واکاوی باورهای تربیتی معلمان با استفاده از پروفایل ایدئولوژی¬های برنامه درسی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - دانشیار برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه ملایر، ملایر، ایران
2 - کارشناس ارشد برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه ملایر، ملایر، ایران
کلید واژه: ایدئولوژی¬های برنامه درسی, نظریه¬های برنامه درسی, طراحی برنامه درسی, باورهای معلم, پروفایل ایدئولوژی¬های برنامه درسی,
چکیده مقاله :
این مطالعه با هدف تحلیل جایگاه ایدئولوژیهای برنامه درسی (جزمیتگرایی مذهبی، انسان‌گرایی خردگرا، پیشرفتگرایی، انتقادی، نومفهومگرایی و کثرتگرایی شناختی) نزد معلمان ایرانی و شناخت تاثیر عوامل جمعیتشناختی (جنسیت، تحصیلات و تجربه تدریس) بر ترجیحات ایدئولوژیک آنان انجام شد. شرکتکنندگان در پژوهش تعداد 545 معلم شاغل در موسسات خصوصی و دولتی بودند که پروفایل ایدئولوژی برنامه درسی را به صورت الکترونیکی از طریق گوگل‌فرم تکمیل کردند. نتایج نشان داد که ایدئولوژیهای پیشرفتگرایی برای معلمان ایرانی در بالاترین جایگاه و جزمیت گرایی مذهبی در پایینترین جایگاه قرار دارد. همچنین نتایج نشان داد که میان ایدئولوژیهای برنامه درسی همبستگی مثبت و معناداری وجود دارد. نیرومندترین همبستگی میان پیشرفتگرایی و نومفهومگرایی و ضعیفترین نوع همبستگی میان جزمیتگرایی مذهبی و انسان‌گرایی خردگرا بود. اگر چه تفاوت معنی‌داری در ترجیحات ایدئولوژی برنامه درسی معلمان بر حسب جنسیت مشاهده نشد، اما سطح تحصیلات معلمان بر ارزیابی آنها از میزان مطلوبیت همه ایدئولوژیهای برنامه درسی تاثیرگذار بود. معلمان دارای مدرک تحصیلی کارشناسی و کارشناسی ارشد نسبت به معلمان دارای مدرک دکتری میزان ارزش همه ایدئولوژیها را با درجه بالاتری ارزیابی نمودند. همچنین، معلمان با سابقه بیشتر تجربه تدریس ایدئولوژی کثرتگرایی شناختی را دارای بیشترین ارزش میدانستند و معلمان با سابقه کمتر تمایل بیشتری به ایدئولوژی پیشرفتگرایی نشان دادند.
This study aimed to analyze the position of curriculum ideologies (religious dogmatism, rational humanism, progressivism, critical theory, reconceptualism, and cognitive pluralism) among Iranian teachers and to investigate the impact of demographic factors (gender, educational level, and teaching experience) on their ideological preferences. The participants were 545 teachers employed in public and private institutes who completed the Curriculum Ideologies Profile (CIP) electronically through a Google Form. The results showed that progressivism was the ideology most highly valued by Iranian teachers, while religious dogmatism was ranked the lowest. Additionally, the findings indicated significant positive correlations among the curriculum ideologies. The strongest correlation was observed between progressivism and reconceptualism, while the weakest was between religious dogmatism and rational humanism. Although no significant gender-based differences were found in curriculum ideology preferences, teachers' educational level influenced their evaluation of the value they placed on all curriculum ideologies. Teachers with bachelor's or master's degrees rated the value of all ideologies higher than Ph.Ds. holders. Moreover, teachers with more teaching experience valued cognitive pluralism the most, while those with less experience tended to be more inclined toward progressivism.
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