کاربرد دانش محتوایی آموزشی در تربیت معلمان برای آموزش مهارت های نوآوری و کارآفرینی فناورانه: یک مطالعه فراترکیب

نوع مقاله : مقاله پژوهشی

نویسنده

کار و فناوری، دانشکده شهید شرافت، دانشگاه فرهنگیان، تهران

چکیده

پیشینه و اهدافهدف این پژوهش، شناسایی و تبیین مؤلفه‌ها، راهبردها، بسترهای تسهیل‌گر و چالش‌های دانش محتوایی آموزشی در آموزش مهارت‌های نوآوری و کارآفرینی فناورانه و ارائه یک چارچوب مفهومی یکپارچه برای ارتقای اثربخشی این آموزش‌ها است.روش‌ها‌: این پژوهش از نوع فراترکیب و با رویکرد نظام‌مند انجام شد. جامعه پژوهش شامل مطالعات علمی منتشرشده در حوزه آموزش مهارت‌های نوآوری و کارآفرینی فناورانه در بازه زمانی ۲۰۱۷ تا ۲۰۲۵ بود. از میان منابع موجود، 21 مطالعه با رعایت معیارهای ورود و خروج مبتنی بر استانداردPRISMA انتخاب شدند. داده‌ها با استفاده از کدگذاری نظری و تحلیل تماتیک در سه مرحله کدگذاری باز، محوری و انتخابی تحلیل شدند. یافته‌ها: نتایج تحلیل داده‌ها منجر به استخراج سه تم اصلی و نه تم فرعی شد. تم نخست با عنوان «مولفه‌های سازنده دانش محتوایی آموزشی» شامل دانش محتوایی بازسازی‌شده فناورانه، دانش آموزشی فناورانه و دانش زمینه‌ای و انطباقی است. تم دوم با عنوان «راهبردهای عملیاتی» سه زیرمولفه یادگیری تجربی، مربی‌گری صنعتی و ارزیابی فرآیندمحور را دربر می‌گیرد. تم سوم با عنوان «بسترهای تسهیل‌گر و چالش‌ها» شامل توسعه حرفه‌ای مدرسان، همکاری با صنعت، منابع و زیرساخت‌ها و همچنین ملاحظات اخلاقی است. نتیجه‌گیری: یافته‌ها نشان می‌دهد که کاربست دانش محتوایی آموزشی در آموزش کارآفرینی فناورانه نه تنها یک نیاز آموزشی، بلکه یک رویکرد استراتژیک برای تقویت توان نوآوری و توسعه اقتصادی است. نتایج این فراترکیب، چارچوبی یکپارچه ارائه می‌کند که می‌تواند به عنوان یک نقشه‌راه برای طراحان برنامه‌های درسی، مدرسان و سیاست‌گذاران آموزشی به کار رود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Pedagogical Content Knowledge in Teacher Education for Innovation and Technology Entrepreneurship Skills: A Meta-Synthesis Study.

نویسنده [English]

  • haniye rezaei
Department of Work and Technology, Shahid Sharafat Faculty, Farhangian University, Tehran, Iran
چکیده [English]

Background and Objectives: This study aimed to identify and explain the components, strategies, facilitating factors, and challenges of Pedagogical Content Knowledge (PCK) in teaching innovation and technology entrepreneurship skills and to develop an integrated framework for enhancing educational effectiveness.Materials and Methods: This meta-synthesis study was conducted using a systematic approach. The study population consisted of published scientific studies on innovation and technology entrepreneurship education from 2017 to 2025. Based on PRISMA guidelines and predefined inclusion and exclusion criteria, 21 studies were selected. Data were analyzed through thematic analysis using open, axial, and selective coding.Findings: The analysis yielded three main themes and nine sub-themes. The first theme, Constituent Components of PCK, included reconstructed technological content knowledge, technological pedagogical knowledge, and contextual-adaptive knowledge. The second theme, Operational Strategies, comprised experiential learning, industrial mentoring, and process-oriented assessment. The third theme, Facilitating Contexts and Challenges, included instructor professional development, industry collaboration, resources and infrastructure, and ethical considerations.

Conclusion: The findings suggest that applying PCK in technology entrepreneurship education is both an educational necessity and a strategic approach to fostering innovation capacity. The proposed framework provides practical guidance for curriculum designers, instructors and educational policymakers.

کلیدواژه‌ها [English]

  • Pedagogical Content Knowledge (PCK)
  • Innovation
  • Entrepreneurship
  • Technological Entrepreneurship
  • Meta-synthesis
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