طراحی مدل توانمندسازی مربیان دوره پیش‌دبستانی با رویکرد "های اسکوپ" در ایران
محورهای موضوعی : پژوهش در برنامه ریزی درسی
صیدکرم نوریان فر
1
(دانشجوی دکتری دانشکده علوم تربیتی ، دانشگاه شهید رجایی ، تهران، ایران .)
محمدرضا امام جمعه
2
(دانشیار دانشکده علوم تربیتی ، دانشگاه شهید رجایی ،تهران، ایران .)
علیرضا عصاره
3
(دانشیار دانشکده علوم تربیتی ،دانشگاه شهید رجایی، تهران ، ایران.)
فریده حمیدی
4
(استاد دانشکده علوم تربیتی، دانشگاه شهید رجایی ، تهران، ایران.)
کلید واژه: کودکان پیش از دبستان, الگوی "های اسکوپ", دوره پیش از دبستان, توانمندسازی مربیان,
چکیده مقاله :
هدف پژوهش، طراحی مدل توانمندسازی مربیان دوره پیش از دبستان با رویکرد"های اسکوپ" در ایران است ، پژوهش از نوع کیفی و به روش داده بنیادانجام شد برای تجزیه‌وتحلیل داده‌ها از الگوی کوربین و استرواس ، واز کدگذاری باز ، محوری و انتخابی استفاده‌شده است.روش نمونه گیری هدفمند نظری بود ، حجم نمونه 20 نفر از صاحبنظران و متخصصان در حوزه برنامه ریزی درسی بودند، برای روایی و پایایی از روش‌های سه سویه سازی استفاده شد.یافته‌ها نشان داد که مؤلفه‌های( جوسازمانی ،اصول و ضرورت حمایتی) از شرایط راهبردهای مدیریتی، مولفه های (ارزش مداری ، تشویق ، واحد و سازمان) از عوامل پیامدی ، در طراحی مدل توانمندسازی مربیان دوره پیش‌دبستانی با رویکرد"های اسکوپ" شناسایی شدند. با توجه به یافته‌های پژوهش، به برنامه ریزان در ایران پیشنهاد می‌گردد با اتخاذ یک رویکرد ترکیبی معطوف به وجوه مداری ، ضابطه مداری ، عدالت مداری ،آموزش تجارب کلیدی آموزش رویکرد فعال ، آموزش تفکر خلاق و نقاد و صلاحیت حرفه ای و رابطه عالیه انسانی)از شرایط اصول شایستگی ، مولفه های( فرایندی ، رشد محور و روش تلفیقی) از راهبردهای آموزشی، پدیده های(عدم انگیزش ، مراکز حمایتی ناکارآمد و ارزیابی معیوب ) از شرایط مداخله‌گر، پدیده های (تصورات عالمانه‌ی مدیریتی ، ایجاد محیط رقابتی-رفاقتی و سیاست کاری-استراتژی) ( ازشرایط زمینه ای و تربیت با کیفیت افراد در سطوح (انفرادی متمایز و برجسته هر مؤلفه ، زمینه مناسب را برای طراحی برنامه‌های توانمندسازی مربیان دوره پیش‌دبستانی فراهم سازند.
The purpose of the research is to design a model of empowering pre-primary school teachers with the "scope" approach in Iran, the research was conducted qualitatively and using the basic data method to analyze and analyze the data using the Corbin and Strauss model, as well as open, axial and selective coding. The sampling method was purposeful and in the form of snowball, the sample size was 20 experts and experts in the field of curriculum planning, three-tiered methods were used for validity and reliability. The findings showed that the components (organizational atmosphere, principles and necessity of support) From the conditions of management strategies, the components (value-oriented, encouragement, unit and organization) of the consequent factors were identified in the design of the preschool teachers' empowerment model with the "Scope" approach. According to the findings of the research, it is suggested to the planners in Iran by adopting a combined approach focused on orientation aspects, rule orientation, justice orientation, teaching key experiences of teaching active approach, teaching creative and critical thinking, professional competence and human relationship). From the conditions of competence principles, components (process, growth-oriented and integrated method) from educational strategies, phenomena (lack of motivation, inefficient support centers and faulty evaluation) from intervening conditions, phenomena (scientific management concepts, creating a competitive-friendly environment and Work policy-strategy (from background conditions and quality education of people at distinct and prominent individual levels of each component, provide the right background for designing programs for empowering preschool teachers.
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