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عطاران, عاطفه, موسی پور, نعمت الله, عطاران, محمد, حسینی خواه, علی. طراحی و اعتباربخشی الگوی «بازنگری برنامه درسی تربیت معلم در ایران». پژوهش در برنامه ریزی درسی, 1398; 16(61): 14-33. doi: 10.30486/jsre.2019.665141
طراحی و اعتباربخشی الگوی «بازنگری برنامه درسی تربیت معلم در ایران»
1دکتری برنامه‌ریزی درسی دانشگاه خوارزمی، تهران، ایران.
2دانشیار دانشگاه فرهنگیان، تهران، ایران.
3دانشیار دانشگاه خوارزمی، تهران، ایران.
4استادیار دانشگاه خوارزمی، تهران، ایران.
چکیده
با توجه به واقعیت تغییر در برنامه‌های درسی تربیت معلم، پژوهش حاضر با هدف طراحی و اعتباربخشی الگوی «بازنگری برنامه درسی تربیت معلم در ایران» انجام شده است. در این پژوهش در مرحلة طراحی الگو، از روش پژوهش تحلیل نظری و در مرحلة اعتباربخشی الگو، از روش دلفی با رویکرد بررسی نظرات خبرگان استفاده شده است. نتایج حاصل از مطالعة نظری نشان داد که الگوی بازنگری برنامه‌درسی تربیت معلم در ایران می‌تواند در چهار وجه هویتی (تبعیت از دانش برنامه‌ریزی، پذیرش اصل تغییر، عملی کردن تربیت حرفه‌ای و اهمیت سلسله مراتب) و در سه سطح تصمیم‌گیری فراکلان، کلان و خرد مطرح شود. بر اساس الگوی پیشنهادی پژوهش حاضر، هفت گام بازنگری برنامه درسی تربیت معلم ایران عبارت‌اند از: تعیین وضعیت موجود، بازاندیشی در خط‌مشی‌های موجود و تعیین استانداردهای برنامه درسی تربیت معلم ایران، اقدام به بازنگری، امکان‌سنجی اجرای برنامه درسی بازنگری شده، مصوب‌سازی، توزیع برنامه درسی بازنگری‌شده و نظارت بر کیفیت و به‌روزرسانی برنامه درسی بازنگری‌شده. علاوه بر این، نتایج حاصل در بخش اعتباربخشی الگو با استفاده از نظر خبرگان و متخصصان حوزة تربیت معلم و برنامه‌ریزی درسی، بیانگر سودمندی و قابلیت اجرایی الگوی پیشنهادی بود. در بیان ویژگی‌های الگوی پیشنهادی به‌طور کلی می‌توان گفت از آنجا که نظام آموزشی تربیت معلم، نظامی دانشگاهی و در سطح آموزش عالی است، الگوی بازنگری برنامه درسی تربیت معلم، الگویی دانشگاه‌محور است که با لحاظ کردن مطالبات نهادهای اجتماعی در حوزة تربیت معلم، رخدادهای فراسیستمی آن نادیده گرفته نمی‌شود. از سوی دیگر با توجه به تجویزی بودن این الگو، بر جنبة کارکردی و عملی آن نیز تأکید شده است. علاوه بر این ارتباط دوسویه بین مراحل بازنگری برنامه درسی، مبین ویژگی خوداصلاح‌گری الگو و امکان اصلاح مؤلفه‌های بازنگری برنامه درسی است. از جهت بستر اجرایی نیز الگوی پیشنهادی می‌تواند مورد استفاده وزارت آموزش و پرورش، دانشگاه فرهنگیان و سایر دستگاه‌های اجرایی تربیت معلم قرار گیرد.
Designing and Validation of “Revision of Teacher Education Curriculum in Iran” Model
نویسندگان [English]
atefeh ataran1؛ neamatollah mosapour2؛ Mohammad Attaran3؛ ali hosseinikhah4
1PhD in Curriculum Development, KHarazmi University, Tehran, Iran.
2Associat professor, Farhangian University, Tehran, Iran.
3Former Senior Lecturer at the University of Malaya (Malaysia), Faculty of Education, Department of Curriculum and Instructional Technology Kuala Lumpur, Malaysia.
4Assistant professor, KHarazmi University, Tehran, Iran.
چکیده [English]
Regarding the fact of the change in teacher education programs, the present study aimed to design and validate the “Revision of Teacher Education Curriculum in Iran” model. In the design phase of the model, the research method of theoretical analysis and in the model validation phase, the Delphi method has been used. The results of the theoretical study showed that the teacher's curriculum revision model in Iran could be based on four aspects of identity (planning knowledge, acceptance of the principle of change, the implementation of professional training and the importance of the hierarchy) at three levels of decision-making, over macro, macro and micro. Based on the proposed model, seven steps to teacher's curriculum in Iran include: determining the status quo, rethinking and designing standards for Iranian teacher education curriculum, revision, feasibility study of revised curriculum, approval of revised curriculum, distribution of revised curriculum and supervision of revised curriculum. In addition, the results of the model's validation section, using experts' opinions, indicated the utility and feasibility of the proposed model. In general, it can be said that since teacher education system performe in university and higher education level, teacher's curriculum revision model is a university-centered model that takes into account the demands of social institutions in the field Teacher training. On the other hand, due to the prescriptive nature of this model, it has been emphasized on its functional and practical aspects. In addition, the two-way communication between the steps of the curriculum revision reflects the self-correction of model and the possibility of modifying the curriculum revision components. The proposed model can also be used by the Ministry of Education, Farhangian University and other teacher education organizations.
کلیدواژه‌ها [English]
Revision, Curriculum, Teacher Education, Curriculum Revision, Teacher Education of Iran
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