ساختار تربیت معلم در کشورهای شرق آسیا با تأکید بر نظام سنجش صلاحیت و رتبه‌بندی معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 مدرس، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران . ایران. (نویسنده مسئول) m.namdari@cfu.ac.ir

2 مدرس، گروه آموزش ریاضی، دانشگاه فرهنگیان، تهران . ایران. m.paknazar@cfu.ac.ir

چکیده

< p dir="RTL">هدف این مقاله، بررسی و واکاوی ساختار نظام سنجش صلاحیت و رتبه­بندی معلمان در کشورهای شرق آسیا است. روش بررسی به شیوه کیفی و توصیفی - تحلیلی بود که با بررسی منابع، اطلاعات و داده­ها و اسناد در دسترس کشورهای ژاپن، کره جنوبی، چین، تایوان و سنگاپور و با روش تحلیل اسنادی انجام شد. از این رو، از روش نمونه­گیری در دسترس استفاده شد. سه مولفه اساسی برای بررسی فرایند رتبه­بندی در کشورها مورد نظر قرار گرفت: چارچوب ساختاری، فرآیند ارزیابی، و کاربرد نتایج. یافته­های این پژوهش نشان داد که در کشورهای مورد بررسی، به‌منظور ایجاد ساختاری که در آن جایگاه و ارزش کار معلمی نمایان شود، رتبه­بندی یا شکل­های مشابه آن صورت می­گیرد. در این بررسی مشخص شد که در فرایند رتبه­بندی، مدارس جایگاه ویژه­ای دارند و نهادهایی برای این ارزیابی ایجاد شده­اند. رتبه­بندی­ها به‌شکل­های مختلفی صورت می­گیرد اما آنچه وجه اشتراک همه این نظام­ها بود، توجه به یادگیری دانش­آموز به‌عنوان عنصر اساسی نظام آموزش و پرورش است. در نهایت پیشنهادهایی برای فرایند رتبه­بندی در نظام آموزش و پرورش ایران ارائه شد.

کلیدواژه‌ها


عنوان مقاله [English]

The structure of teacher education in East Asian countries with emphasis on the system of the competency assessment and rating system of teachers

نویسندگان [English]

  • Mehdi Nāmdāri Pejmān 1
  • Mohadese Pāknazar 2
1 Faculty Member of Department of Educational Management, Farhangian University, Tehran, Iran. m.namdari@cfu.ac.ir
2 Faculty Member of Department of Mathematics, Farhangian University, Tehran, Iran. m.paknazar@cfu.ac.ir
چکیده [English]

< p >The purpose of this article is to review the structure of the teacher competency and rating system in East Asian countries. The study method was qualitative, descriptive and analytical, which was done by examining the sources, information, data and documents available in Japan, South Korea, China, Taiwan and Singapore that addressed through documentary analysis. Therefore, the available sampling method was used. Three basic components were considered to examine the rating process in countries: the structural framework, the evaluation process, and the application of the results. The findings of this study showed that in the studied countries, in order to create a structure in which the status and value of a teacher''s work is displayed, rating or similar forms are performed. The study found that schools have a special place in the rating process and institutions have been established for this evaluation. Rankings come in many forms, but what all of these systems had in common was attention to student learning as an essential element of the education system. Finally, suggestions were made for the rating process in the Iranian education system.

کلیدواژه‌ها [English]

  • Competency Assessment
  • Rating
  • Teacher Evaluation
  • Teacher Competency
  • Documentary Analysis
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