الگویی برای برنامه‌ درسی محیط کار بر مبنای رویکرد هیوتاگوژی

نوع مقاله : مقاله پژوهشی

نویسنده

رئیس مطالعات و برنامه‌ریزی راهبردی آموزش شرکت ملی نفت ایران و عضو هیات مدیره انجمن مطالعات برنامه درسی ایران

چکیده

دگردیسی جامعه صنعتی به جامعه اطلاعاتی از دهه 1970 و به تبع آن ظهور و توسعه سازمان های دانش بنیان موجب شد تا سازمان‌ها و محیط‌های کار به عنوان عرصه‌هایی ارزشمند برای یادگیری و توسعه کارکنان به رسمیت شناخته شوند. بر همین اساس امروزه عناوینی چون "یادگیری محیط کار" و "برنامه درسی محیط کار" واژه‌های چندان غریبی محسوب نشده و نمایانگر پژوهش‌های گسترده‌ای هستند که ابعاد مختلف یادگیری در سازمان‌ها را مورد واکاوی قرار داده‌اند. این مقاله با درک اهمیت محیط کار به عنوان زمینه‌ای ارزشمند جهت یادگیری و توسعه، تلاش دارد تا بر مبنای رویکرد هیوتاگوژی (یادگیری خودفرمانگر) الگویی را جهت برنامه‌ریزی درسی در محیط کار عرضه دارد. پژوهش حاضر را از حیث روش شناختی می‌توان در زمره "پژوهش‌های نظریه‌ای" در حوزه مطالعات برنامه درسی محسوب نمود که هدف آن ارائه الگوئی نو در این حوزه می‌باشد. برای اعتباربخشی الگو سعی شده است از نظرات خبرگان این عرصه بهره‌برداری شده و در عین حال عناصر الگو به طور دقیق با مبانی نظری، مفروضه‌ها و اصول ادعایی انطباق داده شوند. به طور خلاصه مولفه های اصلی این الگو عبارتند از: تحلیل چهارسطحی(S3M Analysis) یا آگاهی محیطی، هدف گذاری سه سطحی(SPL)، خودآگاهی، تدوین فرصت های یادگیری چهارگانه(AVST)، و ارزشیابی توانمندساز. این مولفه ها تحت یک چتر سه عنصری(همگویی، همکاری، همفکری) اجرا می شوند.

کلیدواژه‌ها


عنوان مقاله [English]

Heutagogy- based Workplace Curriculum Development Model (HWCDM)

نویسنده [English]

  • saed safae movahed
چکیده [English]

In the last couple of decades, workplaces have been recognized as a fertile and valuable ground for learning and developing human resources. Hence, "workplace learning" and "workplace curriculum" are no longer deemed as strange concepts, and on the contrary, indicate vast interests in research on learning in various enterprises. Recognizing the importance of workplace as an invaluable ground for learning and development, this paper draws upon heutagogy (self-determined learning) to propose a prescriptive model for workplace curriculum development. To this end, first the theoretical foundation of the model is described. Afterwards, the principles and assumptions underlying the model are explained in summary. Moreover, the five elements of this non- linear model are described and justified as "S3M analysis; SPL formulation; self- awareness; AVST learning opportunities; Empowerment evaluation, monitoring, and feedback", while the 3-elemented umbrella overheading the model is also briefed. Finally, the advantages and limitations of HWCDM are discussed. Methodologically, this study may be considered as "theoretical inquiry' as it aims at proposing a new prescriptive model in curriculum studies. For initial validation, the model has been discussed with academic informants and field practitioners and modified by their inputs, while it was continuously juxtaposed with and adapted to its underlying theory, principles, and assumptions.
Keywords

کلیدواژه‌ها [English]

  • workplace learning
  • workplace curriculum
  • heuatagogy
  • HWCDM
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