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اخبار و اعلانات

تحلیل کانونی یادگیری مادام العمر با توسعه حرفه ای معلمان

نوع مقاله : علمی- پژوهشی

نویسندگان

1 کارشناسی ارشد مدیریت آموزشی، دانشگاه سیستان و بلوچستان، زاهدان، ایران

2 گروه علوم تربیتی، دانشگاه سیستان و بلوچستان، زاهدان، ایران

چکیده

یادگیری مادام‌العمر به عنوان مهمترین عامل توانمندساز در جامعه اطلاعاتی در جهت حفظ و توسعه شایستگی معلمان، برای ساختن آینده پایدار جامعه نقش دارد. هدف پژوهش حاضر، تحلیل کانونی یادگیری مادام‌العمر با توسعه حرفه‌ای معلمان شهرستان سرخس بوده است. روش پژوهش همبستگی بوده است که در جامعه معلمان متوسطه شهرستان سرخس با نمونه 260 نفری بر اساس روش تصادفی ساده شده است. ابزار پژوهش دو پرسشنامه نگرش به یادگیری مادام‌العمر و توسعه حرفه‌ای معلمان بوده است. پایایی براساس آلفای کرانباخ به ترتیب 88/0 و 91/0 و روایی تأییدی و محتویی در هر دو ابزار مناسب گزارش شده است. روش تجزیه و تحلیل با استفاده از نرم افزار SPSS تحلیل کانونی بوده است. نتایج نشان داد، بین کلیه مؤلفه‌هایی یادگیری مادام‌العمر و توسعه حرفه‌ای معلمان با ضریب تعیین 98/0 رابطه وجود دارد و بر اساس سه گروه کانونی ایجاد شده،  ابعاد یادگیری مادام‌العمر قدرت تبیین ابعاد توسعه حرفه‌ای را داشته است. می‌توان گفت، در ایجاد توسعه حرفه‌ای معلمان فاکتورهای انگیزه، پشتکار، خودتنظیمی و کنجکاوی نقش دارند و نهاد آموزش و پرورش یا ایجاد مهارت‌های یادگیری مادام‌العمر در توسعه شایستگی معلمان برای پاسخ به نیازهای آموزشی جامعه در حال رشد و اماده‌سازی شهروندان عصر جدید اقدام نماید.

کلیدواژه‌ها

عنوان مقاله [English]

Canonical analysis of lifelong learning on teachers' professional development

نویسندگان [English]

  • neda jabarooti 1
  • rouhollah bagherimajd 2

1 MSc of Educational administration, University of sistan and baluchestan, zahedan, Iran

2 department of education scince, University of sistan and baluchestan, zahedan, Iran

چکیده [English]

Introduction
Lifelong learning plays a role as the most important enabling factor in the information society in order to maintain and develop the competence of teachers, to build a sustainable future of the society. Lifelong learning emerged throughout life in order to develop personal, social and knowledge, skills and competencies and to develop various competencies in order to flexibly adapt to a rapidly changing world. The speed of this change made it a necessity to acquire new skills in the training of teachers to prepare the citizens of the new age in order to meet the changing needs ahead. For this reason, the aim of the present research was the Canonical analysis of lifelong learning on the professional development of teachers.
Method
The research method was correlation. The statistical population of the study was about 800 secondary school teachers in serakhs city that a sample of 260 people was selected according to a simple random method. The research tools were three questionnaires, including spiritual well-being Questionnaire, social undermining, organizational Cynicism. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels. The research tools were two questionnaires of lifelong learning and teachers' professional development. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels.
Results
The results showed that there is a relationship between all components of lifelong learning and teachers' professional development. And based on this, three focus groups were created, which indicates that the dimensions of professional development are explained by the dimensions of lifelong learning.
Discussion
It can be said that the factors of motivation, perseverance, self-regulation and curiosity play a role in the professional development of teachers. the institution of education can create lifelong learning skills in developing the competence of teachers to meet the educational needs of society and prepare citizens for the new era. this learning and development requires the participation of three basic principles of self-contemplation, cooperation with parents and society, and teacher and student.

کلیدواژه‌ها [English]

  • learning
  • lifelong learning
  • professional development
  • Canonical analysis
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علوم تربیتی
دوره 30، شماره 1
خرداد 1402
صفحه 127-144
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هم رسانی
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