ﺗﺤﻮل از ﮐﺠﺎ؟ »رﺷﺪ ﺣﺮﻓﻪ اي ﻣﻌﻠﻢِ ﻣﻌﻄﻮف ﺑﻪ اﺳﺘﺎﻧﺪارد« ﻧﻘﻄﻪ ﻋﺰﯾﻤﺖ

"standards-based Teacher professional development " as the point of departure to change

ﺳﺮاﻧﺠﺎم ﻫﻤﻪ اﺻﻼﺣﺎت آﻣﻮزﺷﯽ رﺷﺪ داﻧﺶ آﻣﻮز اﺳﺖ و ﻣﻬﻢ ﺗـﺮ ﯾﻦ ﻋﺎﻣـﻞ در رﺷـﺪ داﻧـﺶ آﻣـﻮز ﮐﻔﺎﯾﺖ و ﮐﺎراﯾﯽ ﻣﻌﻠﻢ اﺳﺖ. اﮔﺮ ﻗﺮار ﺑﺎﺷﺪ ﻣﻌﻠﻤﺎن ﺑﺎ ﻣﻮﻓﻘﯿﺖ داﻧﺶ آﻣﻮزان را ﺑﺮاي آﯾﻨﺪه آﻣﺎده ﮐﻨﻨﺪ، اﺑﺘـﺪا ﻻزم اﺳﺖ ﺧﻮد ﺑﺮاي آﯾﻨﺪه آﻣﺎده ﺷﻮﻧﺪ. وﺟﻮد ﺳﻨﺪ ﺗﺤﻮل ﺑﻨﯿﺎدﯾﻦ آﻣﻮزش وﭘﺮورش ﮔﻮﯾﺎي اﯾﻦ اﺳﺖ ﮐﻪ ﻧﯿﺎز ﺑﻪ ﺗﻐﯿﯿﺮ در آﻣﻮزش وﭘﺮورش اﺣﺴﺎس ﺷﺪه اﺳﺖ و ﻃﺮح ﻧﻈﺎم رﺗﺒﻪ ﺑﻨﺪي ﻣﻌﻠﻤﺎن ﻧﯿﺰ ﻧﯿﺎز ﺑﻪ ﺗﻐﯿﯿﺮ در ﮐﺎراﯾﯽ ﻣﻌﻠﻢ را ﺧﺎﻃﺮﻧﺸﺎن ﻣﯽ ﮐﻨﺪ. ﮐﺴﺐ ﺗﺨﺼﺺ و رﺷﺪ ﺣﺮﻓﻪ اي ﻣﻌﻠـﻢ ﺗﻀـﻤ ﯿﻦ ﮐﻨﻨـﺪه ﮐﻔﺎﯾـﺖ و ﮐـﺎراﯾﯽ ﻣﻌﻠـﻢ ﺷﻤﺮده ﻣﯽ ﺷﻮد. ازاﯾﻦ رو در اﯾﻦ ﻧﻮﺷﺘﺎر ﺑﻪ رﺷﺪ ﺣﺮﻓﻪ اي ﻣﻌﻠﻢ ﻣﻌﻄﻮف ﺑﻪ اﺳﺘﺎﻧﺪارد ﭘﺮداﺧﺘـﻪ ﺷـﺪ و اﺳـﻨﺎد ﻣﻮﺟﻮد ﻣﺮﺑﻮط ﺑﻪ ﻧﻈﺎمﻫﺎي آﻣﻮزﺷﯽ ﮐﻪ ﺧﻮد ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﻈﺮﯾﻪ و ﭘﮋوﻫﺶ ﻫﺎي ﻋﻠﻤﯽ اﺳﺖ ﻣﻄﺎﻟﻌﻪ و ﺑﺮرﺳﯽ و ﻣﺆﻟﻔﻪ ﻫﺎي اﺳﺘﺎﻧﺪارد ﺑﻪ روش اﻗﺘﺒﺎس از آن ﻫﺎ اﺳﺘﺨﺮاج ﮔﺸﺖ؛ ﺳﭙﺲ در ﺳﻪ ﮔﺎم آﻣﺎﯾﺶ، آﻣﻮزش و ﺳﻨﺠﺶ ﺑﺎ ﻧﮕﺎﻫﯽ ﺑﻪ ﺑﺴﺘﺮ ﻣﻮﺟﻮد ﺑـﺮاي ﺗﻐﯿﯿـﺮ و ﺳـﻄﻮح آﻣـﻮزش اﺳـﺘﺎﻧﺪاردﻫ ﺎ ﺑـﻪ ﭼﮕـﻮﻧﮕﯽ ارزش ﯾـﺎﺑﯽ از آن ﻫـ ﺎ ﭘﺮداﺧﺘﻪ ﺷﺪه و راه ﻫﺎ و راﻫﮑﺎرﻫﺎي ﻣﻨﺎﺳﺐ ﺳﻨﺠﺶ رﺷﺪ ﺣﺮﻓﻪ اي ﻣﻌﻠﻢِ ﻣﻌﻄﻮف ﺑﻪ اﺳﺘﺎﻧﺪارد اراﺋﻪ ﺷﺪ.

All educational reforms target the development of students and the most important factor in student growth is the adequacy and effectiveness of the teacher. If we want teachers to prepare students successfully for the future, they need to be prepared for the future themselves. The document on the fundamental transformation of education indicates that the need for change in education was felt and the need to change the system of ranking teachers indicate changing in teacher performance effectiveness. Teacher proficiency and professional development is a guarantee to teacher effectiveness. This article focuses on standard-based teacher professional development and investigates several educational systems documents that are based on theories and scientific researches. Then, standard components are adopted. In the next phase, these standards are evaluated in the steps of preparation, training and assessment considering the context for change and standard training levels and lastly, the most appropriate ways of standard-based teacher professional development assessment are developed