طراحي الگوي اجراي برنامه درسي تربيت‌معلم مبتني بر اسناد تحولي آموزش‌وپرورش جمهوري اسلامي ايران

Designing a Teacher Training Curriculum Implementation Model based on Educational Documents of the Islamic Republic of Iran

پژوهش حاضر با هدف طراحي الگوي اجراي برنامه درسي تربيت‌معلم مبتني بر اسناد تحولي آموزش‌ و پرورش نظام جمهوري اسلامي ايران انجام يافته است. روش اين پژوهش اسنادي - تحليلي بود. جامعه مورد مطالعه كليه اسناد بالادستي نظام جمهوري اسلامي ايران، شامل مباني نظري سند تحول بنيادين، برنامه درسي ملي و نقشه جامع علمي كشور در افق 1404 بود. نتايج نشان داد كه ويژگي‌هاي مجري و مخاطب اجراي برنامه­ ي درسي شامل ويژگي‌هاي اخلاقي، حرفه­ اي و فردي بود. ويژگي‌هاي برنامه درسي شامل ويژگي‌هاي هويتي و حرفه­ اي بود، دو ويژگي ذهني (فضاي زمينه) و عيني (واقعيت زمينه) ويژگي‌هاي زمينه­ ي برنامه­ ي درسي را تشكيل دادن و در تعامل عناصر اجراي برنامه­ ي درسي دو ويژگي ذهني (پنهان) و عيني (آشكار) شناسايي شدند. در اين پژوهش الگوي طراحي اجراي برنامه درسي تربيت‌معلم بر اساس اسناد بالادستي بر ويژگي‌هاي حرفه­ اي و هويتي تأكيد دارد و فرد مورد تعليم بر اساس اين اسناد، فردي حائز صلاحيت­هاي حرفه­ اي در موقعيت­ هاي تربيتي است.

The purpose of this study was to design a teacher training curriculum based on the educational documents of the Islamic Republic of Iran. The research was a qualitative research in the applied research group. The methodology of this analytical-documentary research has been to analyze qualitative content. The target community was all upstream documents in the Islamic Republic of Iran. To this end, the analysis of the content of comprehensive and specialized documents and texts, theoretical fundamentals of the Transformation Document, the national curriculum and the comprehensive scientific map of the country were examined at 1404 horizons. The results of the study for the characteristics of the presenter and the audience, three attributes, individual (natural), ethical, and professional. For the curriculum, two characteristics of identity and propriety were identified as the causative factor of the two subjective attributes (field space) and objective (field reality), and finally the interaction of the elements of the implementation, two subjective (hidden) and objective (obvious) characteristics. In this model, emphasis is placed on the professional qualities identified in each of the three operating factors, audience and curriculum. At the other end of the study, the teacher's training curriculum design emphasizes the professional and identity characteristics based on the upstream documents, and it is anticipated that the person being trained on the basis of these individual documents has professional qualifications and specialization in a training position that has a set of characteristics Would be desirable for human beings.