهشی

نویسندگان

1 * دکتری برنامه‌ریزی درسی، دانشگاه اصفهان، اصفهان، ایران.

2 دانشیار گروه علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران.

10.22099/jsli.2023.6953

چکیده

هدف این مطالعه، بررسی تطبیقی چگونگی اجرای برنامه‌های توسعه حرفه­ای معلمان ابتدایی در کشورهای ایران، آمریکا، مالزی، ژاپن، انگلستان و فنلاند بود. این پژوهش از  نوع کیفی مبتنی بر تجزیه‌و‌تحلیل مقایسه­ای با روش «جرج بردی» بوده است. انتخاب کشورها بر اساس موفقیت آن‌ها در حوزه اجرای دوره­ها و برنامه­های توسعه حرفه­ای معلمان ابتدایی  بوده است. داده‌های تحقیق از طریق مطالعة کتب و بررسی اسناد و مصاحبه نیمه‌ساختاریافته جمع‌آوری شده است. جامعه پژوهش، اسناد مرتبط با برنامه­های توسعه حرفه­ای معلمان ابتدایی در کشورهای منتخب و نیز معلمانی است که در مجتمع­های آموزشی ایران در کشورهای منتخب سابقة تدریس داشته و در زمینة توسعه حرفه­ای در این کشورها اطلاع داشتند. نمونه‌ها به‌صورت هدفمند انتخاب شدند. یافته­ها نشان داد که کشورهای منتخب در زمینه روش­های نوین یاددهی یادگیری، اجرای برنامه های درسی به‌صورت مشارکتی و گروهی، تسهیم تجارب معلمان در اجرا، کاربست فناوری اطلاعات و ارتباطات در آموزش و اجرای آموزش به‌صورت مجازی، روش‌های نوین مثل حل مسئله با رویکرد سازنده‌گرایی و پژوهش‌محور مشابه­اند اما در زمینه آموزش فردی و گروهی، بررسی تجارب معلمان در زمینه درس‌پژوهی، شبیه‌سازی، آموزش مهارت­های شناختی و همچنین نظام متمرکز آموزش با یکدیگر متفاوت‌اند. همچنین کشور ایران در زمینه توسعه حرفه­ای معلمان خود به‌صورت مقطعی و غیرتخصصی عمل می­کند. ازاین‌رو می­توان با برنامه­ریزی کلان در زمینه توسعه حرفه­ای معلمان، نیازسنجی آموزشی و در نظر گرفتن رویکردهای نوین، زمینة بهبود شرایط موجود توسعه حرفه­ای را فراهم آورد.

کلیدواژه‌ها


Aghazadeh, A. (2017). Comparative education. Tehran: The Organization for Researching and Composing University Textbooks in the Humanities (SAMT). [Persian]
Ahmadi, O., Kamalian, A. R., Yaqoubi, N. M, Ghasemi, M., & Jalali, S. (2017). Designing a model for improving the performance of staff in the interior ministry with a grounded theory approach. Resource Management in Police, 6(4), 1-34. [Persian]
Allen, N. (2020). Teachers collaborating across borders (TCAB): Online program for US and Middle East/North Africa teachers. UNC World View. University of North Carolina at Chapel Hill.
Angelique, H., Kyle, K., & Taylor, E. (2002). Mentors and muses: New strategies for academic success. Innovative Higher Education, 6(3), 195–209.
Asheghi, H., & Ghahramani, M. (2017). Developing  professional development programs for managers and staff in the branch of monetary and banking.. Quarterly Journal of training and Development of Human Resources, 3(11), 1-20. [Persian]
Ayati, M., & Ghorani Sirjani, S. (2010). Quality development of curricula by knowledge management in higher education. Journal of Higher Education Curriculum, 2(1), 153-172. [Persian]
Baker, R., Nakamura, N., Chandel, I., Howell, B., Lyalin, D., & Panin, V. M. (2018. Protein O-mannosyltransferases affect sensory axon wiring and dynamic chirality of body posture in the Drosophila embryo. Journal of Neuroscience, 38(7), 1865-1850
Beane-Katner, L. (2014). Anchoring a mentoring network in a new faculty development program. Mentoring & Tutoring: Partnership in Learning, 22(2), 91–103.
Bentahar, A., Copeland, K. D., Stevens, S. G., & Vukelich, C. J. (2021). Educational change in Saudi Arabia: Insights from one USA/KSA teacher professional development collaborative. International Education Studies, 14(10), 77-94.
Blazar, D., Litke, E., & Barmore, J. (2016). What does it mean to be ranked a “high” or “low” value-added teacher? Observing differences in instructional quality across districts. American Educational Research Journal, 53(2), 324–359.
Buch, K., Huet, Y., Rorrer, A., & Roberson, L. (2011). Removing the barriers to full professor: A mentoring program for associate professors. The Magazine for Higher Learning, 43(6), 38–45.
Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 599-607.
Cadero-Smith, L. A. (2020). Teacher professional development challenges faced by rural superintendents. USA: ISTES Organization Monument, CO.
Cannon, M. (2014). An exploration of formal mentoring experiences of junior faculty in associate degree nursing programs (Doctoral dissertation). University of Alabama.
Cogan, A., & Martzoukou, K. (2018). The information literacy and continuous professional development practices of teachers at a Jewish Day School. Reference Services Review, 46(4), 600-627.
Danaeefard, H., Alwani, S. M., & Azar, A. (2017). Qualitative research methodology in management: A comprehensive approach. Tehran: Eshraghi. [Persian]
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Eller, J. F., & Eller, S. A. (2017). Appropriate generating support: What new principals
need to know about working with baby boomers, generation X, and millennial.

https:// www.naesp.org.com.
Esmaili, E., Sameri, M., & Hassani, M. (2019). Effect of school organizational conditions, leadership perception and teacher motivation on improving teaching activity through the mediation of professional development of elementary teachers. Journal of New Educational Approaches, 14(2), 108-128. [Persian]
Fathi Vajargah, K., Khorasani, A., & Doosti, H. (2017). Work environment curriculum. Tehran: Industrial Research & Training Center of Iran. [Persian]
Ganser, T. (2000). An ambitious vision of professional development for teachers. National Association of Secondary School Principals Bulletin, 84(618), 6-12.
Ghanbari, S., & Mohammadi, B. (2016). Professional development model of high school administrators: A qualitative research. Journal of School Administration, 4(2), 123-143. [Persian]
Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381–391.
Harris, G., Stevens, T., & Higgins, R. (2011). A professional development model for middle school teachers of mathematics. International Journal of Mathematical Education in Science and Technology, 42(7), 951-961.
Harris, J., Cale, L., & Musson, H. (2011). The effects of a professional development program on primary school teachers’ perceptions of physical education. Professional Development in Education, 37(2), 291-305
Hase, S. (2011). Learner defined curriculum: Heutagogy and action learning in vocational training. Psychology, 1(1), 1-11.
Hematinezhad, M. A., Ramazaninezhad, R., Rezaei Kamani, A., Afsharnezhad, T., & Shafiei, S. (2009). The evaluation of physical education teacher’s performance assessment system. Harakat, 38, 111-128. [Persian]
Heydari, M., Razavi, S. M. H., Amirnejad, S., & Mohammadi, N. (2019). Identify Barriers to developing of professional ethics for sports organization managers. Organizational Behavior Management in Sport Studies, 6(3), 23-35. [Persian]
Hosseini, S. M, Ayati, M., & Shokohi Fard, H. (2018). The impact of knowledge management system on the sixth-grade teachers’ professional development in Birjand. Journal of Teachers Professional Development, 3(1), 1-17. [Persian]
Hosseinpoor, F., Fazlollahighomshi, S., & Mohamadi, M. (2020). The relationship between professional development and job performance and self-efficacy of high school teachers in the Qom Province. Journal of Teachers Professional Development, 4(4), 1-13. [Persian]
Isozaki, T. (2018). Science teacher education in Japan: Past, present, and future. Asia-Pacific Science Education, 4(10), 20-34.
Jahanian, R., & Ghodsi, S. (2014). On the relationship of organizational health and justice to staff professional development in education organizations. Journal of New Approach in Educational Administration, 5(3), 97-114. [Persian]
Kahraman, M., & Kuzu, A. (2016). E-mentoring for professional development of pre-service teachers: A case study. Turkish Online Journal of Distance Education, 17(3), 76-89.
Karacabey, M. F. (2021). School principal support in teacher professional development. International Journal of Educational Leadership and Management, 9(1), 54-75.
Kashinahanji, V., Isfandyari-Moghaddam, A., & Erfani, N. (2018). Developing an SEM of teacher professional development standards (TPD) for teacher-students in terms of their information literacy (IL). Journal of Career and Organizational Counseling, 10(36), 69-102. [Persian].
Khanifar, H., Sahranavard Nashtifani, Y., & Ebrahimi, S. (2021). Identifying the factors affecting the professional development of teachers in teacher education centers (Farhangian University). Quarterly Journal of Research in Teacher Education, 4(4), 9-40. [Persian]
Kian, T. S., & Yusof, W. F. W. (2012). Generation X and Y and their work motivation. Proceeding International Conference of Technology Management, Business and Entrepreneurship. Melaka, Malaysia.
Kurihara, Y., & Samimy, K. K. (2007). The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. Journal of Applied Learning and Teaching, 29(1), 99-122
Lander, N., Lewis, S., Nahavandi, D., Amsbury, K., & Barnett, L. M. (2020). Teacher perspectives of online continuing professional development in physical education. Sport, Education and Society, 25(6), 14-31.
Leeder, T. M., & Beaumont, L. C. (2021). Lifestyle sports and physical education teachers’ professional development in the United Kingdom: A qualitative survey analysis. Education Sciences, 11(3), 642-684.
Makopoulou, K., & Armour, K. M. (2011). Physical education teachers’ career-long professional learning: Getting personal. Sport, Education and Society, 16(4), 571–591.
Maleki, S. (2018). Professional development of teachers. Farda School Growth Monthly, 18(4), 18-6. [Persian]
Mattox, J. R. (2015). Scrap learning your programs are not as good as you think they are. Training Industry Conference & Exposition, May 7. CEB.
Mohammadi, R., & Hasani, A. (2019). Investigating the effect of lesson study process on teachers’ professional development. Research in Teaching, 7(1), 1-18. [Persian]
Morales, M. P. E., Mercado, F. M., Palisoc, C. P., Palomar, B. C., Avilla, R. A., Sarmiento, C. P., Butron, B. R., & Ayuste, T. O. D. (2021). Teacher professional development program (TPDP) for teacher quality in STEAM education. International Journal of Research in Education and Science, 7(1), 188-206.
Mukunder, J., Nimehchilsalem, V., & Hajimohammadi, R. (2011). How Malaysian school teachers view professional development? Journal of International Education Research, 7(2), 39-46
Niemi, H. (2012). The Societal Factors Contributing to Education and Schooling in Finland. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 19-38). Sense publishers. https://www.sensepublishers.com/files/9789460918117PR.pdf

Ninlawan, G. (2015). Factors which affect teachers’ professional development in teaching innovation and educational technology in the 21st under the Bureau of Special Education, Office of the Basic Education Commission. Procedia–Social and Behavioral Sciences, 197(4), 1732-1745.

Noxon, E. (2017). Evaluating professional development on educational technology integration for English teachers in Japan (Doctoral dissertation). University of Florida.
Pourrahim, M., & Hoseinpoor, R. (2020). The relationship between educational leadership and teacher self-efficacy with professional development primary school teachers in district 2 of Ardabil. Applied Educational Leadership1(3), 65-76.  [Persian]
Rahmati, Z., Talkhabi, M., & Moradi, A. (2020). Teachers' professional development and conceptual change through the knowledge building environment. Journal of Cognitive Psychology, 8(1), 53-66. [Persian].
Roche, A., Skinner, N., & McEntee, A. (2021). The green and the grey: The differing professional development needs of early and mid/late career substance use workers. Drugs: Education, Prevention and Policy, 1-8.
Sahlberg, P. (2010). The secret to Finland’s success: Educating teachers. New York: St. Martin’s Press.
Salerni, A., Sposetti, P., & Szpunar, G. (2013). Narrative writing and university internship program. Journal of Social and Behavioral Sciences, 140(2), 133-137.
Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14-25.
Shirbagi, N., & Nasirinia, S. (2020). Professional development of a step towards effective teaching (case study: elementary teachers in Sanandaj). Research in Teaching, 8(1), 166-197. [Persian]
Soleimani, N., Fathi Vajargah, K., Hoseini, M. A., & Haghani, M. (2020). Meta-synthesis study of key factors of success in education and professional development through gamification based on Roberts model. Educational Innovations, 19(4), 38-7. [Persian]
Supreme Council of the Cultural Revolution of Iran (2013). Document of the fundamental transformation of education. [Persian]
Taherpour Kalantary, M., & Purshafei, H. (2021). Current model of professional development of primary teachers in South Khorasan Province: A grounded theory-based approach. Journal of Management and Planning in Educational Systems, 14(2), 259-284. [Persian]
Takahiro, S., Emi, T., Cathy, M., & Yu, K. K. (2020). Japanese elementary teachers' learning experiences of physical education professional development. Teacher Educator, 55(4), 373-391.
Takayama, K. (2013). Finland has it all? Examining the media accentuation of “Finnish Education” in Australia, Germany and South Korea. Research in Comparative and International Education, 8(3), 21-42.
Tarhan, H., Karaman, A., Kemppinen, L., & Aerila, J. (2019). Understanding teacher evaluation in Finland: A professional development framework. Australian Journal of Teacher Education, 44(4), 32-50.
Ting, H., Lim, T. Z., Cyril de Run, E., Koh, H., & Murni, S. (2018). Are we baby
boomers, gen x and gen y? A qualitative inquiry into generation cohorts in Malaysia.
Kasetsart Journal of Social Sciences, 39(1), 109-115.
Vaparzeh, F., Talebi, B., & Sameri, M. (2019). Structural analysis of school administrators’ performance based on professional ethics in health promoter schools. Journal of School Administration, 7(3), 195-212. [Persian]
Villegas, E. (2003). Teacher professional development: An international review of the literature. Paris: UNESCO International Institute for Educational Planning.
Yakubova, M. Y. (2021). The modern pedagogical technologies use. International Scientific Research Journal, 2(5), 811–816.