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سیر تحول دانش آموزش محتوا از آغاز تاکنون: تاریخ یک ایده | ||
| نظریه و عمل در تربیت معلمان | ||
| مقاله 2، دوره 10، شماره 17، فروردین 1403، صفحه 33-18 اصل مقاله (1.21 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/itt.2023.3021 | ||
| نویسندگان | ||
| نسرین مهدوی* 1؛ زهرا نیکنام2؛ محمد عطاران3؛ نعمت الله موسی پور4؛ محمد عظیمی5 | ||
| 1دانش آموخته گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران | ||
| 2استادیار گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران | ||
| 3دانشیار گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران | ||
| 4استاد گروه علوم تربیتی، دانشگاه هرمزگان، بندرعباس، ایران | ||
| 5دانشیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: شناسایی ابعاد قلمرو ناشناخته دانش آموزش محتوا و سیر تحول مفهوم‌پردازی‌های مختلف آن از آغاز تاکنون است. در ابتدای دهه 1358 تصور میشد آموزشگران با یادگیری برخی قواعد، قدرت تدریس مؤثر را کسب میکنند؛ اما این باور را لی‌شولمن با تأسی از دیویی و به استناد اختلاف بین فهم منطقی دانشمندان و فهم روان‌شناسانه معلمان، موردتردید قرارداد. ایدۀ دانش آموزش محتوا توسط شولمن در دهۀ هشتاد قرن بیستم میلادی دریچه‌ای به قلمرو ناشناخته دانش حرفه‌ای آموزشگران گشود. روش‌ها: در این نوشتار ما رویکرد تاریخی را برای فهم تحولات دانش آموزش محتوا و تحولات و دگرگونی‌های آن از آغاز طرح این ایده تاکنون بکار گرفته‌ایم. گال، بورگ و گال (1398) پژوهش تاریخی را فرایند جستجوی نظام‌دار داده‌ها برای پاسخ به سؤالات مربوط به وقایع گذشته باهدف درک بهتر مسئله موردپژوهی می‌دانند. یافته‌ها: با گذر زمان و درنتیجه تحقیقات انجام‌شده، این دانش در سطوح «دانش جمعی آموزش محتوا»، «دانش شخصی آموزش محتوا» و «دانش درعمل آموزش محتوا» شناخته و مورد بررسی قرار گرفته است. به اعتقاد صاحب‌نظران معاصر، این دانش دارای دو ماهیت عام و منحصربه‌فرد است. قلمرو دانش آموزش محتوا به معلم کمک میکند تا محتوای دانش موضوعی را به چیزی تبدیل کند که برای شاگردان، قابل‌فهم است. نتیجه‌گیری: فرایند توسعۀ دانش آموزش محتوا فراتر از قلمرو دانش محتوایی و مستلزم تفکر و تأمّل بر نحوه شکل‌گیری چرخه‌های ماکرو و میکرو در دو سطح دانش شخصی آموزش محتوا و دانش در عمل آموزش محتوا است. | ||
| کلیدواژه‌ها | ||
| دانش آموزش محتوا؛ دانش معلمی؛ تدریس؛ شولمن | ||
| عنوان مقاله [English] | ||
| The Evolution of Pedagogical Content Knowledge from the Beginning until Now: The History of an Idea | ||
| نویسندگان [English] | ||
| Nasrin Mahdavi1؛ Zahra Niknam2؛ Mohammad Attaran3؛ Nematollah Mousapour4؛ Mohammad Azimi5 | ||
| 1A graduate of the Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Khwarazmi University, Tehran, Iran and an expert in charge of the planning office of Farhangian University, Tehran, Iran. | ||
| 2Assistant Professor, Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran | ||
| 3Associate Professor, Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran. | ||
| 4Curriculum Planning Professor, Educational Sciences, Hormozgan University, Bandar Abbas | ||
| 5Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: Identifying the dimensions of the unknown realm of Pedagogical Content Knowledge and the evolution of its various conceptualizations from the beginning until now. At the beginning of 1979, it was thought that teachers would acquire the power of effective teaching by learning some rules; But this belief was doubted by Lee Shulman with the help of Dewey and based on the difference between the logical understanding of scientists and the psychological understanding of teachers. The idea of Pedagogical Content Knowledge by Shulman in the eighties of the 20th century opened a window to the unknown realm of the professional knowledge of educators. Methods: In this article, we have used the historical approach to understand the evolution of Pedagogical Content Knowledge and its evolutions and transformations since the beginning of this idea. Ghal, Borg and Ghal (2018) consider historical research as the process of systematic search of data to answer questions related to past events with the aim of better understanding the researched problem. Findings: As the time passes and as a result of the conducted research, this knowledge has been recognized and investigated at the levels of "collective Pedagogical Content Knowledge", "personal Pedagogical Content Knowledge" and "enacted Pedagogical Content Knowledge". According to contemporary experts, this knowledge has two natures, general and unique. The realm of Pedagogical Content Knowledge helps the teacher to transform the subject knowledge content into something that is understandable for the students. Conclusion: The process of developing the Pedagogical Content Knowledge goes beyond the realm of content knowledge and requires thinking and reflecting on the formation of macro and micro cycles at the two levels of personal Pedagogical Content Knowledge and enacted Pedagogical Content Knowledge. | ||
| کلیدواژه‌ها [English] | ||
| Pedagogy content knowledge, Teacher knowledge, Teaching, Shulman | ||
| مراجع | ||
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