طراحی الگوی توسعه شایستگی پژوهشی معلمان دوره ابتدایی شهر تهران

نوع مقاله : مقاله پژوهشی

نویسندگان

• سمیه طولابی فرد ¹
• نادر برزگر ²
• سعید علیزاده ³

¹ دانشجوی دکتری مدیریت آموزشی. دانشکده مدیریت. واحد تهران غرب، دانشگاه آزاد اسلامی ، تهران، ایران.

² مدیریت آموزشی. دانشگاه ازاد اسلامی. واحد اسلامشهر،تهران، ایران. مدیر گروه علوم تربیتی

³ استادیار گروه علوم تربیتی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران. ایران.

10.30495/jedu.2023.27408.5478

چکیده

مقدمه: پژوهش حاضر با هدف طراحی الگوی توسعه شایستگی پژوهشی معلمان آموزش‌ و پرورش با محوریت شهر تهران انجام شد. این پژوهش از نظر هدف کاربردی و از نظر روش گردآوری داده‌ها کیفی و کمی (روش آمیخته) بوده است.

روش‌شناسی: جامعه پژوهش در بخش کیفی شامل کلیه متخصصان و اساتید حوزه علوم تربیتی و مدیران ارشد آموزش ‌و پرورش تا اشباع نظری به تعداد 17 نفر و جامعه آماری بخش کمی جامعه بزرگ معلمان دوره ابتدایی شهر تهران در سال 1400 می‌باشد که به روش نمونه‌گیری خوشه‌ای تعداد 384 نفر بر اساس مناطق شمال، جنوب، شرق، غرب و مرکز انتخاب‌شده‌اند. ابزار گردآوری داده‌ها در بخش کیفی فرم مصاحبه نیمه ساختاریافته و در بخش کمی پرسشنامه محقق ساخته بود که روایی و پایایی آن بدست آمد. جهت تجزیه‌و تحلیل داده‌ها در بخش کیفی کدگذاری باز، محوری و انتخابی و در بخش کمی از آمار توصیفی، آمار استنباطی شامل آزمون های کلموگروف- اسمیرنف و تحلیل عامل تأییدی استفاده‌شده است.

یافته‌ها: براساس مطالعات نظری انجام‌شده و دسته‌بندی نظرات در مرحله کیفی 133 شاخص شناسایی که پس از مصاحبه‌های نیمه ساختاریافته در مرحله کدگذاری باز، محوری و انتخابی 6 بعد، 20 مؤلفه و 111 شاخص نهایی و سپس براساس آن‌ها، پرسشنامه پژوهش طراحی‌شده است.

بحث و نتیجه‌گیری: پس از تحلیل نهایی، شش بعد شایستگی‌های ذهنی، شایستگی‌های شخصیتی، شایستگی‌های میان فردی، شایستگی‌های ارزشی- نگرشی، شایستگی‌های اخلاقی و شایستگی‌های حرفه‌ای- تخصصی و برخی از مؤلفه‌های آن شامل مهارت‌های ادراکی و تأملی، تصمیم‌گیری و حل مسئله، اعتماد به‌ نفس، تعامل مؤثر، کار تیمی و شبکه‌سازی، تلاش و پشتکار، تقوا و بصیرت دینی، مدیریت و رهبری پژوهشی، مهارت‌های دانشی و ... شناسایی‌شده‌اند.

کلیدواژه‌ها

• پژوهش
• شایستگی های پژوهشی
• معلمان
• آموزش و پرورش

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عنوان مقاله [English]

Designing a pattern for developing the research competence of primary school teachers in Tehran

نویسندگان [English]

• somayeh toolabifard ¹
• NADER Barzegar ²
• Saeed Alizadeh ³

¹ PhD student in Educational Management. Faculty of Management.West Tehran Branch, Islamic Azad University, Tehran, Iran

² Educational management, faculty member, tehran, iran

³ Assistant Professor, Department of Educational Sciences, West Tehran Branch, Islamic Azad University, Tehran, Iran

چکیده [English]

Introduction: The present research aimed to design a pattern for developing the research competence of teachers of the Ministry of Education. This research has been qualitative and quantitative (mixed) in terms of practical purpose and in terms of data collection method.
Methods: The statistical population of the study in the qualitative section including all experts, professors, specialists in the field of educational sciences and senior managers of education to theoretical saturation to 17 people and in a quantitative part of the large community of teachers, according to Morgan table and cluster sampling method 384 people They were selected according to 5 regions: north, south, east, west and center of Tehran. The data collection tool was semi-structured in the qualitative part of the interview form and in the quantitative part of the researcher-made questionnaire had 4 dimensions, 16 components and 133 indicators (questions) which were adjusted based on the Likert five-choice spectrum. Then, by Delphi technique and brainstorming technique as well as the distribution of questionnaires among the statistical sample, data were collected and analyzed based on Kolmogorov-Smirnov test and confirmatory factor analysis.
Results: Finally, after open coding, axial and finally selective as well as statistical analysis performed by the researcher, 6 dimensions, 20 components and 111 indicators have been finalized.
Conclusion: After the final analysis of mental competencies, personality competencies, interpersonal competencies, value-attitude competencies, moral competencies and professional-specialized competencies and some of its components including perceptual and reflective skills, decision making and problem solving, Self-confidence, effective interaction, teamwork and networking, effort and perseverance, piety and religious insight, management and research leadership, knowledge skills, etc. have been identified.

کلیدواژه‌ها [English]

• Research
• research competencies
• teachers
• education

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