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نقش دانش و باورهای اخلاقی در الگوی صلاحیتهای حرفهای معلم تیپک (TPACK) | ||
تدریس پژوهی | ||
مقاله 7، دوره 11، شماره 1 - شماره پیاپی 31، فروردین 1402، صفحه 168-139 اصل مقاله (1.84 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/trj.2023.62786 | ||
نویسندگان | ||
یحیی معروفی* 1؛ ابراهیم محمد پور2؛ شهریار حیدری3؛ سلیمان آوری4 | ||
1دانشیار مطالعات برنامه درسی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران. | ||
2مدرس، دکترای تخصصی سنجش و اندازه گیری، علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. | ||
3مسئول نظارت و ارزیابی دانشگاه فرهنگیان، کردستان، سنندج، ایران. | ||
4مسئول پژوهش دانشگاه فرهنگیان، کردستان، سنندج، ایران. | ||
چکیده | ||
هدف پژوهش حاضر، بررسی نقش دانش و باورهای اخلاقی معلم در الگوی مفهومی صلاحیتهای حرفهای معلم تیپک (TPACK) بود. رویکرد پژوهش کیفی به لحاظ هدف کاربردی و از حیث شیوهی گردآوری دادهها مبتنی بر راهبرد پدیدارشناسی توصیفی است. مشارکتکنندگان در پژوهش شامل متخصصان دارای تحقیق، تألیف و تجربه در زمینه صلاحیتهای حرفهای معلمی بودند که به شیوهی هدفمند از نوع ملاکمدار انتخاب شدند. حجم نمونه بر اساس قاعده اشباع نظری به 13 نفر رسید. دادههای پژوهش با کمک مصاحبه نیمه ساختارمند جمعآوری و با استفاده از روش تحلیل مضمون تحلیل شد. برای افزایش قابلیت اعتماد اطلاعات جمعآوریشده، از معیارهای اطمینانپذیری و باورپذیری یافتهها استفاده شد. یافتههای پژوهش نشان داد، علیرغم کاربرد وسیع و جامعیت نسبی الگوی تیپک در طرح دانشهای ضروری معلم، دانش و باورهای اخلاقی معلم و نقش آن در اثربخشی تدریس در این الگو مغفول مانده است. مشارکتکنندگان پژوهش ضمن تأکید مجدد بر ضرورت توجه به دانشهای هفتگانه مطرح شده در الگوی تیپک (TPACK)، دانش اخلاقی (EK) و نقش محوری آن در استفاده مناسب معلم از این دانشها را ضروری تشخیص دادند. مشارکتکنندگان بر این باورند که تدریس ماهیتی هنجاری_ اخلاقی دارد و معلمی در زمرهی حرفههایی است که متولی آن مستلزم برخورداری از ویژگیها و فضایلی چون فضیلت اخلاقی، فکری، حرفهای و شهروندی است. ازاینرو، توجه به بعد اخلاقی تدریس ضروری است. برایناساس، پیشنهاد شد بعد اخلاقی تدریس و نقش اثرگذار آن، هم از سوی متصدیان امر برنامهریزی درسی و هم از سوی پژوهشگران عرصه تربیتمعلم بیشتر موردتوجه قرار گیرد. | ||
کلیدواژهها | ||
«دانشهای معلمی»؛ «دانش اخلاقی»؛ «الگوی تیپک»؛ «تدریس» | ||
مراجع | ||
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