بررسی صلاحیت‌ها و شایستگی‌های حرفه معلمی از دیدگاه دانشجو معلمان دانشگاه فرهنگیان

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه علوم انسانی و اجتماعی دانشگاه فرهنگیان کرج ایران

چکیده

هدف این مقاله بررسی صلاحیت‌ها و شایستگی‌های حرفه معلمی از دیدگاه دانشجو معلمان دانشگاه فرهنگیان است. درک و شناختی که دانشجو معلمان از صلاحیت‌های حرفه معلمی دارند بر عملکرد حرفه ای و کنشگری آموزشی و تربیتی آنان در نظام تعلیم و تربیت اثر می‌گذارد. روش پژوهش در این مقاله روش کیفی با رویکرد پدیدارشناسی است. نمونه آماری مورد مطالعه دانشجویان دانشگاه فرهنگیان البرز هستند. نمونه ها بر اساس نمونه‌گیری هدفمند از 19 نفر از دانشجو معلمان دانشگاه فرهنگیان البرز انتخاب شدند. تعداد نمونه ها بر اساس اصل اشباع نظری تعیین شد. روش جمع‌آوری اطلاعات، مصاحبه نیمه ساختار یافته و روش تحلیل اطلاعات، تحلیل مضمون است. پس از پیاده سازی مصاحبه‌های گردآوری شده، به کدگذاری روایتهای دانشجو معلمان از صلاحیت‌های حرفه معلمی پرداخته شد. کدهای استخراج شده در 6 مضمون اصلی: مهارت تدریس، مهارت اجتماعی، مهارت فردی، توان علمی و مهارت فناوری و ویژگی اخلاقی دسته بندی شدند. مهارتهای تدریس ،مهارتهای اجتماعی و ویژگی های اخلاقی از دیدگاه دانشجو معلمان به عنوان مهمترین صلاحیت‌های معلمی تلقی شدند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Examining the competencies of the teaching profession from the perspective of student teachers of Farhangian University

نویسنده [English]

  • mahmoud mohammadi
Assistant Professor of Humanities and Social Sciences at Farhangian University, Karaj, Iran
چکیده [English]

The purpose of this article is to examine the competencies of the teaching profession from the perspective of student teachers of Farhangian University. The understanding and knowledge that student teachers have of the competencies of the teaching profession affect their professional performance and educational activism in the education system. The research method in this article is a qualitative method with a phenomenological approach. The statistical sample of the research is the students of Farhangian University of Alborz. The samples were selected based on targeted sampling from 19 student teachers of Alborz Farhangian University. The number of samples was determined based on the principle of theoretical saturation. The data collection method is semi-structured interview and the data analysis method is thematic analysis. After implementing the collected interviews, the student teachers' narratives about the competencies of the teaching profession were coded. The extracted codes were categorized into 6 main themes: teaching skills, social skills, personal skills, scientific ability, technological skills, and ethical characteristics. Teaching skills, social skills, and ethical characteristics were considered the most important teacher competencies from the perspective of student teachers.

کلیدواژه‌ها [English]

  • competencies
  • Teaching Profession
  • student teacher
  • Farhangian University
  • Perspective

مراجع

 
Ababaaf, Z, Farasatkhah, M. Ghodoosi,F. (2020). Teaching Competencies from the Perspective of a Group of Education Activist: Commonalities and Differences, 36(1) 83-106. [In Persian].
Adetayo, J. O. (2016). Teachers' factors as determinants of the professional competence of the Nigeria Certificate in Education (NCE) teachers. Journal of Education and Practice, 7(13), 1-11.
Adib, Y. Fathiazar, E. Arefnejad, S. (2017). Professional Identity of Teachers from the Perspective of Student Teachers of Farhangian University of East Azerbaijan Province, Journal of Teacher Education, 1(1) 147-162 [In Persian].
Apple, M. W. (2013). Can Education Change Society? New York, Routledge.
Askari Matin, S. Kiyaani, G. (2018) A Standard Model for Measuring Professional Competencies of Teachers in the Islamic Republic of Iran. Education. 34(2) 9-30. [In Persian].
Bodlai, H. (2020). Method Research of phenomenology, Tehran: Andishe Ehsan. [In Persian].
Creswell, J.W. (2007). Qualitative inquiry research design: Choosing among five approaches, translated by Hasan Danaeifard and Hossein Kazemi.: Tehran: Safar press. [In Persian].
Dibaei Saber, m. Abbasi, E. Fathi Vajargah, K. Safaei Movahed, S. (2019). Diagnosting the Effective Competencies of Secondary School Teachers from the Viewpoint of Expert Education, Educational and Scholastic studies, 8(2) 83-111 [In Persian].
Durkheim, E. (1998) Education and Sociology, translated By Ali Mohammad Kardan, Tehran: Tehran University Press. [In Persian].
Flik, U. (2006) An introduction to qualitative, translated by Hadi Jalili, Tehran: Ney press.
Ghanbari, M. Almasi, L. (2017). Description of Become Teacher: Auto Ethnography of a Farhangian University Graduate, Research of Teaching 5(4)71-97. [In Persian].
Giroux, H. (1985). Teachers as intellectuals: Toward a Critical Pedagogy of Learning, New York: Bergin & Garvey.
Halaji, M. (2022). Examine the Implications of the Upstream Document of the Farhangian University on the Teacher Characteritics, Educational and Scholastic studies, 11(2), 221-246. [In Persian].
Huntly, H. (2008). Teachers’ work: Beginning teachers’ conceptions of competence. Australian Educational Researcher, 35(1), 125 -145.
Kadkhodaie, M. (2016). Teacher education: its Identity and its Procedures, Theory and Practice in Teacher Education, 3(3). 27-44. [In Persian].
Koster, B., & Dengerink, J. J. (2008). Professional standards for teacher educators: How to deal with complexity, ownership, and function. Experiences from the Netherlands. European Journal of Teacher Education, 31 (2), 135 -149.
Lincoln, Y.S. and Guba, E.G. (1985) Naturalistic Inquiry. London; SAGE.
Maleki, H. (2013). Qualifications of the teaching profession, Tehran: Madrese press. [In Persian].
Mohammadi.M. (2022) Historical models of elementary school teacher training in Iran, Tehran: Farhangian University.
Mohammadiasl, A. (2018). Qualitative research method in social sciences, Tehran: Varjavand press. [In Persian].
Mohebbi, A. Farhoush, M. Yadollahi, S. (2022) Assessing Professional Qualification if teachers: An integrative review of Iranian studies. Educational Innovations, 21(84)29-64. [In Persian].
Narenji Thani, F. Mirkamali M. Asadi S. (2019) Evaluation of professional competences of elementary teachers "from the perspective of administrators" in Markazi province, School Administration, 7(3) 69-86. [In Persian].
Pourkarimi, J. Seyfi, A. Ghaemi, F. Namdar Pejman, M. (2022). Designing a Competency Model for Applicants of Primary Education Program at Farhangian University, Quarterly Journal of Educational and Scholastic Studies. V 11(1), 17-46. [In Persian].
Raouf, A. (2002). Global movement to improve teacher education, Tehran: Research Institute of Education. [In Persian].
Rezaaee, M. (2020) Identification and Validation of Techears Professional Competencies based on Education Reforim Documents, education, 36(1) 63-82. [In Persian].
Sarkararani, M. (2011) Teaching and learning culture: An ethnographic research with an educational approach, Tehran: Burhan School Cultural Institute. [In Persian].
Soltani Nejad, N. Arefi, M. Moosapour, N. Fathivajargah, K. (2018) A Narrative study of an elementary school teacher teaching approach with an Emphasis on the Role of Educational Theories. Education sciences, 2(24) 5-24. [In Persian].
Strauess, A. & Corbin, J. (1990). Basics of Qualitative Research, Grounded Theory, Procedures, and Techniques. London: SAGE.
Supreme Council of the Cultural Revolution, (2011) Fundamental Reform Document of Education in the Islamic Republic of Iran, Secretariat of the Supreme Council of the Cultural Revolution
Supreme Council of the Cultural Revolution, (2011). Farhangian University Statutes, Secretariat of the Supreme Council of the Cultural Revolution
Voorhees, R. A. (2001). Competency–based learning models, a necessary future. Journal of New Directions for Institutional Research, 28(110), 5-13.
Zokai, M.S. (2021), The art of conducting qualitative research from problem solving to writing, Tehran: Agah press. [In Persian].
Ababaaf, Z, Farasatkhah, M. Ghodoosi,F. (2020). Teaching Competencies from the Perspective of a Group of Education Activist: Commonalities and Differences, 36(1) 83-106. [In Persian].
Adetayo, J. O. (2016). Teachers' factors as determinants of the professional competence of the Nigeria Certificate in Education (NCE) teachers. Journal of Education and Practice, 7(13), 1-11.
Adib, Y. Fathiazar, E. Arefnejad, S. (2017). Professional Identity of Teachers from the Perspective of Student Teachers of Farhangian University of East Azerbaijan Province, Journal of Teacher Education, 1(1) 147-162 [In Persian].
Apple, M. W. (2013). Can Education Change Society? New York, Routledge.
Askari Matin, S. Kiyaani, G. (2018) A Standard Model for Measuring Professional Competencies of Teachers in the Islamic Republic of Iran. Education. 34(2) 9-30. [In Persian].
Bodlai, H. (2020). Method Research of phenomenology, Tehran: Andishe Ehsan. [In Persian].
Creswell, J.W. (2007). Qualitative inquiry research design: Choosing among five approaches, translated by Hasan Danaeifard and Hossein Kazemi.: Tehran: Safar press. [In Persian].
Dibaei Saber, m. Abbasi, E. Fathi Vajargah, K. Safaei Movahed, S. (2019). Diagnosting the Effective Competencies of Secondary School Teachers from the Viewpoint of Expert Education, Educational and Scholastic studies, 8(2) 83-111 [In Persian].
Durkheim, E. (1998) Education and Sociology, translated By Ali Mohammad Kardan, Tehran: Tehran University Press. [In Persian].
Flik, U. (2006) An introduction to qualitative, translated by Hadi Jalili, Tehran: Ney press.
Ghanbari, M. Almasi, L. (2017). Description of Become Teacher: Auto Ethnography of a Farhangian University Graduate, Research of Teaching 5(4)71-97. [In Persian].
Giroux, H. (1985). Teachers as intellectuals: Toward a Critical Pedagogy of Learning, New York: Bergin & Garvey.
Halaji, M. (2022). Examine the Implications of the Upstream Document of the Farhangian University on the Teacher Characteritics, Educational and Scholastic studies, 11(2), 221-246. [In Persian].
Huntly, H. (2008). Teachers’ work: Beginning teachers’ conceptions of competence. Australian Educational Researcher, 35(1), 125 -145.
Kadkhodaie, M. (2016). Teacher education: its Identity and its Procedures, Theory and Practice in Teacher Education, 3(3). 27-44. [In Persian].
Koster, B., & Dengerink, J. J. (2008). Professional standards for teacher educators: How to deal with complexity, ownership, and function. Experiences from the Netherlands. European Journal of Teacher Education, 31 (2), 135 -149.
Lincoln, Y.S. and Guba, E.G. (1985) Naturalistic Inquiry. London; SAGE.
Maleki, H. (2013). Qualifications of the teaching profession, Tehran: Madrese press. [In Persian].
Mohammadi.M. (2022) Historical models of elementary school teacher training in Iran, Tehran: Farhangian University.
Mohammadiasl, A. (2018). Qualitative research method in social sciences, Tehran: Varjavand press. [In Persian].
Mohebbi, A. Farhoush, M. Yadollahi, S. (2022) Assessing Professional Qualification if teachers: An integrative review of Iranian studies. Educational Innovations, 21(84)29-64. [In Persian].
Narenji Thani, F. Mirkamali M. Asadi S. (2019) Evaluation of professional competences of elementary teachers "from the perspective of administrators" in Markazi province, School Administration, 7(3) 69-86. [In Persian].
Pourkarimi, J. Seyfi, A. Ghaemi, F. Namdar Pejman, M. (2022). Designing a Competency Model for Applicants of Primary Education Program at Farhangian University, Quarterly Journal of Educational and Scholastic Studies. V 11(1), 17-46. [In Persian].
Raouf, A. (2002). Global movement to improve teacher education, Tehran: Research Institute of Education. [In Persian].
Rezaaee, M. (2020) Identification and Validation of Techears Professional Competencies based on Education Reforim Documents, education, 36(1) 63-82. [In Persian].
Sarkararani, M. (2011) Teaching and learning culture: An ethnographic research with an educational approach, Tehran: Burhan School Cultural Institute. [In Persian].
Soltani Nejad, N. Arefi, M. Moosapour, N. Fathivajargah, K. (2018) A Narrative study of an elementary school teacher teaching approach with an Emphasis on the Role of Educational Theories. Education sciences, 2(24) 5-24. [In Persian].
Strauess, A. & Corbin, J. (1990). Basics of Qualitative Research, Grounded Theory, Procedures, and Techniques. London: SAGE.
Supreme Council of the Cultural Revolution, (2011) Fundamental Reform Document of Education in the Islamic Republic of Iran, Secretariat of the Supreme Council of the Cultural Revolution
Supreme Council of the Cultural Revolution, (2011). Farhangian University Statutes, Secretariat of the Supreme Council of the Cultural Revolution
Voorhees, R. A. (2001). Competency–based learning models, a necessary future. Journal of New Directions for Institutional Research, 28(110), 5-13.
Zokai, M.S. (2021), The art of conducting qualitative research from problem solving to writing, Tehran: Agah press. [In Persian].
 

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  • تاریخ دریافت: 22 اسفند 1403
  • تاریخ بازنگری: 07 اردیبهشت 1404
  • تاریخ پذیرش: 27 اردیبهشت 1404

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