ﺑﻪ ﺳﻮي روﯾﮑﺮدي ﻣﺪرﺳﻪ ﺑﻨﯿﺎن در ﺣﻮزه رﺷﺪ و ﺑﺎﻟﻨﺪﮔﯽ ﺣﺮﻓﻪ اي ﻣﻌﻠﻤﺎن: ﺗﻌﯿﯿﻦ ﻋﻨﺎﺻﺮ اﺳﺎﺳﯽ ﯾﮏ روﯾﮑﺮد اﺛﺮﺑﺨﺶ

Towards a School-based Approach in the teacher Professional development: Determining the Basic Elements of an effective Approach

ﺗﻼش در ﺟﻬﺖ ﺗﻐﯿﯿﺮ و ﻧﻮآوري در ﺣﻮزه ﺑﺮﻧﺎﻣﻪ درﺳﯽ، ﺑﻪ دﺳﺖ ﻣﻌﻠﻤﺎن ﺑﺎ ﺻﻼﺣﯿﺖ و ﺗﻮاﻧﻤﻨﺪ ﺑﻪ ﺛﻤﺮ ﻣﯽ ﻧﺸﯿﻨﺪ. ﺑﺮﻧﺎﻣﻪ ﻫﺎي ﺗﺮﺑﯿﺖ ﺣﺮﻓﻪ اي ﺑﻪ ﻣﻨﺰﻟﻪ اي راﻫﺒﺮدي ﻣﻬﻢ در ﺟﻬﺖ ﺑﻬﺒﻮد ﮐﯿﻔﯿﺖ ﺗﺪرﯾﺲ و ﭘﯿﺸﺮﻓﺖ داﻧﺶ آﻣﻮزان ﻗﻠﻤﺪاد ﻣﯽ ﺷﻮﻧﺪ. ﺷﻮاﻫﺪ ﻓﺮاوان ﺣﮑﺎﯾﺖ از اﯾﻦ ﺣﻘﯿﻘﺖ دارد ﮐﻪ روﯾﮑﺮدﻫﺎي ﻣﺘﻤﺮﮐﺰ و ﮐﻮﺗﺎه ﻣﺪت در زﻣﯿﻨﻪ رﺷﺪ ﺣﺮﻓﻪ اي، در ﻓﺮاﻫﻢ آوردن ﻣﻮﺟﺒﺎت اﯾﺠﺎد ﺗﻐﯿﯿﺮ ﻣﻌﻨﺎدار در ﻋﻤﻠﮑﺮد ﻣﻌﻠﻢ در ﮐﻼس درس، ﻗﺮﯾﻦ ﻣﻮﻓﻘﯿﺖ ﻧﺒﻮده اﻧﺪ. ﻟﺬا ﺗﻤﺮﮐﺰ زداﯾﯽ از ﺑﺮﻧﺎﻣﻪ ﻫﺎي آﻣﻮزش ﻣﻌﻠﻤﺎن و ﺗﺪارك ﻓﺮﺻﺖ ﻫﺎي ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ ﺑﺎﻓﺖ و ﻣﺪرﺳﻪ ﺑﻨﯿﺎن، ﺑﻪ ﻣﻨﻈﻮر رﺷﺪ ﺣﺮﻓﻪ اي ﭘﺎﯾﺪار، ﯾﮏ ﺿﺮورت اﺳﺎﺳﯽ اﺳﺖ. ﻟﺬا در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﮐﻪ ﻧﻮﻋﯽ ﭘﮋوﻫﺶ ﻫﻨﺠﺎري اﺳﺖ، ﻧﮕﺎرﻧﺪه ﺑﺮ اﺳﺎس ﻣﺮور ﭘﯿﺸﯿﻨﻪ و ﻣﻄﺎﻟﻌﻪ ﭘﮋوﻫﺶ ﻫﺎي ﻋﻤﯿﻘﯽ ﮐﻪ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ وﯾﮋﮔﯽ ﻫﺎي ﻣﺪل ﻫﺎي اﺛﺮﺑﺨﺶ رﺷﺪ ﺣﺮﻓﻪ اي ﻣﻌﻠﻤﺎن اﻧﺠﺎم ﺷﺪه اﺳﺖ، ﺑﻪ ﺷﻨﺎﺳﺎﯾﯽ ﻋﻨﺎﺻﺮ اﺳﺎﺳﯽ ﻣﯽ ﭘﺮدازد ﮐﻪ ﺳﺘﻮان ﻓﻘﺮات ﺑﺮﻧﺎﻣﻪ ﻫﺎي اﺛﺮﺑﺨﺶ ﺗﺮﺑﯿﺖ ﺣﺮﻓﻪ اي ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﺤﺴﻮب ﻣﯽ ﺷﻮد. ﻫﺪف، اراﺋﻪ ﯾﮏ ﭼﻬﺎرﭼﻮب ﻣﻔﻬﻮﻣﯽ ﺑﺮاي ﺗﻔﮑﺮ در ﻣﻮرد ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺑﺎﻟﻨﺪﮔﯽ ﺣﺮﻓﻪ اي ﻣﻌﻠﻤﺎن، ﺑﺎ ﺗﺄﮐﯿﺪ ﺑﺮ ﻣﺎﻫﯿﺖ ﻓﺮاﯾﻨﺪي و ﻣﺒﺘﻨﯽ ﺑﺮ ﺑﺎﻓﺖ آن اﺳﺖ. ﻻزم ﺑﻪ ذﮐﺮ اﺳﺖ ﮐﻪ ﻧﮕﺎرﻧﺪه در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، در راﺳﺘﺎي ﻋﻤﻠﯿﺎﺗﯽ ﻧﻤﻮدن اﻫﺪاف و راﻫﺒﺮدﻫﺎي ذﮐﺮ ﺷﺪه در ﺳﻨﺪ ﺗﺤﻮل ﺑﻨﯿﺎدﯾﻦ آﻣﻮزش و ﭘﺮورش در ﺧﺼﻮص رﺷﺪ و ﺑﺎﻟﻨﺪﮔﯽ ﻣﺴﺘﻤﺮ ﻣﻌﻠﻤﺎن، ﮔﺎم ﺑﺮداﺷﺘﻪ اﺳﺖ.

Abstract: changing and innovating the curriculum is achieved by competent and capable teachers. Professional education programs are regarded as important strategies to enhance the quality of teaching and also improve the student learning. The frequent evidences imply that centralized and short-term approaches in professional development have not been successful in developing significant changes in the teacher practice inside classrooms. Therefore, decentralization of teacher training courses and providing school-based learning opportunities in order to create sustainable professional development is of great importance. So, in the present study which is a normative inquiry, the researcher has recognized the essential elements that are considered as backbones of effective professional development models, by literature review and studying the profound studies on determination of characteristics of the effective models of teacher professional development. The purpose of the study is to present a conceptual framework for thinking on the teachers’ professional development curriculum, emphasizing the process and context-based nature of it. It is also worth saying that the researcher has proceeded in achieving the purposes and strategies of continuous professional development of teachers mentioned in fundamental reform document of education in I.R of Iran.