شناسايي نيازها و الزامات عملي يادگيري و توسعه حرفه‌اي معلمان

Identification of Needs and Practical Requirements of Teachers’ Learning and Professional Development

ﯾﺎدﮔﯿﺮي و ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪاي در ﻣﺪارس ﻣﻮرد ﺗﻮﺟﻪ و ﺗﺎﮐﯿﺪ ﺑﻮده اﺳﺖ. اﻣﺎ اﯾﻦ ﻓﺮاﯾﻨﺪ ﻋﻤﻮﻣﺎ از ﻣﻨﺎﺑﻊ ﺑﯿﺮوﻧﯽ ﺑﺮﻧﺎﻣﻪرﯾﺰي و ﺗﺤﻤﯿﻞ ﻣﯽﺷﻮد و ﻧﯿﺎزﻫﺎ و اﻧﺘﻈﺎرات ﻣﻌﻠﻤﺎن در ﺗﻌﯿﯿﻦ آن ﻧﻘﺶ ﭼﻨﺪاﻧﯽ ﻧﺪارد. ﻫﺪف ﭘﮋوﻫﺶ ﮐﯿﻔﯽ ﺣﺎﺿﺮ ﺷﻨﺎﺳﺎﯾﯽ ﻧﯿﺎزﻫﺎ و اﻟﺰاﻣﺎت ﻋﻤﻠﯽ ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪاي ﻣﻌﻠﻤﺎن از دﯾﺪﮔﺎه ﺧﻮدﺷﺎن ﺑﻮده اﺳﺖ. دادهﻫﺎ از ﻃﺮﯾﻖ ﯾﮏ ﻣﺼﺎﺣﺒﻪ ﮔﺮوﻫﯽ ﻣﺘﻤﺮﮐﺰ ﺑﺎ ﺷﺮﮐﺖ 12 ﻧﻔﺮ از ﻣﻌﻠﻤﺎن دﺑﺴﺘﺎنﻫﺎي ﺷﻬﺮ ﭼﺎﻟﻮس ﺟﻤﻊ آوري ﺷﺪ. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﺮ اﺳﺎس ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﻣﻀﻤﻮﻧﯽ ﺑﺎ اﺳﺘﻔﺎده از ﮐﺪﮔﺬاري اﻧﺠﺎم ﺷﺪ ﮐﻪ در ﻧﻬﺎﯾﺖ ﻣﻨﺠﺮ ﺑﻪ ﺷﻨﺎﺳﺎﯾﯽ ﺳﻪ ﻣﻀﻤﻮن اﺻﻠﯽ درﺑﺎره ﻧﯿﺎزﻫﺎ )ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت، راﻫﺒﺮدﻫﺎ و اﯾﺪه ﻫﺎي ﺗﺪرﯾﺲ، ﻧﮕﺎه ﺑﻪ ﻣﻌﻠﻤﺎن ﺑﻪ ﻋﻨﻮان اﻓﺮاد ﺣﺮﻓﻪ اي( و ﺳﻪ ﻣﻀﻤﻮن ﺑﻪ ﻋﻨﻮان اﻟﺰاﻣﺎت ﻋﻤﻠﯽ)زﻣﺎنﺑﻨﺪي، ﺗﻤﺮﮐﺰ و ﻧﮕﺎه ﺗﺨﺼﺼﯽ، و ﻫﻤﮑﺎري( ﺑﺮاي رﻓﻊ اﯾﻦ ﻧﯿﺎزﻫﺎ ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن ﻣﯽ دﻫﺪ ﮐﻪ آﻧﭽﻪ ﻣﻌﻠﻤﺎن ﺑﺮاي ﮐﻤﮏ ﺑﻪ ﯾﺎدﮔﯿﺮي و ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪاي ﺧﻮد درﯾﺎﻓﺖ ﻣﯽ ﮐﻨﻨﺪ، ﺑﺎ آﻧﭽﻪ درﻋﻤﻞ ﻣﯽﺧﻮاﻫﻨﺪ ﯾﺎ ﺑﺮاﯾﺸﺎن اﻫﻤﯿﺖ و ارزش دارد ﻣﻄﺎﺑﻘﺖ ﮐﺎﻣﻞ ﻧﺪارد. ﺗﺮﺟﯿﺤﺎت آﻧﻬﺎ در ﻣﻮرد ﻧﯿﺎزﻫﺎي ﯾﺎدﮔﯿﺮي ﺣﺮﻓﻪ اي ﺑﯿﺸﺘﺮ ﺑﺮ اﺳﺎس ﺑﺎورﻫﺎي ﺧﻮدﺷﺎن در ﻣﻮرد ﯾﺎدﮔﯿﺮي و آﻣﻮزش اﺳﺘﻮار اﺳﺖ ﺗﺎ ﺑﺮ ﺑﺮﻧﺎﻣﻪﻫﺎي ﮐﻼن و ﻋﻤﻮﻣﯽ ﮐﻪ ﻣﻌﻤﻮﻻ از ﺳﻮي ﻣﺪﯾﺮان ﺑﺎﻻدﺳﺘﯽ ﺗﻌﯿﯿﻦ و اﺟﺮا ﻣﯽﮔﺮدد.

Professional learning and development in schools has received attention and emphasis. But this process is generally planned and imposed by external sources, and the needs and expectations of teachers do not play a significant role in determining it. The purpose of this qualitative research was to identify the practical needs and requirements of teachers' learning and professional development from their own perspective. Data were collected through a focus group interview with 12 primary school teachers in Chalous. Data analysis was performed based on thematic content analysis using coding, which ultimately led to the identification of three main themes about needs (ICT, teaching strategies and ideas, looking at teachers as professionals) and three themes about practical requirements (timing, focus and expertise, and collaboration) to meet these needs. The findings show that what teachers receive to help them learn and develop their careers does not fully match what they want or value in practice. Their preferences for professional learning needs are based more on their own beliefs about learning and education than on global and general programs, usually set and implemented by higher-order leaders.