آسیب‌شناسی آموزش ضمن خدمت معلمان (یک مطالعه فراترکیب)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته دکتری مدیریت آموزش عالی، دانشکده روان شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 استادیار گروه فلسفه تعلیم و تربیت، پردیس شهید چمران، دانشگاه فرهنگیان، تهران، ایران.

10.22091/jrim.2025.13019.1292

چکیده

در دنیای متحول و در حال تغییر، آنچه که منجر به کسب مزیت رقابتی سازمان­ها می­گردد، نیروی انسانی با کیفیت، خلاق و پویاست. مهمترین فعالیت و راه رویارویی با تحولات عظیم در زندگی آینده برای پذیرش تغییر، آموزش برای برآوردن نیازهای فردی ، شغلی و سازمانی کارکنان است .هدف اصلی مطالعه، شناسایی مؤلفه­های آسیب­رسان به آموزش ضمن خدمت معلمان و در نهایت ارائه الگویی برای این آسیب­ها بود. در این مطالعه، از روش کیفی و فراترکیب با هدف کاربردی استفاده شده است. با استفاده از نمونه‌گیری هدفمند از نوع موارد مطلوب، تحلیل نظام­مند و جامعی از اسناد مختلف پایگاه‌های اطلاعاتی و ارجاعات مرتبط بین سال­های ۱۳۸8تا ۱۴۰4 با جست و جوی 216 پژوهش صورت گرفت. برای تجزیه‌ و ‌تحلیل یافته­های کیفی 62  سند، از تحلیل تم استفاده گردید. برای تأمین اعتبار پژوهش از مثلث سازی داده­ای،  روش­شناسی و  محیطی استفاده گردید. بر اساس یافته­های پژوهش، الگوی آسیب­های آموزش ضمن خدمت برای توسعه حرفه­ای معلمان شامل هشت مؤلفه نیازسنجی غیر علمی و تئوریک، صلاحیت فرهنگی پایین مجریان، یاد­دهی و یادگیری غیر مؤثر، طراحی و برنامه­ریزی نامناسب، کارایی ضعیف اجرای برنامه­ها، ابهام در ارزشیابی اثربخشی، محدودیت­های قانونی و ساختاری، موانع نرم­افزاری و مشکلات سخت افزاری است. نتایج پژوهش حاکی از نامناسب بودن فرایند آموزش ضمن خدمت از طراحی تا ارزشیابی است. در تبیین این یافته می­توان بیان نمود، متولیان امر آموزش کوتاه مدت معلمان، نسبت به روش­های مناسب نیازسنجی آگاهی و آشنایی تخصصی ندارند. در واقع، هنوز درک درستی از این روش­ها و چگونگی اجرای آنها وجود ندارد.

تازه های تحقیق

این پژوهش با هدف شناسایی مؤلفه‌­های آسیب‌­رسان به آموزش ضمن خدمت و ارائه الگویی برای آسیب‌­های آموزش ضمن خدمت  برای توسعه حرفه‌­ای معلمان انجام شده است. نتایج پژوهش نشان داد که این الگو از هشت مؤلفه آسیب­‌رسان به کیفیت آموزش ضمن خدمت تشکیل شده است: نیازسنجی غیر علمی و تئوریک، صلاحیت فرهنگی پایین مجریان، یادگیری و یاد­دهی غیر مؤثر، طراحی و برنامه­ریزی نامناسب، کارایی ضعیف اجرای برنامه­‌ها، ابهام در ارزشیابی اثربخشی، محدودیت‌­های قانونی و ساختاری، موانع نرم‌­افزاری و مشکلات سخت افزاری.‌

کلیدواژه‌ها


عنوان مقاله [English]

A Meta-Synthesis Study of the Challenges in Teachers’ In-Service Training

نویسندگان [English]

  • Alireza Nasiri Firuz 1
  • Mahdi Rezaei 2
1 PhD in Higher Education, Faculty of Psychology and Education, Tehran University, Tehran, Iran.
2 Assistant Professor, Department of Philosophy of Education, Shahid Chamran Campus, Farhangian University, Tehran, Iran.
چکیده [English]

In the changing and transformative world, what leads to the competitive advantage of organizations is quality, creative and dynamic human resources. The most important activity and way to face huge changes in the future life to accept change is training for reaching personal, occupational and organizational needs of employees. Finally, it was to provide a model for these components. In this study, a qualitative and meta-synthesis method was used with an applied purpose. By using purposive sampling of desirable cases, a systematic and comprehensive analysis of various documents of databases and related references with 216 searches between 2008 and 2025 was done. Theme analysis was used to analyze the qualitative findings of 62 documents. Data, methodological and peripheral triangulation were used to ensure the credibility of the research. Based on the findings of the research, the model of in-service training pathology for the teachers’ professional development includes eight components of non-scientific and theoretical needs assessment, low cultural competence of the actors, ineffective teaching and learning, inappropriate design and planning, weak efficiency of programs implementation, ambiguity in evaluating of effectiveness, legal and structural limitations, software barriers and hardware problems. The results of the study indicate that the in-service training process, from design to evaluation, is inappropriate. The education officers of teachers’ training, lack specialized knowledge and familiarity with appropriate needs assessment methods. In fact, there is still no proper understanding of these methods and how to implement them.

کلیدواژه‌ها [English]

  • pathology
  • in-service training
  • meta-synthesis
  • model
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