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نقش دانش محتوایی آموزش فنّاورانه در توسعة حرفه ای معلمان: یک مرور روایتی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقاله 7، دوره 4، شماره 2 - شماره پیاپی 7، اسفند 1403، صفحه 101-113 اصل مقاله (682.89 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.18644.1131 | ||
| نویسندگان | ||
| فریبرز عرفانی زاده* 1؛ هانیه اولادیان2 | ||
| 1گروه مدیریت آموزشی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران. | ||
| 2دانش آموخته کارشناسی ارشد مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا | ||
| چکیده | ||
| پیشینه و اهداف: توسعة حرفه ای معلم فرایندی مداوم است که از طریق آن معلمان متناسب با تواناییهای خود و نیازهای زمان در حال تغییر سازگار و به رشد خود ادامه میدهند. امروزه، توسعة معلمان، نه تنها شامل تسلط بر علم و تواناییهای تدریس بلکه با تسلط بر فنّاوری نیز به چالش کشیده میشود. یکی از ایده های نوآورانه برای ارتقای آموزش در قرن بیست و یکم، تجدید نظر در آموزش و توسعة برنامه درسی با ادغام فنّاوری اطلاعات و ارتباطات با دانش محتوایی آموزشی به شیوهای سیستماتیک است، این ادغام معلمان را قادر میسازد تا به طور مؤثّر ابزارها و منابع فنّاوری مدرن را در شیوههای تدریس خود بگنجانند و کیفیت کلی آموزش را افزایش دهند و دانشآموزان را برای نیازهای عصر دیجیتال آماده کنند. روشها: پژوهش حاضر مطالعه از نوع مرور روایتی است و با هدف بررسی و تحلیل نقش دانش محتوایی آموزش فنّاورانه در توسعة حرفهای معلمان انجام شد. برای گردآوری اطلاعات از مقالات علمی منتشر شده در پایگاههای اینترنتی استفاده شد. یافتهها: یافتههای پژوهش نشان داد که دانش محتوایی آموزش فنّاورانه با ایجاد شایستگیهای در دانش فنّاورانه، دانش تربیتی و محتوا، دانش محتوایی تربیتی، دانش محتوای فنّاوری و دانش تربیتی فنّاوری، باعث درک و بازنمایی مناسب معلم از آموزش و تدریس همراه با استفاده از فنّاوری مناسب می شود. همچنین باعث ایجاد نقشهای متفاوتی برای معلمان و دگرگونی تجارب آموزشی و فرآیندهای آموزشی می شود. نتیجهگیری: در مجموع با توجه به یافته های پژوهش میتوان گفت که حرفهای شدن یک فرآیند مستمر از طریق مشارکت فعال در عمل است. معلمان نمیتوانند به تنهایی برای رسیدن به این هدف مبارزه کنند؛ اما باید از طرفهای مختلف حمایت شوند. از این رو سیستمهای آموزشی باید به دنبال فراهم کردن فرصتهایی برای معلمان برای توسعة حرفهای ضمن خدمت برای حفظ استاندارد بالای تدریس و حفظ نیروی کار معلم با کیفیت بالا باشند. دانش محتوایی آموزشی فنّاورانه یک نوع تخصّص منحصر به فرد است که باعث حرکت معلمان به سمت توسعه حرفه ای می شود. | ||
| کلیدواژهها | ||
| دانش محتوایی؛ آموزش فناورانه؛ توسعه حرفه ای؛ معلمان؛ مدارس | ||
| عنوان مقاله [English] | ||
| The role of Technological pedagogical content knowledge in teachers' professional development: a narrative review | ||
| نویسندگان [English] | ||
| Fariborz Erfanizadeh1؛ Hanieh Aoladian2 | ||
| 1Department of Educational Administration, Farhangian University, P.O. Box 14665-889, Tehran, Iran. | ||
| 2M.A. Graduate in Educational Administration Bu-Ali Sina Hamadan University | ||
| چکیده [English] | ||
| Background and Objectives: Teacher professional development is a continuous process through which teachers adapt and grow in accordance with their abilities and the needs of the changing times. Today, teacher development is not only about mastering science and teaching abilities, but also about mastering technology. One of the innovative ideas for improving education in the 21st century is to rethink education and curriculum development by integrating information and communication technology with educational content knowledge in a systematic way. This integration enables teachers to effectively incorporate modern technology tools and resources into their teaching practices, increase the overall quality of education, and prepare students for the needs of the digital age. Methods: The present study is a narrative review study and was conducted with the aim of investigating and analyzing the role of Technological pedagogical content knowledge in teachers' professional development. Scientific articles published on Internet databases were used to collect information. Findings: The research findings showed that Technological pedagogical content knowledge, by creating competencies in technological knowledge, educational knowledge and content knowledge, educational content knowledge, technological content knowledge and technological educational knowledge, leads to a teacher's appropriate understanding and representation of education and teaching along with the use of appropriate technology, and also creates different roles for teachers and transforms educational experiences and educational processes. Conclusion: Overall, according to the research findings, it can be said that professionalization is a continuous process through active participation in practice. Teachers cannot struggle alone to achieve this goal, but need to be supported by various parties. Hence, education systems should seek to provide opportunities for teachers to develop their professional skills in-service to maintain high standards of teaching and to retain a high-quality teacher workforce. Technological educational content knowledge is a unique type of expertise that drives teachers towards professional development. | ||
| کلیدواژهها [English] | ||
| Technological pedagogical, content knowledge, professional development, Teachers, school | ||
| مراجع | ||
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