بررسي و نقد نظريۀ «نظارت آموزشي در راستاي رشد حرفه اي معلمان»

Critical and Review of Supervision Theory as Teacher’s professional development

نظارت آموزشي مفهوم گسترده اي است كه فعاليت هاي يادگيري ضمن خدمت را در بر مي گيرد. اين مقاله به توصيف كلي اثر و مباني فكري نظريۀ نظارت آموزشي و نقد و ارزيابي آن پرداخته است. در تحليل اين نظريه، به شكاف بين نظريه و دنياي واقعي مدرسه اشاره شده است. كاربرد نظريه به اين معني نيست كه بايد چيزي فراتر از تجارب روزانۀ مديران انجام شود؛ بلكه بايد در خدمت فرايند تصميم گيري باشد. نظريه موجب مي شود كه فعاليت هاي مديريتي در چهارچوب هاي نظري تأييد شدة عمل در موقعيت هاي آموزشي با آگاهي كامل تر و مؤثرتر انجام شوند. پس نظريه فقط تا زماني كه با عمل آموزشي مرتبط باشد مؤثر و مفيد خواهد بود. افزون بر اين، گروه هاي رشد حرفه اي مشاركت محور، گرچه پارادايم جديدي اند، اما باعث رشد حرفه اي معلمان در موقعيت هاي مختلف، و از نظر ابعاد متنوع مي شوند. مدل رشد حرفه اي بهتر از ساير مدل ها وجود ندارد كه بتواند در همۀ موقعيت ها به كار رود. بايد به نيازهاي مدارس و معلمان و باورهاي فرهنگي توجه شود. در آخر به نتيجه گيري پرداخته و پيشنهادهايي ارائه شده است.

For the quality improvement of schools, we should focus on professional development of teachers. Professional development included all the opportunities and experiences that are systematically planned for teachers’ professional development. This is exactly the supervision which have been addressed in supervision theory of Nolan and Hoover. This theory is a new approach to teaching and provides opportunities for teachers to enable them to grow beyond their current level of performance. supervision is a broad concept that includes learning experiences during in – the job- training and on- the job- training activities. This kind of new conceptualization includes supervision options such as peer counseling, self-directed learning and action research, Collegial Development Groups, professional learning communities, school-based learning is also included. This paper first describes the overall effect and intellectual and philosophical foundations of supervision theory, then it reviews and evaluates them. In theory analysis, the gap between supervision theory and the real world of school and classroom have been mentioned in the sense that this theory is not spread in practice and the real world. Application of the theory does not mean that something beyond the daily experiences of the principals must be done. But theory must serve the decision-making process and logic. Theory makes management activities done more effectively with full knowledge of the approved theoretical frameworks of action in educational situations. So, a theory would be useful only when it is related to instructional practice. In addition, Collegial Development Groups, as a new paradigm, the professional development is different in various situations, and even in a different position and can vary in dimensions. There is no better model of professional development than the other models that can be used in all schools. The needs of schools and teachers should be evaluated, and cultural beliefs and practices should be considered for decision-making. These subjects make the usability of the theory in trouble. Finally, conclusions and suggestions are