مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

بازنگری بر مفهوم و ابعاد عمل‌ تأملی معلمان: یک فراترکیب مفهومی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
2 گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران. ‏
چکیده
تأمل معلمان طی چند دهه اخیر با مفاهیم و تعاریف متنوع، ارائه شده است. پژوهش حاضر با هدف بررسی ماهیت و ابعاد اساسی تأمل معلمان ، با رویکرد تفسیری و راهبرد فراترکیب مفهومی، از طریق مرور نظامند و روش تحلیل مضمون ‌محور سه‌مرحله‌ای، 86 منبع تخصصی، طی بازه زمانی 1983 تا ۲۰۲۵ میلادی را بررسی کرده است. یافته‌ها منتج به استخراج طیف وسیعی از تعاریف، مفاهیم و الگوهای عمل‌تأملی شد. بررسی تعاریف ارائه شده از تأمل معلمان نشان می‌دهد؛ که این مفهوم با توجه به مؤلفه‌هایی نظیر: "ماهیت تأمل"، "اهداف مورد نظر"، "سطوح و عمق تأمل"، "فرآیندهای درگیر"، "زمینه‌های آموزشی"، "میزان عاملیت معلم"، و "رویکردهای نظری" حاکم بر آنها، دارای تنوع و تفاوت‌های قابل‌توجهی است. با این حال؛ علی‌رغم تنوع دیدگاه، چهار بعد اصلی شامل: "تحلیل تجربه"، "بازنگری انتقادی"، "تعامل ومشارکت"، و "گرایش به تحول حرفه‌ای"، از مولفه‌های مشترک تعاریف و ماهیت تأمل معلمان است. همچنین، در بیشتر الگوهای عمل‌تأملی، چهار سازه تأملی شامل: "توصیف"، "درک"، "تحلیل" و "تحول" برجسته هستند. این مقاله با ارائه تعریفی جامع از تأمل و ساختاری مفهومی از عمل‌تأملی معلمان، می‌تواند مبنای طراحی الگوهای آموزشی، ابزارهای سنجش، و برنامه‌های درسی تربیت معلم باشد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Revisiting the Concept and Dimensions of Teacher Reflection: A Conceptual Meta-Synthesis

نویسندگان English

Masoud Ramroudi 1
khalil gholami 2
Yahya Maroofi 2
1 PhD Student, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
2 Department of Educational Sciences, Faculty of Humanities and Social Sciences, University ‎of Kurdistan, Sanandaj, Iran
چکیده English

Teacher reflection has been conceptualized in diverse ways over the past few decades, resulting in a wide range of definitions and theoretical perspectives. This study examines the nature and core dimensions of teacher reflection using an interpretive approach and a conceptual meta-synthesis strategy. Through a systematic review and a three-stage thematic synthesis, 86 peer-reviewedsources published between 1983 and 2025 were analyzed. The findings revealed a broad spectrum of definitions, conceptualizations, and models of reflective practice. The analysis demonstrated that teacher reflection varies considerably based on its underlying nature, intended purposes, levels and depth, processes involved, educational contexts, degree of teacher agency, and theoretical perspectives informing its conceptualization. Despite these differences, four core dimensions consistently emerged across the literature: experiential analysis, critical reappraisal, interaction and collaboration, and a commitment to professional transformation. Furthermore, most reflective practice models emphasize four fundamental constructs: description, understanding, analysis, and transformation. By proposing a comprehensive definition of teacher reflection and an integrative conceptual framework for reflective practice, this study provides a foundation for developing educational models, assessment instruments, and teacher education curricula.

کلیدواژه‌ها English

Reflection
Reflective Practice
Definitions of Reflection
Dimensions of Reflection
Conceptual Meta-Synthesis
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