عوامل فرایندی توسعۀ حرفه‌ای معلمان ابتدایی مدارس استثنایی گروه کم‌توان ذهنی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، دانشگاه شهید بهشتی، تهران، ایران؛

2 دانشیار دانشکدة علوم تربیتی و روان شناسی دانشگاه شهید بهشتی،تهران، ایران؛

3 دانشیار دانشکدة علوم تربیتی و روان شناسی دانشگاه شهید بهشتی، تهران، ایران؛

چکیده

هدف: تحقیق حاضر با هدف" شناسایی عوامل فرایندی توسعۀ حرفه‌ای معلمان ابتدایی مدارس استثنایی گروه کم‌توان ذهنی" انجام شد.
روش: روش پژوهش، آمیخته بود. در بخش کیفی، جامعه آماری شامل کلیه خبرگان آموزش و پرورش و علوم تربیتی بود. نمونه آماری برابر 15 نفر به روش نمونه‌گیری هدفمند انتخاب گردید. در بخش کمی، جامعۀ آماری کلیۀ معلمان ابتدایی گروه کم‌توان ذهنی شهر تهران به تعداد 347 نفر بودند. بر اساس فرمول کوکران تعداد200 نفر به روش نمونه‌گیری تصادفی ساده انتخاب گردید. برای گردآوری داده‌ها از مصاحبه نیمه‌ساختار یافته و پرسشنامه محقق ساخته استفاده شد. تجزیه و تحلیل داده‌های کیفی، با استفاده از روش تحلیل مضمون  انجام شد. برای تجزیه و تحلیل داده‌های کمی از روش حداقل مربعات جزئی استفاده گردید.
یافته‌ها: نتایج حاصل از یافته‌ها نشان داد که فرایند توسعۀ حرفه‌ای معلمان شامل 7 عامل (مؤلفه) است که عبارتند از: تحقیق محوری (تدریس پژوهی،  اقدام‌پژوهی و ...)، یادگیری مبتنی بر فضای مجازی، مربی‌گری، هدایت‌گری و بهره گیری از مشاور، دوره‌های ضمن خدمت مبتنی بر نیازسنجی، کارگاه‌های آموزشی، کنفرانس‌ها و سمینارها، انجمن‌های یادگیری و برنامه‌های آموزشی مدرسه محور. این عوامل، در مجموع حدود 90 درصد تغییرات توسعه حرفه‌ای معلمان را تبیین نمودند.

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