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فرآیند تلفیق برنامه درسی بر پایه هیوتاگوژی در بستر آموزش الکترونیک برای معلمان ابتدایی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 13 خرداد 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.20411.1218 | ||
| نویسندگان | ||
| سمانه نعیمی* 1؛ امین بابادی2؛ مهدی حسینی3 | ||
| 1موسسه آموزش عالی آرمان رضوی،مشهد،ایران | ||
| 2موسسه آموزش عالی آرمان رضوی، مشهد،ایران | ||
| 3گروه آموزشی مشاوره،دانشکده روانشناسی،دانشگاه شاندیز،مشهد،ایران | ||
| چکیده | ||
| پیشینه و اهداف: با توجه به توسعة فنّاوری و تغییرات اجتماعی-اقتصادی، آموزش و پرورش نیازمند توانمندسازی معلمان برای خودتوسعه و خودرهبری است تا به نیازهای جامعه پاسخ دهد و این پژوهش دنبال پاسخگویی به این سوال است که: " فرآیند تلفیق برنامة درسی با رویکرد هیوتاگوژی برای توسعة حرفهای معلمان ابتدایی در بستر آموزش الکترونیکی چگونه است؟"روشها: این مطالعه با استفاده از روش پژوهش کیفی و رویکرد نظریه برخاسته از دادهها انجام شده است. نمونهگیری نظری با در نظر گرفتن ملاکهای مشخص از میان سرگروههای آموزشی ابتدایی صورت گرفته است. یافتهها: دادههای کیفی از طریق مصاحبههای عمیق و مستقیم با ۱۴ سرگروه آموزشی، تجربیات پژوهشگر و منابع مرتبط جمعآوری شدهاند. این دادهها در سه مرحله شامل کدگذاری باز، محوری و انتخابی با نرمافزار تحلیلی MAXQDA تحلیل شدند. نتیجه این تحلیل، ارائه یک نظریه میانی بود که مقوله اصلی آن "هیوتاگوژی" و "آموزش الکترونیکی" به عنوان محرکهای رهبری یادگیری معرفی شدند. نتیجهگیری: این فرآیند تحت تأثیر شرایط علی ویژهای در میان معلمان شکل میگیرد. در صورتی که یادگیرندگان تحت تأثیر شرایط واسطهای و محیطی خاص نیز قرار گیرند، راهبردهای ویژهای را اتخاذ میکنند که پیامد آن، رهبری یادگیری در معلمان خواهد بود. بر اساس این یافتهها، مدلی برای فرآیند تلفیق برنامه درسی هیوتاگوژی جهت توسعه حرفهای معلمان در بستر آموزش الکترونیکی ارائه شد. این مدل بر خودرهبری، انطباقپذیری با فنّاوری و ایجاد محیطی پویا برای یادگیری مستمر تأکید دارد. نتایج نشان میدهد که تلفیق هیوتاگوژی با آموزش الکترونیکی میتواند ابزاری مؤثر برای آمادهسازی معلمان در مواجهه با چالشهای قرن۲۱ باشد. | ||
| کلیدواژهها | ||
| هیوتاگوژی؛ توسعه حرفه ای؛ آموزش الکترونیکی؛ نظریه برخاسته از داده ها؛ تلفیق برنامه درسی؛ معلمان ابتدایی | ||
| عنوان مقاله [English] | ||
| The process of curriculum integration based on hyutagogy in bed Electronic training for elementary teachers | ||
| نویسندگان [English] | ||
| Samaneh Naeemi1؛ Amin Babadi2؛ Mahdi Hosseini3 | ||
| 1Arman Razavi Institute of Higher Education, Mashhad, Iran | ||
| 2Arman Razavi Institute of Higher Education, Mashhad, Iran | ||
| 3Counseling Department, Faculty of Psychology, Shandiz University, Mashhad, Iran | ||
| چکیده [English] | ||
| Background and Objectives: Given the development of technology and socio-economic changes, education requires the empowerment of teachers for self-development and self-leadership in order to respond to the needs of society. This study seeks to answer the question: "What is the process of integrating the curriculum with the heutagogy approach for the professional development of elementary teachers in the context of e-learning?" Methods: This study was conducted using a qualitative research method and a data-driven theory approach. Theoretical sampling was conducted by considering specific criteria from among elementary education department heads. Findings: Qualitative data were collected through in-depth and direct interviews with 14 education department heads, researcher experiences, and related sources. These data were analyzed in three stages including open, axial, and selective coding with MAXQDA analytical software. The result of this analysis was the presentation of an intermediate theory whose main categories were "heutagogy" and "e-learning" as drivers of learning leadership. Conclusion: This process is influenced by specific causal conditions among teachers. If learners are also influenced by specific mediating and environmental conditions, they adopt specific strategies, which will result in learning leadership in teachers. Based on these findings, a model for the process of integrating the hetaegogy curriculum for the professional development of teachers in the context of e-learning was presented. This model emphasizes self-leadership, adaptability to technology, and creating a dynamic environment for continuous learning. The results show that integrating hetaegogy with e-learning can be an effective tool for preparing teachers to face the challenges of the 21st century. | ||
| کلیدواژهها [English] | ||
| heutagogy, professional development, e-learning, grounded theory, curriculum integration, elementary teachers | ||
| مراجع | ||
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