مطالعات برنامه درسی

مطالعات برنامه درسی

مهارت‌های نرم در حرفه آموزگاری: کاربست رویکرد آمیخته در رتبه‌بندی مولفه‌‌های غیرشناختی

نوع مقاله : مقاله پژوهشی

نویسندگان
مهدی قربانخانی 1
کیوان صالحی 2
ابراهیم خدایی 3
علی مقدم زاده 4
مرضیه دهقانی 5
1 دانشکده روانشناسی و علوم تربیتی دانشگاه تهران
2 دانشیار بخش تخصصی پژوهش و سنجش؛ دانشکده روان شناسی و علوم‌تربیتی؛ دانشگاه تهران، تهران، ایران
3 گروه روشها و برنامه‌های درسی و آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
4 گروه روش‌ها و برنامه‌های درسی و آموزشی، دانشکده روان‌شناسی و علوم تربیتی. دانشگاه تهران. تخران، ایران.
5 دانشیار دانشکده روانشناسی و علوم تربیتی دانشگاه تهران
10.22034/jcs.2025.391666.2056
چکیده
این پژوهش با هدف شناسایی و اولویت‌بندی مهارت‌های نرم ضروری در حرفه معلمی، با اتخاذ رویکرد آمیخته از نوع اکتشافی انجام شده است. بخش کیفی با روش پدیدارشناسی توصیفی اجرا شد؛ مشارکت‌کنندگان با راهبرد ملاکی، از میان معلمان باتجربه و متخصصان موضوعی انتخاب شده و پس از 14 مصاحبه اشباع داده‌ها حاصل شد. داده‌ها با استفاده از فن مصاحبه نیمه‌ساختاریافته گردآوری و با روش کلایزی تحلیل شد. پس‌از دسته‌بندی یافته‌های مرحله قبل با مراجعه به کارشناسان در قالب مراحل فن دیمتل میزان تأثیرگذاری و تأثیرپذیری هریک از ملاک‌ها محاسبه شد. در نهایت 19 زیرمضمون شناسایی‌ و در قالب هفت مضمون اصلی شامل مسئولیت‌پذیری، بهسازی، برون‌گرایی، تطبیق‌پذیری، عاملیت فردی، کاراندیشی و عاملیت تربیتی طبقه‌بندی‌شد. 5 ملاک اول به‌ترتیب میزان تأثیرگذاری شامل حساسیت‌اخلاقی، پاسخگویی، مربیگری، تعهد و وظیفه‌شناسی است. نتایج بیانگر گستره وسیع مهارت‌های نرم ضروری برای حرفه معلمی است و ضرورت تدوین سازوکاری علمی، شواهدمحور برای سنجش دقیق آنها پیش از ورود به حرفه معلمی آشکار است.
کلیدواژه‌ها
مهارت‌های نرم
معلم اثربخش
شایستگی معلمان
ویژگی‌های غیرشناختی
تکنیک دیمتل

موضوعات

عنوان مقاله English

Soft Skills in the Teaching Profession: Applying a Mixed-Methods Approach to Rank Non-Cognitive Components

نویسندگان English

Mahdi Ghorbankhani 1
Keyvan Salehi 2
Ebrahim khodaie 3
Ali Moghadamzadeh 4
Marzieh Dehghani 5
1 University of Tehran
2 Associate professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
3 Curriculum Development & Instruction Methods, Faculty of Psychology & Education, University of Tehran, Tehran, Iran
4 Curriculum Development & Instruction Methods, Faculty of Psychology & Education, University of Tehran, Tehran, Iran
5 Marzieh Dehghani(Ph.D) Associate Professor of the Faculty of Psychology and Education University of Tehran
چکیده English

The current study was conducted to identify and prioritize essential soft skills in the teaching profession. The qualitative part of this study is phenomenology. Data were collected using purposive sampling and semi-structured interviews with 14 teachers. Data were analyzed by the Colaizzi method. The quantitative part was conducted using the DEMATEL technique. After identifying the criteria, the importance of each was calculated by consulting experts. Qualitative data analysis led to the identification of 7 main categories, including “Responsibility”, “Correction”, “Extraversion”, “Adaptability”, “Agency”, “Mentoring”, and “Educational agency”. Findings indicated that the first 5 criteria with the most impact, respectively, include Ethical sensitivity, Accountability, Mentoring, Commitment, and Conscientiousness. The results show that sub-themes related to educational agency and responsibility have the most effect. The results demonstrate the wide range of soft skills required for the teaching profession, and it is essential to develop a scientific, evidence-based, and integrated mechanism to accurately measure such characteristics before entering the teaching profession. Considering the importance of the criteria, as much as possible in the teacher selection process, it is necessary to consider more priority criteria such as educational agency and responsibility.

کلیدواژه‌ها English

Soft Skills
Effective Teacher
Teacher Competencies
Non-Cognitive Attributes
DEMATEL
Akomodi, J. O. (2025). In-depth analysis: The importance of instructional leadership in education. Open Journal of Leadership, 14, 177-193. https://doi.org/10.4236/ojl.2025.142008
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Espina-Romero, L. C., Aguirre Franco, S. L., Dworaczek Conde, H. O., Guerrero-Alcedo, J. M., Ríos Parra, D. E., & Rave Ramírez, J. C. (2023). Soft skills in personnel training: Report of publications in scopus, topics explored and future research agenda. Heliyon, 9(4), e15468. https://doi.org/10.1016/j.heliyon.2023.e15468
Ghorbankhani, M., Salehi, K., Khodaie, E., Moghadamzadeh, A., & Dehghani, M. (2024). Development of a Competency Assessment Framework in Teaching Profession: Applying a Mixed Approach. Teacher Professional Development, 8(4), 1-25. https://doi.org/10.48310/tpd.2024.15451.1573
Ghorbankhani, M., Salehi, K., Khodaie, E., Moghadazadeh, A., & Dehghani, M. (2022). A System of Indicators for Assessing the Teacher Readiness in Primary Education: a Systematic Review. Research in School and Virtual Learning, 10(1), 109-125. https://doi.org/10.30473/etl.2022.61342.3646
GhorbanKhani, M., Salehi, K., khodaie, E., Moghdamzadeh, A., & Dehghani, M. (2024). Designing a Pattern for Assessing Teaching Readiness in Primary Schools: Applying an Exploratory Mixed Methods Research Design. Higher Education Letter, 17(67), 98-114. https://doi.org/10.22034/hel.2024.2023974.1948
Ghorbankhani, M., Salehi, K., & Moghaddam Zadeh, A. (2020). Construction of a standardized questionnaire to detect the pseudo evaluation in elementary schools. Journal of Educational Sciences, 27(2), 91-116.‏ https://doi.org/10.22055/edus.2020.35053.3114
Salehi, K., & Golafshani, N. (2010). Commentary: Using mixed methods in research studies: An opportunity with its challenges. International journal of multiple research approaches, 4(3), 186-191.‏ https://doi.org/10.5172/mra.2010.4.3.186
Gorny-Wegrzyn, E., & Perry, B. (2021). Inspiring educators and a pedagogy of kindness: A reflective essay. Creative Education, 12, 220-230. https://doi.org/10.4236/ce.2021.121017
Haghighy, M., Shahraki Mojahedin, L., Mohammadzade, M., & Nouri Shirazi, Z. (2020). Exploratory-analytical study of teachers' professional competencies based on the vision document 1404 (Comprehensive program of the fifth and sixth transformation documents: a prospective perspective). A new approach to children's education quarterly, 2(4), 17-21. https://doi.org/10.22034/naes.2020.111559
Izyan Samsudin, H., Yazid Abu Bakar, A., & Amat, S. (2024). The validity and reliability of social and psychological skills (SP-Skills) module. Psychology, 15, 315-328. https://doi.org/10.4236/psych.2024.153019
Karimian, H., Arasteh, H. R., Behrouzi, M. R., & Zainabadi, H. R. (2018). Designing and explaining the framework of professional competencies for elementary student-teachers at Farhangian University. Educational Strategies in Medical Sciences, 11(5), 178-190. http://dx.doi.org/10.29252/edcbmj.11.05.20
Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31(1), 163-195. https://doi.org/10.1007/s10648-018-9458-2
Klassen, R. M., & Kim, L. E. (2021). Teacher Selection: Evidence-Based Practices. Springer.
Margaliot, A., & Magid, N. (2020). The role of creative thinking in the process of forming teachers' professional identity. Creative Education, 11, 1026-1041. https://doi.org/10.4236/ce.2020.117074
Masouminejad, R. (2025). Identifying and explaining the characteristics of reflective learning approach on the implementation process of Inquiry -oriented curriculum in Farhangian University. Journal of Curriculum Studies, 20(76), 115-150. https://doi:10.22034/jcs.2025.416624.2167
Negahban, M., Emamjomeh, M., Ahmadi Kalateahmad, F., Assareh, A., & Kabiri, M. (2025). Common Misconceptions of General Physics Concepts: A Case Study of Pre-service Elementary Education Teachers. Journal of Curriculum Studies, 20(76), 207-234. https://doi:10.22034/jcs.2025.490154.2369
Nian, Z. H. (2022). International comparison of STEM teacher education. Open Access Library Journal, 9, 1-9. https://doi.org/10.4236/oalib.1109106
OECD. (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-ee
OECD. (2019). Education at a glance 2019: OECD indicators. OECD Publishing. https://doi.org/10.1787/f8d7880d-en
Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
Quendangan, E., Cortez, R., Malibiran, L., & Jayobo, M. (2023). Instructional leadership and faculty self-efficacy as predictors of students' achievement. Open Journal of Social Sciences, 11, 178-199. https://doi.org/10.4236/jss.2023.1112014
Rezaei, M. (2020). Identifying and determining teachers' professional competencies based on developmental documents of education and their validation. Education, 141, 63-82. https://dor.isc.ac/dor/20.1001.1.10174133.1399.36.1.1.5
Salehi, K., Bazargan, A., Sadeghi, N., & Shokoohi-Yekta, M. (2015). Representing the Teachers' Perceptions and Lived Experiences of the Possible Damages for Implementing the Descriptive Evaluation Scheme in Primary Schools. Educational Measurement and Evaluation Studies, 5(9), 59-99. https://jresearch.sanjesh.org/article_15057.html?lang=en
Saljooghi, B., & Salehi, K. (2016). Developing a teacher evaluation model: The impact of teachers’ attitude toward the performance evaluation system (PES) on job satisfaction and organizational commitment with the mediating role of teachers’ sense of efficacy. International Journal of Medical Research & Health Sciences, 5(5), 200-209.‏ https://www.ijmrhs.com/abstract/developing-a-teacher-evaluation-model-the-impact-of-teachers-attitude-toward-the-performance-evaluation-system-pes-on-jo-3580.html
Schultz, T. W. (1961). Investment in human capital. The American Economic Review, 51(1), 1-17.
Simor, T., Ferreira, V., Patias, N., Wagner, M., Rissi, V., & Nascimento, T. (2019). Depressive symptoms, anxiety, self-esteem and educational social skills in public school teachers. Creative Education, 10, 3469-3482. https://doi.org/10.4236/ce.2019.1013267
Sun, F., & Ma, Y. (2019). College teachers' soft ability indicator system and measuring methods. Journal of Human Resource and Sustainability Studies, 7, 277-283. https://doi.org/10.4236/jhrss.2019.72017
Traikou, M. (2024). Teachers' emotional and empathetic abilities in relation to adolescents’ social and emotional characteristics and the importance of rapport with secondary students in a multicultural environment. Open Access Library Journal, 11, 1-20. https://doi.org/10.4236/oalib.1112759
Van Manen, M. (2016). The tact of teaching: The meaning of pedagogical thoughtfulness. Routledge.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015

  • تاریخ دریافت 26 خرداد 1404
  • تاریخ بازنگری 20 مهر 1404
  • تاریخ پذیرش 21 آبان 1404