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بازتعریف نقشهای معلم در چهارچوب PCK با توجه به مهارت بازخورد | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| دوره 5، شماره 1 - شماره پیاپی 8، شهریور 1404، صفحه 59-71 اصل مقاله (697.51 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.18755.1145 | ||
| نویسندگان | ||
| مهشید ترکمان اسدی* 1؛ مصطفی قادری2؛ بهرام صالح صدق پور3 | ||
| 1دانش آموخته دکتری برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| 2دانشیار گروه برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران. | ||
| 34دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: این پژوهش با هدف تحلیل و بازتعریف نقشهای معلم در چارچوب دانش آموزش محتوا (PCK) با تأکید ویژه بر مهارت بازخورد انجام شده است. هدف اصلی، ارائة مدلی جامع و عملیاتی برای نقشهای معلم است که بتواند تدریس اثربخش، یادگیری عمیق، و بهبود تعاملات عاطفی و شناختی در کلاس درس را تسهیل کند. روشها: این مطالعه با رویکرد کیفی، از نوع سنتزپژوهی بوده و به تحلیل ادبیات پژوهشی موجود پرداخته است. در گام نخست، 47 مقاله مرتبط که بین سالهای 2007 تا 2024 منتشر شده بودند، با معیارهایی نظیر ذکر کلیدواژه بازخورد، ارتباط با حوزه آموزش، و دسترسی به متن کامل انتخاب شدند. پس از غربالگری، 33 مقاله برای تحلیل عمیقتر مورد بررسی قرار گرفتند. تحلیلها بر اساس چارچوب PCK و تمرکز بر نقشهای کلیدی معلمان در فرایند یاددهی-یادگیری انجام شد. یافتهها: یافتهها همچنین نشان داد که بازخورد مؤثّر نه تنها به اصلاح عملکرد دانشآموزان کمک میکند؛ بلکه تفکر انتقادی، خودتنظیمی و اعتمادبهنفس آنان را تقویت کرده و محیطی حمایتی برای یادگیری فراهم میآورد. نتیجهگیری: مطالعات نشان داد که نقشهای معلم تحت عنوان تحلیلگر شرایط یادگیری، طراح و تنظیمگر محتوای آموزشی، تسهیلگر یادگیری و حل مسئله، و بازخورددهنده است. این نقشها در چارچوب چرخهای با محوریت بازخورد قرار میگیرند. این چرخه منجر به ارتقای کیفیت یادگیری میشود. | ||
| کلیدواژهها | ||
| بازخورد آموزشی؛ تحلیل شرایط یادگیری؛ تسهیل یادگیری؛ دانش آموزش محتوا (PCK)؛ سنتزپژوهی؛ نقشهای معلم | ||
| عنوان مقاله [English] | ||
| Redefining teacher roles within the PCK framework with regard to feedback skills | ||
| نویسندگان [English] | ||
| Mahshid Torkaman Asadi1؛ Mostafa Ghaderi2؛ Bahram Saleh Sedghpour3 | ||
| 1Phd Graduated of Curriculum Planning, Faculty of Psychology and Educational sciences, Allameh Tabataba'i University, Tehran, Iran. | ||
| 2Associate Professor in Department of Curriculum Planning, Faculty of Psychology and Educational sciences, Allameh Tabatabaei University, Tehran, Iran. | ||
| 3Associate professor in Department of Educational Science, Faculty of Human sciences, Shahid Rajaee Teacher Training University, Tehran, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: This study aims to analyze and redefine teacher roles within the framework of pedagogical content knowledge (PCK) with a special emphasis on feedback skills. The main goal is to provide a comprehensive and operational model for teacher roles that can facilitate effective teaching, deep learning, and improved emotional and cognitive interactions in the classroom. Methods: This study, with a qualitative approach, is a synthesis study and analyzes existing research literature. In the first step, 47 relevant articles published between 2007 and 2024 were selected using criteria such as mentioning the keyword feedback, relevance to the field of education, and availability of full text. After screening, 33 articles were reviewed for more in-depth analysis. The analyses were conducted based on the PCK framework and focused on the key roles of teachers in the teaching-learning process. Findings: The findings also showed that effective feedback not only helps improve students' performance, but also strengthens their critical thinking, self-regulation, and self-confidence, and provides a supportive environment for learning. Conclusion: Studies have shown that the roles of the teacher are as an analyst of learning conditions, a designer and organizer of educational content, a facilitator of learning and problem solving, and a feedback giver. These roles are placed within a feedback-centered cycle. This cycle leads to improved learning quality. | ||
| کلیدواژهها [English] | ||
| educational feedback, learning situation analysis, learning facilitation, pedagogical content knowledge (PCK), synthesis research, teacher roles | ||
| مراجع | ||
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