پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 556 |
| تعداد مقالات | 4,410 |
| تعداد مشاهده مقاله | 7,319,001 |
| تعداد دریافت فایل اصل مقاله | 3,814,479 |
شناسایی گونه های معلم کارآفرینی براساس کنش های کارآفرینانه معلمان | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 6، دوره 14، شماره 1 - شماره پیاپی 42، خرداد 1404، صفحه 87-113 اصل مقاله (651.76 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.15793.4390 | ||
| نویسندگان | ||
| زهرا سایه وند* 1؛ فرنوش اعلامی2؛ سارا سلیمی نمین3؛ محمود ابوالقاسمی2 | ||
| 1دانش آموخته دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 2عضو هیئت‌علمی گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی ، تهران، ایران | ||
| 3عضو هیئت‌علمی گروه مدیریت، علوم و فناوری، دانشکده مدیریت، دانشگاه امیر کبیر ، تهران، ایران. | ||
| چکیده | ||
| همه گیری کوید 19 و افزایش بکارگیری فناوری هایی آموزش، افزایش تقاضا برای بهبود نتایج دانش آموزان و رسیدگی به چالش های پیچیده آموزش، توجه به کارآفرینی در آموزش را افزایش داده است. معلم کارآفرین در زمینه ها و شرایط مختلف نقش های و فعالیت های منحصر به فردی دارد که آتها متمایز می‌کند. به منظور شناسایی گونه های معلم کارآفرینی، مروری سیستماتیک بر روی 28 پژوهش براساس معیارهای چون روش و هدف پژوهش با جست‌وجو در پایگاه‌های علمی وب‌آو‌ساینس و گوگل اسکالر انجام و نتایج به شیوه کدگذاری سه مرحله‌ای تحلیل محتوا کدگذاری باز (شواهد معنادار)، محوری (مفاهیم) و انتخابی (مقوله‌ها) تحلیل شد. یافته های پژوهش 5 گونه متمایز از معلم کارآفرینی را تحت عنوان معلم کارآفرین کلاس درس، معلم کارآفرین مشاور ، معلم کارآفرین توسعه دهنده یرنامه درسی، معلم کارآفرین آنلاین و معلم کارآفرین اجتماعی- آموزشی مطرح می کند. هر کدام از گونه های معلم کارآفرینی برحسب ویژگی ها و فعالیت های چون تعریف از معلم کارآفرینی، نوع نوآوری، کشف مسئله و توسعه راه حل های نوآورانه، جذب سرمایه و تامین منابع، همکاری و شبکه سازی، مقیاس پذیری و انتشار نوآوری، مدیریت ریسک، رهبری پروژه های نوآورانه آموزشی تحلیل شد. یافته های نشان می دهد که گونه های معلم کارآفرینی با این که نقش ها و اقدامات مشابه ای دارند اما ویژگی های منحصر به فردی نیز دارند. این گونه شناسی براساس اهداف و نقش‌های منحصر به فردی که معلم کارآفرین برای توسعه و مقیاس پذیری نوآوری های خود می پذیرند، انجام شده است. | ||
| کلیدواژه‌ها | ||
| گونه های معلم کارآفرین؛ معلم کارآفرین آنلاین؛ معلم کارآفرین مشاور؛ معلم کارآفرینی توسعه دهنده برنامه درسی؛ معلم کارآفرینی کلاس درس | ||
| عنوان مقاله [English] | ||
| Typology of Teacherpreneurs: Exploring Varieties Based on Teachers' Entrepreneurial Actions | ||
| نویسندگان [English] | ||
| Zahra Sayehvand1؛ farnoosh alami2؛ Sara Salimi Namin3؛ Mahmood Abolghasemi2 | ||
| 1PhD in educational admistration, Department of Educational Administration and Planning, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 2Associate Prof, Department of Educational Administration and Planning, Faculty of Education and Psychology, Shahid Beheshti, Tehran, Iran | ||
| 3Assistant Prof, Department of Managment, Science and Technology, Faculty of Managment , Amir Kabir University, Tehran, Iran | ||
| چکیده [English] | ||
| The global COVID-19 pandemic and the surge in educational technology adoption have prompted a heightened focus on entrepreneurship within the realm of education. Teacherpreneurs, educators who embody entrepreneurial principles, play distinctive roles across diverse fields and contexts. To delineate the various types of teacherpreneurs, a systematic review of 28 research studies was undertaken. The research, encompassing criteria like methodology and purpose, was conducted through searches on scientific databases such as WeboScience and Google Scholar. The findings were subjected to a meticulous three-step coding process, involving open coding for meaningful evidence, central coding for concepts, and selected coding for categories. This study identifies five distinct types of teacherpreneurs: Classroom Teacherpreneurs, Consultant Teacherpreneurs, Curriculum Developer Teacherpreneurs, Online Teacherpreneurs, and Social-Educational Teacherpreneurs. Each type of teacherpreneur is scrutinized based on unique characteristics and activities, including the definition of teacherpreneurship, types of innovation, problem identification, and the development of innovative solutions. The analysis extends to encompass aspects such as attracting capital, resource provision, collaboration and networking, scalability, dissemination of innovation, risk management, and leadership in innovative educational projects. This typology is developed with a focus on the distinctive goals and roles embraced by teacherpreneurs for the advancement and broad-scale implementation of their innovations. | ||
| کلیدواژه‌ها [English] | ||
| Classroom Teacherpreneurs, Consultant Teacherpreneurs, Curriculum Developer Teacherpreneurs, Online Teacherpreneurs, and Social-Educational Teacherpreneurs | ||
| مراجع | ||
|
Akgün, E., & Farina, İ. A. (2022). Technological Aspect of Academic and Educational Entrepreneurship. In Academic and Educational Entrepreneurship (pp. 85-104). Springer.
Alsubaie, M. A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and practice, 7(9), 106-107.
Berry, B. (2011). Teacherpreneurs: A more powerful vision for the teaching profession. Phi Delta Kappan, 92(6), 28-33.
Berry, B. (2013a). Teacherpreneurs and the future of teaching. International Journal of Innovation, Creativity and CHange, Volume 1, Issue 2, November 2013, 25.
Berry, B. (2013b). Teacherpreneurs: A bold brand of teacher leadership for 21st-century teaching and learning. Science, 340(6130), 309-310.
Berry, B. (2014). Going to scale with teacherpreneurs. Phi Delta Kappan, 95(7), 8-14.
Berry, B. (2015). Teacherpreneurs: Cultivating and scaling up a bold brand of teacher leadership. The New Educator, 11(2), 146-160.
Berry, B., Byrd, A., & Wieder, A. (2013). Teacherpreneurs: Innovative teachers who lead but don't leave. John Wiley & Sons.
Berry, B., & Hess, F. M. (2013). Expanded learning, expansive teacher leadership. Phi Delta Kappan, 94(5), 58-61.
Buckley, A. P., & Nzembayie, K. F. (2016). Teacherpreneurs: From vocation to innovation. ICIE2016-Proceedings of the 4th International Conference on Innovation and Entrepreneurship: ICIE2016,
Carpenter, J. P., Kerkhoff, S. N., & Wang, X. (2022). Teachers using technology for co-teaching and crowdsourcing: The case of Global Read Aloud collaboration. Teaching and Teacher Education, 114, 103719.
Carpenter, J. P., & Shelton, C. C. (2021). Educators’ perspectives on and motivations for using an online education marketplace: The case of TeachersPayTeachers. com. Society for Information Technology & Teacher Education International Conference,
Carson, A. (1984). Control of the curriculum: A case for teachers. J. Curriculum Studies, 16(1), 19-28.
Chand, V. S., & Amin-Choudhury, G. (2006). Teachers and socio-educational entrepreneurship: Competence as a consequence. The Journal of entrepreneurship, 15(2), 97-114.
Chand, V. S., & Misra, S. (2009). Teachers as educational-social entrepreneurs: The innovation-social entrepreneurship spiral. The Journal of entrepreneurship, 18(2), 219-228.
Ding, M., & Carlson, M. A. (2013). Elementary teachers' learning to construct high-quality mathematics lesson plans: A use of the IES recommendations. The Elementary School Journal, 113(3), 359-385.
Dixit, J. K., Agrawal, V., Agarwal, S., Gerguri-Rashiti, S., & Said, D. S. (2021). Competencies development for women edupreneurs community–an integrated AHP-TOPSIS approach. Journal of Enterprising Communities: People and Places in the Global Economy, 15(1), 5-25.
Epler, P. (2019). Enhancing Teaching and Leadership Initiatives With Teacherpreneurs: Emerging Research and Opportunities: Emerging Research and Opportunities.
Forbes, C. T., & Davis, E. A. (2010). Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials. Journal of research in science teaching, 47(7), 820-839.
Hess, F. M. (2007). The case for educational entrepreneurship: Hard truths about risk, reform, and reinvention. Phi Delta Kappan, 89(1), 21-30.
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
Keyhani, N., & Kim, M. S. (2021). A systematic literature review of teacher entrepreneurship. Entrepreneurship Education and Pedagogy, 4(3), 376-395.
Lasekan, O. A., & Alarcón, C. M. (2022). Constructing professional identity of online English teacherpreneurs for sustainable innovation in the English language teaching industry: A multi-continental study. Hong Kong Journal of Social Sciences, 58(1), 109-121.
Lasekan, O. A., Malik, R., & Claudia, M. (2021). A Conceptual Research Model for Investigating the Impact of Online Teacherpreneurship Education on Students’ Teacherpreneurial Competencies and Intentions in Preservice Teacher Education. International Journal of Learning, Teaching and Educational Research, 19(12).
Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning and teaching. International Society for Technology in Education.
MAN, W. Y. T. (2010). Clarifying the domain of educational entrepreneurship: Implications for studying leadership, innovation and change.
Neto, R., Rodrigues, V. P., Polega, M., & Persons, M. (2019). Career adaptability and entrepreneurial behaviour in the K-12 classroom. Teachers and Teaching, 25(1), 90-109.
Nieswandt, A. (2017). Educational Entrepreneurs: The professional experiences of five edupreneurs.
Omer Attali, M., & Yemini, M. (2017). Initiating consensus: Stakeholders define entrepreneurship in education. Educational review, 69(2), 140-157.
Palmer, P. 10 Tips to Transition from Teacher to Teacherpreneur Combine your creativity, skills, expertise to earn more income.
Roundy, P. T. (2022). Teacher entrepreneurial ecosystems: How local communities support teacher entrepreneurs. Entrepreneurship Education and Pedagogy, 5(4), 627-657.
Sawyer, A., Dick, L., & Sutherland, P. (2020). Online Mathematics Teacherpreneurs on Teachers Pay Teachers: What Are They and Why Are They Popular?
Sawyer, A. G., Dick, L. K., & Sutherland, P. (2020). Online mathematics teacherpreneurs developers on Teachers Pay Teachers: Who are they and why are they popular? Education Sciences, 10(9), 248.
Sayehvand, Z., Alami, F., Salim Namin, S., & Abolghasemi, M. (2022). Traits, Skills, and Entrepreneurial Actions of the Teacherpreneurs: A Systematic Review through Qualitative Meta-synthesis. Quarterly Journal of Training and Development of Human Resources, 31(31), 102.
Sayehvand, Z., Shams Moorkani, G., & Alami, F. (2019). Identification of individual characteristics affecting the behavior of educational entrepreneurs based in Tehran. The Journal of New Thoughts on Education, 14(4), 63-81.
Shawer, S. F. (2010). Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and Teacher Education, 26(2), 173-184.
Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313.
Shelton, C., & Archambault, L. (2017). What Is Online Teacherpreneurship and Why Does It Matter for Education? Society for Information Technology & Teacher Education International Conference,
Shelton, C., & Archambault, L. (2018a). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research, 29(4), 579-602.
Shelton, C., & Archambault, L. (2018b). What Does It Mean to Be an Online Teacherpreneur?: A Qualitative Investigation of Highly Experienced and Successful Authors on Teacher Pay Teachers. Society for Information Technology & Teacher Education International Conference,
Shelton, C., & Archambault, L. (2019). Teachers paying teachers? A guide for teacher educators seeking to understand online teacherpreneurship. Society for Information Technology & Teacher Education International Conference,
Shelton, C., & Archambault, L. (2022). Educators engaging in online educational marketplaces: A vision for teacher education to prepare critical consumers, careful creators, and discerning professionals. Journal of Technology and Teacher Education, 30(2), 155-166.
Shelton, C. C., & Archambault, L. M. (2019). Who are online teacherpreneurs and what do they do? A survey of content creators on TeachersPayTeachers. com. Journal of Research on Technology in Education, 51(4), 398-414.
Shelton, C. C., & Archambault, L. M. (2020). Learning from and about elite online teacherpreneurs: A qualitative examination of key characteristics, school environments, practices, and impacts. Teachers College Record, 122(7), 1-44.
Shelton, C. C. C. (2018). Online teacherpreneurship: Shedding light on the practice, the individuals who pursue it, and the impacts they experience. Arizona State University.
Sherry Chand, V. (2014). Socio-educational entrepreneurship within the public sector: Leveraging teacher-driven innovations for improvement. In International educational innovation and public sector entrepreneurship (pp. 59-82). Emerald Group Publishing Limited.
Torphy, K., Hu, S., Liu, Y., & Chen, Z. (2020). Teachers turning to teachers: Teacherpreneurial behaviors in social media. American Journal of Education, 127(1), 49-76. | ||
|
آمار تعداد مشاهده مقاله: 827 تعداد دریافت فایل اصل مقاله: 465 |
||