الگوی آموزش ضمن خدمت مبتنی بر موک جهت توسعه حرفهای معلمان در سازمان: رویکرد نظریه داده بنیاد
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانیروح اله غلام پور سدهی 1 , اسدالله زنگویی 2 * , حسین مومنی مهموئی 3 , مهدی زیرک 4
1 - دانشجوی دکتری برنامه یزی درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
2 - استادیار علوم تربیتی، گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران (نویسنده مسئول)
3 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران.
4 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران.
کلید واژه: آموزش ضمن خدمت, موک, توسعه حرفهای معلمان,
چکیده مقاله :
هدف از پژوهش حاضر، طراحی الگوی آموزش ضمن خدمت مبتنی بر موک جهت توسعه حرفهای معلمان در سازمان بود. به این منظور از روش داده بنیاد با رویکرد اشتراوس و کوربین استفاده گردید. قلمرو آماری پژوهش، معلمان، کارشناسان منابع انسانی سازمان آموزشوپرورش و متخصصان حیطه موضوعی بودند. دادههای پژوهش با استفاده از مصاحبههای فردی نیمه ساختاریافته جمعآوری گردید، نمونه آماری شامل 18 نفر از مشارکتکنندگان بودند که به شیوه نظری هدفمند انتخاب شدند. دادهها با استفاده از روش کدگذاری سه مرحلهای اشتراوس و کوربین (1990) تحلیلشدهاند. یافتههای پژوهش بیانگر این است که همافزایی ارکان توسعه حرفهای معلمان با الهام از موک و فناوریهای نوین، بهمثابه پدیده محوری عمل میکند و زمینههای مرتبط با فرد، سازمان و اجتماع در این بخش تأثیرگذارند. همچنین شرایط علی شامل نیازهای جدید حرفهای و تغییر بسترهای یادگیری، ارتقا سواد رسانهای معلمان، وجود شبکه ارتباطی سازنده بین معلمان بود. عوامل محدودکننده مشتمل بر موانع فردی، ساختاری و اقتصادی بودند و راهبردهای مؤثر در این الگو شامل حمایت سازمانی و ایجاد مکانیسمهای تشویقی، تأکید بر فرایندهای خود راهبر در توسعه حرفهای، بهکارگیری راهبردهای پروژه محور احصا شدند. درنهایت پیامد مدنظر برای الگوی آموزش ضمن خدمت مبتنی بر موک جهت توسعه حرفهای معلمان در سازمان، تقویت توانمندسازی حرفهای معلمان از طریق بسترهای نوین آموزش حین خدمت عنوان گردید.
The purpose of the present study was to design an in‑service training model based on MOOCs for the professional development of teachers in the organization. To this end, a grounded theory method with the Strauss and Corbin approach was employed. The statistical population of the study consisted of teachers, human‑resources experts of the Ministry of Education, and subject‑matter specialists. The research data were collected through semi‑structured individual interviews, and the statistical sample included 18 participants who were selected through purposive theoretical sampling. The data were analyzed using Strauss and Corbin’s (1990) three‑stage coding method. The findings indicate that the synergy of the components of teachers’ professional development, inspired by MOOCs and modern technologies, functions as the core phenomenon, with individual, organizational, and social contexts influencing this component. The causal conditions comprised new professional needs and changes in learning environments, the enhancement of teachers’ media literacy, and the presence of a constructive communication network among teachers. The limiting factors consisted of individual, structural, and economic barriers, and the effective strategies in this model included organizational support and the creation of incentive mechanisms, emphasis on self‑directed processes in professional development, and the application of project‑based strategies. Ultimately, the intended outcome for the MOOC‑based in‑service training model for teachers’ professional development in the organization was identified as strengthening teachers’ professional empowerment through modern in‑service training platforms.
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