نگاﻫﯽ ﺑﻪ ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪ اي ﻣﻌﻠﻤﺎن ﻓﮑﻮر و ﺗﺒﯿﯿﻦ درس ﭘﮋوﻫﯽ و ﻓﻌﺎﻟﯿﺖ ﯾﺎدﮔﯿﺮي

A Study of reflective teacher professional development and an explanation of lesson study and learning activity

ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪ اي ﻣﻌﻠﻤﺎن ﺿﺮوري اﺳﺖ ﭼﺮا ﮐﻪ ﺑﺎﻋﺚ ارﺗﻘﺎء ﮐﯿﻔﯿﺖ داﻧﺶ و ﻣﻬﺎرت ﻣﻌﻠﻤﺎن ﺷـﺪه و ﺑﺮ ﮐﯿﻔﯿﺖ ﯾﺎدﮔﯿﺮي داﻧﺶ آﻣﻮزان ﻧﯿﺰ ﺗﺄﺛﯿﺮ ﻣﺴﺘﻘﯿﻢ دارد. در ﻃﯽ اﯾﻦ ﻓﺮاﯾﻨﺪ ﻣﻌﻠﻢ درﯾﺎﻓﺖ ﮐﻨﻨﺪه اﺳﺖ، اﻣـﺎ ﺑﻬﺮهوران ﻧﻬﺎﯾﯽ داﻧﺶ آﻣﻮزان ﻫﺴﺘﻨﺪ. در ﺗﻌﺮﯾﻒ ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪ اي ﻧﮑﺎت ﮔﻮﻧﺎﮔﻮن و ﺣﺘﯽ ﻣﺘﻔﺎوت ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ، از ﭼﺸﻢ اﻧﺪاز ﻧﮕﺎه ﺳﯿﺎﺳﺖﮔﺬاران ﺗﺎ ﻣﺤﻮرﯾﺖ ﻣﻌﻠﻢ. اﻟﺒﺘﻪ ﻣﻌﻠﻤﺎن ﻫﻤﺎﻧﻨـﺪ ﻇـﺮوف ﺧـﺎﻟﯽ ﻧﯿﺴﺘﻨﺪ ﮐﻪ ﺑﺎﯾﺴﺘﯽ از ﻃﺮﯾﻖ ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪ اي ﭘـﺮ ﺷـﻮﻧﺪ ﯾﻌﻨـﯽ ﺗﻮﺳـﻌﻪ ﺣﺮﻓـﻪ اي ﻓﻘـﻂ از ﻃﺮﯾـﻖ ﺑﺮﮔـﺰاري دوره ﻫﺎي ﺧﺎص و ﮐﻠﯽ، ﭼﻪ ﺑﺴﺎ ﺧﺴﺘﻪ ﮐﻨﻨﺪه، ﺑﻪ ﻣﻨﺼﻪ ﻇﻬﻮر ﻧﺨﻮاﻫﺪ رﺳﯿﺪ. ﻋﻼوه ﺑـﺮ ﺑﺮﮔـﺰاري دوره ﻫـﺎي ﺧﺎص، "ﺧﻮد راﻫﺒﺮ" ي و روش ﻫﺎي "ﺣﻞ ﻣﺴﺌﻠﻪ" ﻧﯿﺰ ﮐﺎر ﺳﺎزﻧﺪ؛ ﺑﻪ ﻋﺒﺎرت دﯾﮕـﺮ، ﯾـﺎدﮔﯿﺮي ﺣﺮﻓـﻪ اي ﺑـﺮ ﺑﺎﻓﺖ"، ﺷﺨﺺ ﯾﺎ ﺗﺠﺎرب زﯾﺴﺘﻪ"، و داده ﻫﺎ اﺳﺘﻮارﻧﺪ و اﺻﻼح آﻣﻮزﺷﯽ زﻣﺎﻧﯽ رخ ﻣـﯽ دﻫـﺪ ﮐـﻪ ﻣﻌﻠﻤـﺎن ﯾﺎدﮔﯿﺮي را ﺑﻄﻮر داﺋﻢ در ﮐﻼس درس دﻧﺒﺎل ﮐﻨﻨﺪ. در اﯾﻨﺼﻮرت، ﻣﻌﻠﻤﺎن ﺑﺎ ﻧﮕﺎه ژرف ﺑﻪ آﻧﭽﻪ ﮐﻪ در ﮐﻼس رخ داده ﺑﻪ ﺑﺼﯿﺮت ﺣﺮﻓﻪ اي ﻣﯽ رﺳﻨﺪ. ﺑﺎ ﮔﺮه زدن ﺗﺠﺎرب ﺑﻪ ﻧﻈﺮات ﻋﻠﻤﯽ در ﻗﺎﻟﺐ داﻧﺶ ﮐﺎرﺑﺮدي ﺑـﺪﻧﺒﺎل ﯾﺎﻓﺘﻦ راه ﺣﻞ ﻣﻨﺎﺳﺐ و اراﺋﻪ ﺷﯿﻮه ﻫﺎي ﺗﺪرﯾﺲ ﭘﻮﯾﺎ در ﺣﺮﻓﻪ ﺧﻮد ﺧﻮاﻫﻨﺪ ﺑﻮد. ﻣﻘﺎﻟﻪ ﺣﺎﺿﺮ ﻣـﯽ ﮐﻮﺷـﺪ ﺑـﺎ روش ﺗﻮﺻﯿﻔﯽ-ﺗﺤﻠﯿﻠﯽ ﺑﻪ ﺗﺒﯿﯿﻦ اﻟﮕﻮﻫﺎي ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪ اي ﻣﻌﻠﻤﺎن ﮐﻪ داراي ﺳﻪ ﻣﺤﻮر: اﺳـﺘﺎﻧﺪارد، ﻣﺪرﺳـﻪ ﻣﺤﻮر، و ﺧﻮد راﻫﺒﺮ ﻣﯽ ﺑﺎﺷﺪ، درس ﭘﮋوﻫﯽ ﯾﺎ ﻫﻤﺎن ﭘﮋوﻫﺶ ﻣﺸﺎرﮐﺘﯽ ﻣﻌﻠﻤﺎن در ﺗـﺪرﯾﺲ و ﻓﻌﺎﻟﯿـﺖ ﻫـﺎي ﯾﺎدﮔﯿﺮي ﮐﻪ ﯾﮑﯽ از ﻣﻬﻢﺗﺮﯾﻦ اﺑﺰارﻫﺎي ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪ اي ﺑﻪ ﺷﻤﺎر ﻣﯽ روﻧﺪ، ﺑﭙﺮدازد؛ و در آﺧﺮ ﺗـﻼش دارد ﺑـﺎ ﺮاﺣﯽ ﻋﻤﻠﯽ ﯾﮏ ﻓﻌﺎﻟﯿﺖ ﯾﺎدﮔﯿﺮي ﺑﺎ روش ﺣﻞ ﻣﺴﺌﻠﻪ ﮔﺎﻣﯽ در ﺟﻬﺖ ﺗﺮﺑﯿﺖ ﻣﻌﻠﻢ ﻓﮑﻮر ﺑﺮدارد.

Teacher professional development is necessary because it will provide teachers with high-quality skills and knowledge and will promote the quality of student learning. There are different definitions of professional development based on different stakeholders’ viewpoints from policy makers to teachers. Professional development is not limited to formal programs. Other courses such as self-directed learning and problem-solving skills are also important. In other words, professional learning is based on context and lived experience and educational reform is achieved when teachers believe in lifelong learning in their classrooms. In this way, they can reach professional insight in the classroom. Teachers have to tie their personal self-studies to theoretical approaches to practice the most effective techniques in their own classrooms. This article investigates teacher professional development models based on three axes: 1. Standard-based models; 2. School-based models and 3. Self-directed models. Then, lesson study or cooperative teaching as well as learning activities are discussed in detail. Finally, a useful example of learning activity with regard to problem-solving technique is illustrated.