24304

EDU2 787

كارشناسي ارشد

مديريت آموزشي

علوم تربيتي و روان شناسي

1403/10/24

97 ص.

دكتر سيدحميدرضا شاوران

دكتر سيدهدايت الله داورپناه

كرونا , پساكرونا , هويت , هويت¬حرفه‌اي معلم

پاندمي كوويد- 19 و برگزاري آموزش ها بصورت مجازي تغييرات عميقي بر معلمان گذاشت و بازخواني هويت حرفه اي معلمان را ضروري ساخت. برهمين اساس، اين پژوهش با عنوان تدوين الگوي هويت حرفه اي معلمان در دوران پسا كرونا انجام شد. اين مطالعه از نظر هدف يك پژوهش بنيادين وگردآوري داده ها از نظر روش كيفي از نوع داده بنياد بود. مشاركت‌كنندگان پژوهش اعضاي هيات علمي، صاحب نظران و معلماني بودند كه در ارتباط با موضوع پژوهش مطلع تشخيص داده شدند. نمونه گيري هدفمند بود و براي تعيين حجم نمونه از اشباع نظري بهره گرفته شد و با 19 نفر مصاحبه انجام گرفت. روايي يافته هاي حاصل از مصاحبه ها به تاييد خبرگان رسيد و براي سنجش پايايي يافته ها از ضريب پايايي كاپاي كوهن استفاده شد. استخراج مقوله ها با رويكرد تحليل مضمون مبتني بر روش سه مرحله‌ي كدگذاري باز، محوري و انتخابي اشتراوس و كوربين(2008) صورت گرفت و نتايج با نرم افزار MAXQDA تجزيه و تحليل شد. يافته¬ ها نشان داد كه هويت حرفه اي معلمان در دوران پساكرونا شامل دو بعد فردي (شناختي، روانشناختي) و سازماني است. عوامل علي موثر بر هويت حرفه اي معلمان در دوران پساكرونا شامل 3 بعد علل فردي، علل سازماني و علل فراسازماني بود. راهبردهاي تكوين هويت حرفه اي معلمان در دوران پساكرونا 3 بعد راهبردهاي انگيزشي، فناورمحور و توانمندمحور را شامل مي شدند. عوامل زمينه اي 3 بعد عوامل مربوط به معلمان، عوامل مربوط به فراگيران و عوامل مربوط به سازمان بودند. 4 محيط پيراموني يعني محيط سياسي/ قانوني، اجتماعي، فرهنگي و اقتصادي بعنوان عوامل مداخله گر شناسايي شدند و پيامدهاي تكوين هويت حرفه اي معلمان در دوران پساكرونا مشتمل بر 3 بعد فردي، بعد سازماني و فراسازماني بوده اند. پيشنهاد مي شود مديران و سياستگزاران نهادها و سازمان هاي دخيل در امر آموزش عمومي، درزمان استخدام و طراحي دوره هاي حين خدمت و ضمن خدمت معلمان، ضمن توجه به تفاوت‌ هاي تدريس به شيوه سنتي و جديد در زمينه تقويت، تلفيق و تركيب توانمندي هاي مربوط به شايستگي هاي آموزش حضوري و مجازي معلمان همت گمارند.

Corona , Post-corona , Identity , Professional identity , Teachers

Developing a Model of Teachersʹ Professional Identity in the Post-Corona Era

علوم تربيتي

The Covid-19 pandemic and virtual training have had profound changes on teachers, making it necessary to reexamine teachersʹ professional identities. Accordingly, this study was conducted under the title of Developing a Model of Teachersʹ Professional Identity in the Post-Corona Era. This study was an applied research in terms of its purpose and a qualitative Foundation data collection method. The research Fundamental were faculty members, experts, and teachers who were considered knowledgeable about the research topic. The sampling was purposive, and theoretical saturation was used to determine the sample size, and 19 people were interviewed. The validity of the findings from the interviews was confirmed by experts, and Cohenʹs kappa reliability coefficient was used to measure the reliability of the findings. The extraction of categories was carried out using a content analysis approach based on the three-stage method of open, axial, and selective coding of Strauss and Corbin (2008), and the results were analyzed with MAXQDA software. The findings showed that teachersʹ professional identity in the post-corona era includes two dimensions: individual (cognitive, psychological) and organizational. The causal factors affecting teachersʹ professional identity in the post-corona era included 3 dimensions: individual causes, organizational causes, and supra-organizational causes. The strategies for developing teachersʹ professional identity in the post-corona era included 3 dimensions: motivational, technology-oriented, and empowerment-oriented strategies, each with 3 components. The contextual factors of the 3 dimensions were factors related to teachers, factors related to learners, and factors related to the organization. Four peripheral environments, namely political/legal, social, cultural, and economic, were identified as intervening factors, and the consequences of teachersʹ professional identity development in the post-COVID era included three individual dimensions (cognitive with three components and psychological, organizational dimension, and supra-organizational dimension. It is suggested that managers and policymakers of institutions and organizations involved in public education, when hiring and designing in-service and in-service courses for teachers, pay attention to the dimensions and components related to the development of their professional identity, conduct needs assessments in the field of knowledge and skill deficiencies, and pay sufficient attention to effective strategies that meet the expectations of the new generation.it is suggested that managers and policymakers of institutions and organizations involved in public education during the recruitment and design of in-service and in-service courses for teachers while paying attention to the differences in traditional and new teaching methods in the field strengthen the integration and combination of skills related to face-to-face and virtual education teachers trying hard.

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