طراحی چارچوب رهبری سوادآموزی معلم: یک مطالعه فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه شیراز، دانشکده علوم تربیتی و روانشناسی. بخش مدیریت و برنامه ریزی اموزشی

2 دانشگاه شیراز، دانشکده روانشناسی و علوم تربیتی. بخش مدیریت و برنامه ریزی آموزشی

3 عضو هیات علمی دانشگاه شیراز، دانشکده علوم تربیتی و روانشناسی، بخش مدیریت و برنامه ریزی آموزشی

4 دانشگاه شیراز، دانشکده روانشناسی و علوم تربیتی، بخش روانشناسی

چکیده

آموزش سواد خواندن و نوشتن در دورة ابتدایی اهمیت خاصی داشته و معلمان نقش مهمی در عملکرد سواد دانش‌آموزان دارند. بنابراین وجود معلمانی که شایستگی‌های رهبری را برای یادگیری و پیشرفت دانش‌آموزان در حوزة سوادآموزی داشته باشند، ضروری به نظر می‌رسد. این پژوهش با هدف طراحی چارچوب رهبری سوادآموزی معلم صورت پذیرفت. به این منظور، با استفاده از روش پژوهش فراترکیب سندلوسکی و بارسو (2007)، تعداد 65 مقالة منتخب بعد از مراحل ارزیابی کیفیت که با معیارهای موردپذیرش منطبق بود، بررسی شد. درنتیجة فراترکیب، مجموع 79 کد، 12 مفهوم و 3 مقوله یافت شد. مفاهیم شامل مهارت‌های ارتباطی با دانش‌آموزان، والدین و همکاران؛ مهارت‌های انگیزشی برای ایجاد علاقه و انگیزش در دانش‌آموزان در امر سوادآموزی؛ مهارت‌های استفاده از ابزار و منابع آموزشی؛ مهارت‌های استفاده از تکنیک‌های آموزشی؛ مهارت برنامه‌ریزی و طراحی آموزشی؛ مهارت به‌کارگیری روان‌شناسی در آموزش؛ مهارت‌های نظارت و ارزیابی؛ دانش دربارة نیازها و شرایط یادگیرنده؛ دانش دربارة موضوعات و محتوای سوادآموزی؛ دانش دربارة فناوری و ابزارهای آموزش و یادگیری؛ توجه به رشد مهارت‌های شخصی و حرفه‌ای در درازمدت؛ علاقه، ایجاد انگیزه و اهداف شفاف در آموزش بود که یک معلم به‌عنوان رهبر سوادآموزی باید داشته باشد. همچنین، مفاهیم موردنظر در سه مقوله اصلی با عنوان دانش، نگرش و مهارت گنجانده شد. سپس، چارچوب رهبری سوادآموزی معلم به شکل مفهومی ارائه شد. می‌توان نتیجه گرفت که معلمان، در نقش رهبر سوادآموزی، لازم است که نگرش خود را توسعه دهند. مهارت‌های موردنیاز در این زمینه را کسب کنند و از دانش لازم برای آموزش سواد در جهت پیشرفت حرفه‌ای خود و ارتقا سواد دانش‌آموزان استفاده کنند.

کلیدواژه‌ها


عنوان مقاله [English]

Designing a framework of Teacher Literacy Leadership: A meta-synthesis study

نویسندگان [English]

  • jafar torkzadeh 1
  • Mehdi Mohammadi 3
  • Razieh Sheykhol Eslami 4
1 Faculty of Education & Psychology, Shiraz University
3 Faculty of Education & Psychology, Shiraz University
4 Faculty of Education & Psychology, Shiraz University
چکیده [English]

Teaching literacy in elementary school is particularly important, and teachers play an important role in students' literacy performance. Therefore, it is essential to have teachers who have leadership competencies to teach and develop students in the field of literacy. This research aimed to design a teacher literacy leadership framework. In this study, with the qualitative method of Sandlowski and Bareso (2007), 65selected articles were evaluated after the quality assessment process that met the accepted criteria .As a result, a total of 79 codes, 12 concepts, and 3 categories were found. Concepts include communication skills with students, parents and co-workers, motivational skills to generate interest and motivation in student literacy, use of educational tools and resources, use of educational techniques, educational planning and design skills, skills Student Behavior Management, Monitoring and Evaluation Skills, Knowledge of Learner Needs and Conditions, Knowledge of Subjects and Content of Literacy, Knowledge of Technology and Teaching and Learning Tools, Attention to Long-Term Personal and Professional Skills Development, Interest, Motivation And the clear goals in education were to be a teacher Must have the title of literacy leader. The concepts were also included in three main categories: knowledge, attitude and skill. As a result, teachers in the leadership role of literacy need to develop their attitudes, acquire the skills they need, and use the knowledge necessary to train literacy to advance their careers and promote student literacy.

کلیدواژه‌ها [English]

  • Literacy leadership
  • Competencies of Teacher
  • Instruction
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