مطالعات برنامه درسی

مطالعات برنامه درسی

برنامه‌درسی لایه‌ای مبتنی بر الگوی معلم‌محوری در ساختار آموزشی دانشگاه فرهنگیان

نوع مقاله : مقاله پژوهشی

نویسنده
استادیارگروه آموزش علوم تربیتی دانشگاه فرهنگیان
چکیده
پژوهش حاضر با هدف شناسایی و تبیین برنامه‌درسی لایه‌ای مبتنی بر الگوی معلم‌محوری در دانشگاه فرهنگیان انجام شد. رویکرد تحقیق کیفی از نوع تحلیل محتوا استقرایی با تأکید بر ماهیت مضمونی آن بود. برای تعیین اعتبار داده‌های پژوهش از روش خود بازبینی و فن کنترل اعضا و برای تعیین پایایی داده‌ها از روش مقایسه مستمر و نظام‌مند در ثبت و نوشتن داده‌ها استفاده شد. یافته‌های به دست آمده نشان داد که ویژگی‌های متفاوت عناصر برنامه‌درسی لایه‌ای در سطوح مختلف منجر به ایجاد هویت‌های مختلفی از الگوی معلمی می‌انجامد و این الگوها در طی آموزش دانشجو معلمان در لایه‌های سه‌گانه رویکرد تکاملی داشته و منجر به شکل‌گیری گفتمان رهبری آموزشی به عنوان اولویت اصلی برنامه‌درسی لایه‌ای می‌شود. نتایج نشان داد که امکان‌سنجی برای پیاده‌سازی تمامی سطوح برنامه‌درسی لایه‌ای در دانشگاه فرهنگیان صورت گیرد. هم‌چنین الگوهای معلمی در توسعه حرفه‌ای مورد تاکید قرار گرفته و نگرش یکپارچه‌ای در ارتقا دانش معلمی مطابق با انتظارات آموزشی در اسناد بالادستی فراهم شود.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Layered Curriculum based on the Teacher-centered Model in the Educational Structure of Teacher Training University

نویسنده English

reza masouminejad
Assistant Professor of Educational Sciences Department of Farhangian University
چکیده English

The present study examined the layered curriculum based on the teacher-centered model at Teacher Training University. The research approach was inductive content analysis with an emphasis on thematic nature. The reaesrch population included professors teaching in the field of educational sciences at Teacher Training University in the academic year 2023-2024, of which 11 individuals were interviewed semi-structuredly through purposeful homogeneous sampling until data saturation. The research data were analyzed using Thomas' (2006) inductive analysis method with open and axial coding method. To determine the validity of the research data, the self-review method and member control technique were used, and to determine the reliability of the data, the continuous and systematic comparison method was employed in recording and writing the data. The findings revealed that the different characteristics of the layered curriculum elements at different levels lead to the emergence of different identities of the teacher model, and this model has an evolutionary approach during the education of student teachers in the three layers and leads to the formation of the educational leadership discourse as the main priority of the layered curriculum. In addition, the results recommended Teacher Training University to implement feasibility at all levels of layered curriculum. Also, specific criteria should be designed to evaluate teacher skills at different layers of the curriculum in order to provide an integrated approach in the field of teacher education with different theoretical, practical and creative capabilities in accordance with the educational expectations in upstream documents.

کلیدواژه‌ها English

layered curriculum
teacher-centered
Farhangian University
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  • تاریخ دریافت 19 دی 1403
  • تاریخ بازنگری 18 بهمن 1403
  • تاریخ پذیرش 04 تیر 1404