مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

رویکرد کوچینگ‌محور در تربیت و توسعه حرفه‌ای معلمان: تحلیل بیبلیومتریک روندها و چشم‌اندازها

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی
2 گروه حکمرانی آموزشی و سرمایه انسانی، واحد تهران مرکزی، دانشگاه آزاد اسلامی
چکیده
پژوهش حاضر به تحلیل بیبلیومتریک روندها و تحولات علمی مرتبط با رویکرد کوچینگ‌محور در حوزه تربیت معلم و توسعه حرفه‌ای معلمان می‌پردازد. در دهه‌های اخیر، این رویکرد به‌عنوان ابزاری مؤثر در توانمندسازی معلمان و بهبود مهارت‌های تدریس آن‌ها شناخته شده است. هدف پژوهش شناسایی روندهای علمی و ترندهای نوظهور است. جستجوی اسناد با استفاده از پایگاه داده اسکوپوس و کلیدواژه‌های مرتبط با «تربیت معلم»، «کوچینگ»، «توسعه حرفه‌ای» و «آموزش ضمن خدمت» از سال 1995 تا 2026 انجام شد. نتایج نشان‌دهنده رشد چشمگیر تولید علم از سال 2013 است، به‌ویژه در همکاری‌های بین‌المللی دانشگاه‌های آمریکایی و بین‌المللی مانند دانشگاه موناش و دانشگاه زوریخ. تحلیل مفاهیم کلیدی نشان می‌دهد که مفاهیم «کوچینگ»، «منتورینگ»، «توسعه حرفه‌ای معلمان» و «آموزش ضمن خدمت» به‌طور پیوسته در پژوهش‌ها ارتباط دارند. از سال 2016، این مفاهیم به‌ویژه در زمینه ارزیابی دیجیتال و استراتژی‌های تدریس نوین تقویت شده‌اند. یافته‌ها مؤید آن است که پژوهش‌های آتی باید از مدل‌های عام‌گرا فاصله گرفته و بر حوزه‌های «میکرو-پژوهشی؛ از جمله تحلیل تأثیر متغیرهای تعدیل‌گر در کوچینگ دروس تخصصی، طراحی مدل‌های بومی‌سازی‌شده برای نظام‌های آموزشی متمرکز، و ارزیابی علّی تأثیر کوچینگ بر بروندادهای یادگیری دانش‌آموزان به‌جای اکتفا به خودگزارش‌دهی معلمان تمرکز کنند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Coaching-Based Approaches in Teacher Education and Professional Development: A Bibliometric Analysis of Trends and Prospects

نویسندگان English

Somayeh Mahdi 1
Mehdi Shariatmadari 2
Hassanreza Zeinabadi 1
1 Department of Educational Administration, Faculty of Psychology and Educational Sciences, Kharazmi University
2 Department of Educational Governance and Human Capital, CT.C, Islamic Azad University
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 specialized sources published between 1983 and 2025 were analyzed. The findings identified a broad spectrum of definitions, conceptualizations, and models of reflective practice. The analysis revealed that teacher reflection varies considerably according to its underlying nature, intended purposes, levels and depth, the processes involved, educational contexts, the degree of teacher agency, and the theoretical perspectives informing its conceptualization. Despite these variations, four core dimensions consistently emerged across the literature: experiential analysis, critical reappraisal, interaction and collaboration, and a commitment to professional transformation. In addition, 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

Coaching-based approach
teacher education
professional development
bibliometrics
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