ﺑﺮرﺳﯽ ﺗﻄﺒﯿﻘﯽ آﻣﻮزش ﭘﯿﺶ از ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن، آﻣﻮزش ﻣﻌﻠﻤﺎن ﻣﺒﺘﺪي و آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن در اﯾﺮان و ﭼﻨﺪ ﮐﺸﻮر ﺟﻬﺎن

A comparative study of pre-service teacher training, novice teachers’ training and in-service teacher training in Iran and some other countries

ﭘﯿﭽﯿﺪﮔﯽ ﻧﻘﺶ ﻣﻌﻠﻢ و اﻧﺘﻈﺎرات ﻣﺘﻌﺪد از ﻣﻌﻠﻢ در ﺷــﺮاﯾﻂ ﺟﺪﯾﺪ ﺟﻬﺎﻧﯽ ﺑﻪ ﻓﻌﺎﻟﯿﺖﻫﺎﯾﯽ ﻓﺮاﺗﺮ از ﮔﺬﺷﺘﻪ ﻣﺎﻧﻨﺪ ﮐﺎرآﻣﻮزي و ﺑﺎزآﻣﻮزي ﻧﯿﺎز دارد. از اﯾﻦرو، ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ ﺗﻄﺒﯿﻘﯽ آﻣﻮزش ﭘﯿﺶ از ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن، آﻣﻮزش ﻣﻌﻠﻤﺎن ﻣﺒﺘﺪي و آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن در اﯾﺮان و ﭼﻨﺪ ﮐﺸﻮر ﺟﻬﺎن ﺑﻪ ﻣﻨﻈﻮر اﺳﺘﺨﺮاج ﺷﺒﺎﻫﺖﻫﺎ و ﺗﻔﺎوتﻫﺎي آﻧﻬﺎ ﺑﻮده اﺳﺖ. روش ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ– ﺗﺤﻠﯿﻠﯽ اﺳﺖ ﮐﻪ اﻃﻼﻋﺎت آن از ﻃﺮﯾﻖ اﺳﻨﺎد و ﻣﺪارك و ﮔﺰارشﻫﺎي ﺗﺤﻘﯿﻘﯽ؛ و ﺟﺴﺘﺠﻮ در ﺷﺒﮑﻪ ﺟﻬﺎﻧﯽ اﯾﻨﺘﺮﻧﺖ و ﺳﺎﯾﺖﻫﺎي وزارت آﻣﻮزش و ﭘﺮورش ﮐﺸﻮرﻫﺎي ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﮔﺮدآوري ﺷﺪه و از ﻃﺮﯾﻖ اﻟﮕﻮي ﺟﺮج ﺑﺮدي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﺣﺎﮐﯽ از ﺗﻨﻮع و ﺗﮑﺜﺮ ﺷـﯿﻮه ﻫﺎي آﻣﻮزش در ﻣﺪلﻫﺎي ﺳـﻨﺘﯽ و روﯾﮑﺮد ﻫﺎي ﺑﺪﯾﻞ ﺑﻮد ﮐـﻪ ﺑﻪ ﻣﻮاردي ﭼﻮن ﻧﯿﺎز ﻫﺎي آﻣﻮزﺷـــﯽ ﻣﻌﻠﻤﺎن، ﻣﺤﺘﻮاي ﻣﻮرد ﻧﻈﺮ، اﻣﮑﺎﻧﺎت ﻣﻮﺟﻮد، وﻗﺖ و ﺑﺮﻧﺎﻣﻪ ﮐﺎري آﻧﺎن و ﺳـﯿﺎﺳـﺖ ﻫﺎي ﻧﻈﺎم آﻣﻮزﺷـﯽ ﮐﺸـﻮرﻫﺎ ﺑﺴـﺘﮕﯽ داﺷﺖ. ﻫﻤﭽﻨﯿﻦ ﺑﺮﻗﺮاري ارﺗﺒﺎط ﻣﺴﺘﻤﺮ ﺑﯿﻦ ﻧﻈﺎم ﺗﺮﺑﯿﺖ ﻣﻌﻠﻢ ﺑﺎ داﻧﺸﮕﺎهﻫﺎ، ﻣﺪارس و ﺳﺎﯾﺮ ﻧﻬﺎدﻫﺎي اﺟﺘﻤﺎﻋﯽ، ﺑﺮﻗﺮاري ارﺗﺒﺎط آﻣﻮزشﻫﺎي ﭘﯿﺶ از ﺧﺪﻣﺖ و ﺿــﻤﻦ ﺧﺪﻣﺖ؛ و اﯾﺠﺎد ﻫﻤﺎﻫﻨﮕﯽ ﻣﯿﺎن ﻧﻬﺎدﻫﺎي اداره ﮐﻨﻨﺪه ﺗﺮﺑﯿﺖ ﻣﻌﻠﻢ در اﯾﻦ ﮐﺸــﻮرﻫﺎ، از ﺟﻤﻠﻪ ﻧﮑﺎت ﺑﺮﺟﺴﺘﻪ در ﻣﻮﻓﻘﯿﺖ آﻣﻮزشﻫﺎي آﻧﺎن ﺑﻮده اﺳﺖ.

The complexity of teachers’ role and various expectations from the teacher in the new world’s condition require activities beyond the past such as apprenticeship and retraining. Therefore, the purpose of the present study was to compare pre-service teacher training, novice teachers’ training and in-service teacher training procedures in Iran and some other countries of the world in order to extract their similarities and differences. The research methodology was descriptive-analytical research method. The information whereof was collected through documents, research reports, searching the internet and the websites of ministry of education in the countries under study and they were analyzed through George Beredy’s model. The research findings reveal the variability and plurality of training methods in traditional methods and alternative approached depending on teachers’ training needs, content, existing facilities, time and working schedule and policies of training system of the countries. Moreover, making continuous relationship between teacher training system and universities, schools and other social foundations, making relationship between pre-service training and in-service trainings and making coordination between foundations managing teacher training in these countries, have been among outstanding points in the success of their training.