مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

منتورینگ در توسعه حرفه‌ای مربیان پیش‌دبستانی: واکاوی پدیدارشناسانه تجربه منتورها

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش آموخته کارشناسی ارشد رشته برنامه‌ریزی درسی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران.
2 گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران
3 گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران.
چکیده
هدف این پژوهش، تبیین ماهیت منتورینگ، به عنوان شیوه نوینی از توسعه ‌حرفه‌ای مربیان اوان کودکی (تاک) است. با توجه به اهمیت نقش مربیان در ارتقای کیفیت آموزش پیش از دبستان، الگوهای سنتی توسعه ‌حرفه‌ای نتوانسته اثرگذاری قابل توجهی داشته باشد و تحقیقات به عللی همچون عدم توجه به نیاز مربیان، چرخه تئوری و عمل و آموزش‌های تجویزی اشاره کرده‌اند. این تحقیق، الگوی منتورینگ را پیشنهاد داده است. با توجه به ماهیت مسئله که نیازمند واکاوی عمیق و کسب شناخت بود، در مرحله نخست از روش پدیدارشناسی استفاده شد؛ روشی که بر فهم ماهیت تجربه‌های افراد درباره یک پدیده تمرکز دارد. بر این اساس، تجربه زیسته‌ی پنج منتور که با مربیان پیش ‌از ‌دبستان همکاری داشته‌اند، با استفاده از نمونه‌گیری هدفمند، مورد واکاوی قرار گرفت. سپس، به منظور اطمینان از یافته‌ها، با راهبرد سه‌سویه‌سازی، یافته‌های این بخش با نتایج سنتزپژوهی تحقیقات پیشین مورد مقایسه قرار گرفت. بر اساس یافته‌ها، منتورینگ به‌‌عنوان فرایندی تعریف شد که در آن یادگیرنده‌ای باتجربه‌تر (منتور)، افراد دیگر (منتی‌ها) را برای مدیریت یادگیری خویش ترغیب و هدایت می‌کند. این فرایند در سه مضمونِ تعریف نقش‌ها، اصول و فرایند منتورینگ دسته‌بندی شد؛ مضامینی که در نهایت رهنمودهای عملی معناداری را برای توسعه‌ی حرفه‌ای مربیان پیش‌دبستان فراهم می‌آورند. 
کلیدواژه‌ها

موضوعات


عنوان مقاله English

A Phenomenological Study of Mentoring as a Method for Professional Development of Preschool Educator

نویسندگان English

Elaheh Khorasanchi 1
Ebrahim Talaee 2
Golnar Mehran 3
1 M.A. in Curriculum Planning, Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Alzahra University, Tehran, Iran.
2 : Department of Educational Sciences, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran.
3 Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Alzahra University, Tehran, Iran.
چکیده English

The aim of this study is to explain the nature of mentoring as a new method of professional development for Early Childhood Educators (ECE). Given the importance of educators' role in improving the quality of preschool education, the professional development of this influential group, who have mostly not received formal pre-service training - is of great importance.  However, traditional professional development models have failed to have a significant impact, and research has pointed to reasons such as lack of attention to the needs of mentors, the cycle of theory and practice, and prescriptive training. This study proposes an alternative model called mentoring and seeks to understand its nature and discover what it is through phenomenology, which focuses on understanding the essence of experiences related to a phenomenon. For this purpose, the lived experience of five mentors who have been working with preschool teachers for many years (purposive sampling) was analyzed. Then, to ensure the findings, the results were compared with a synthesis of previous research using the triangulation model. Finally, the research findings are categorized into three themes that provide practical guidelines for the professional development of preschool educators.

کلیدواژه‌ها English

Mentoring
Professional development
Early childhood
Early childhood education
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