مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

طراحی الگوی توسعه حرفه‌ای معلمان مبتنی بر فناوری‌های دیجیتال

نوع مقاله : مقاله پژوهشی

نویسنده
دانش آموخته دکتری رشته مدیریت آموزشی، دانشگاه علامه طباطبائی، تهران، ایران.
چکیده
هدف این پژوهش طراحی الگویی برای توسعه حرفه‌ای معلمان با استفاده از فناوری‌های دیجیتال بود. این مطالعه با رویکرد کیفی و روش تحلیل مضمون انجام شد. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته حضوری با 20 مشارکت‌کننده (12 معلم، 5 مدیر مدرسه، و 3 کارشناس فناوری آموزشی) در استان تهران و با نمونه‌گیری هدفمند جمع‌آوری شدند. تحلیل داده‌ها به استخراج 205 کد باز و شناسایی سه مضمون اصلی منجر شد: موانع استفاده از فناوری‌های دیجیتال (زیرساختی، نگرشی، و کمبود مهارت‌های فنی)، نیازهای آموزشی معلمان (سواد دیجیتال، محتوای بومی‌سازی‌شده و دسترسی به منابع دیجیتال) و راهکارها (آموزش‌های مشارکتی، پشتیبانی سیاستی، و انگیزه‌بخشی). الگوی پیشنهادی شامل سه بخش کلیدی است: آموزش‌های عملی و گروهی برای تقویت سواد دیجیتال، محتوای آموزشی بومی‌سازی‌شده متناسب با برنامه درسی ایران و پشتیبانی سیاستی و انگیزشی برای رفع موانع و تشویق معلمان. این الگو با تمرکز بر بومی‌سازی و رفع موانع، شکاف‌های توسعه حرفه‌ای معلمان را برطرف می‌کند. یافته‌ها راهکارهایی عملی به سیاست‌گذاران، مدیران و معلمان ارائه می‌دهند تا شایستگی‌های دیجیتال معلمان را تقویت کرده و کیفیت آموزش در ایران را ارتقا دهند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Designing a professional development model for teachers based on digital technologies

نویسنده English

Zohre Ebrahimi
Ph.D in Educational Management, Allameh Tabatabaei University, Tehran, Iran.
چکیده English

This study aimed to design a model for teachers’ professional development using digital technologies. Adopting a qualitative approach and thematic analysis, data were collected through semi-structured interviews with 20 participants, including teachers, school principals, and educational technology experts in Tehran Province, selected via purposive sampling. Analysis yielded 205 open codes and three central themes: barriers to digital technology use (infrastructural, attitudinal, and technical skills), teachers’ needs (digital literacy, localized content, and access to resources), and strategies (collaborative training, policy support, and motivation). The proposed model consists of three components: hands-on group training to enhance digital literacy, localized educational content aligned with the national curriculum, and policy and motivational support to overcome barriers. By emphasizing localization and barrier reduction, the model addresses gaps in teachers’ professional development. The findings offer practical insights for policymakers, school leaders, and teachers to strengthen digital competencies and improve the quality of education in Iran.
 

کلیدواژه‌ها English

Teacher professional development
digital technologies
digital literacy
localized content
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