الزامات و بسترهای فرآیند خودتوسعه ای کارمندان در سازمان مبتنی بر رویکرد آموزشی هیوتاگوژی: مورد مطالعه معلمان مقطع ابتدایی
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانیمیثم غلام پور 1 * , محمد محمودی بورنگ 2 , سید احمد محمدی حسینی 3
1 - استادیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران
2 - دکتری مطالعات برنامه ریزی درسی، دانشگاه بیرجند، بیرجند، ایران
3 - استادیار گروه علوم تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران.
کلید واژه: خودتوسعه ای, هیوتاگوژی, کارمندان, معلمان,
چکیده مقاله :
هدف پژوهش حاضر واکاوی الزامات و بسترهای فرآیند خودتوسعهای کارمندان در سازمان مبتنی بر رویکرد آموزش هیوتاگوژی است. این پژوهش با رویکرد کیفی و با روش پدیدار‌شناسی توصیفی انجام گرفت. حوزه پژوهش شامل کلیه معلمان دوره آموزش ابتدایی، مدیران مدارس و متخصصان موضوعی بودند که از طریق نمونه‌گیری هدفمند از نوع ملاک محور انتخاب شدند. دادهها از طریق مصاحبهی نیمه ساختاریافته با 8 نفر از اساتید دانشگاه، 10 نفر از معلمان دوره آموزش و پرورش ابتدایی و 4 نفر از مدیران مدارس ابتدایی جمع‌آوری شد. به‌منظور تجزیه‌وتحلیل دادهها از روش تحلیل مضامین در سه سطح مضامین فراگیر، سازمان دهنده و پایه استفاده شد. برای تأمین روایی و پایایی از معیارهای لینکن و کوبا استفاده شد. نتایج پژوهش نشان‌دهندهی پانزده مضمون سازماندهنده محوری و چهار بُعد فراگیر مشتمل بر الزامات رفتاری(مشتمل بر محورهایی چون انگیزش، تعهد، ویژگی شخصیتی و تخصص حرفهای)، الزامات برنامهای (مشتمل بر محورهایی چون مدیریت دانش پداگوژیک، برنامه درسی محیط کار، رویکرد جانشینپروری سازمانی و منتورینگ همتا)، الزامات ساختاری(مشتمل بر محورهایی چون رویکرد مدیریت شبکهای، حمایت و پشتیبانی و نیازسنجی)، الزامات زمینهای (مشتمل بر محورهایی چون بهبود نگرش، کیفیتگرایی، فرهنگسازی و تجدید کارراهه شغلی) سازمان یافت. از این رو با توجه به یافتهها میتوان نتیجه گرفت که توجه به فرآیند خودتوسعهای معلمان مبتنی بر ابعاد فردی، سازمانی و فرهنگی در آموزش و پرورش است.
The present study aimed to explore the requirements and contexts for the self-development process of organization employees based on the heutagogical learning approach. This qualitative research was conducted through a descriptive phenomenological method. The research population included all primary school teachers, school principals, and subject matter experts, selected through criterion-based purposive sampling. The data for this study were collected through semi-structured interviews with 8 university professors, 10 primary school teachers, and 4 primary school principals. For data analysis, thematic analysis was used at three levels: basic themes, organizing themes, and global themes. To ensure validity and reliability, Lincoln and Guba’s trustworthiness criteria were employed.
The findings revealed fifteen core organizing themes across four overarching dimensions: behavioral requirements (including themes such as motivation, commitment, personality traits, and professional expertise); programmatic requirements (including pedagogical knowledge management, workplace curriculum, organizational succession planning, and peer mentoring); structural requirements (including network-based management, support and supervision, and needs assessment); contextual requirements (including attitude enhancement, quality orientation, cultural development, and career path renewal). With regard to these findings, it can be concluded that fostering teachers' self-development requires attention to individual, organizational, and cultural dimensions within the education system.
1 Patidar N, Gupta S, Azbik G, Weech-Maldonado R. Succession planning and financial performance: Does competition matter? J Healthc Manag. 2016;61(3):215-27.
2 Rožman M, Tominc P, Štrukelj T. Competitiveness through development of strategic talent management and agile management ecosystems. Glob J Flex Syst Manag. 2023;24(3):373-93.
3 Groves KS. Examining the impact of succession management practices on organizational performance: A national study of U.S. hospitals. Health Care Manage Rev. 2019;44(4):356-65.
4 Nson YD. Sustainability of the society through green human resources management practices: A proposed model. Ann Hum Resour Manage Res. 2024 Jul 18;4(1):43-59.
5 Chia R. A process-philosophical understanding of organizational learning as “wayfinding”: Process, practices and sensitivity to environmental affordances. Learn Organ. 2017;24(2):107-18.
6 Cheng B, Yu X, Dong Y, Zhong C. Promoting employee career growth: The benefits of sustainable human resource management. Asia Pac J Hum Resour. 2024 Jan;62(1):e12371.
7 Cambridge Assessment International Education. Education Brief: Teacher professional development [Internet]. Cambridge: Cambridge Assessment International Education; 2021. Available from: https://www.cambridgeinternational.org/Images/621009-teacher-professional-development-
8 Timperley H, Alton-Lee A, Wilson A. Teacher professional learning and development. Aust J Teach Educ. 2022;47(4):21-35.
9 Darling-Hammond L, Hyler ME, Gardner M. Effective teacher professional development. Am Educ Res J. 2024;61(3):589-611.
10 Knowles MS. The adult learner: The definitive classic in adult education and human resource development. London: Routledge; 2024.
11 Hase S, Blaschke LM. Heutagogy, work and lifelong learning. In: Scott D, editor. The SAGE Handbook of Learning and Work. London: SAGE; 2022. 80-98.
12 Hase S, Kenyon C, editors. Self-determined learning: Heutagogy in action. London: A&C Black; 2013.
13 Hase S, Blaschke LM. Heutagogy and work: Unleashing the power of learner agency [Internet]. EdTech Books; 2021. Available from: https://edtechbooks.org/up/pp
14 Hase S. Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact J Appl Res Workplace e-Learn. 2009;1(1):43-52.
15 Akyildiz ST. Do 21st century teachers know about heutagogy or do they still adhere to traditional pedagogy and andragogy? Int J Prog Educ. 2019;15(6):151-69.
16 Cochrane T, Antonczak L, Gordon A, Withell A. Heutagogy and digital capability: Designing learner-determined learning environments. Res Pract Technol Enhanc Learn. 2020;15(1):1-16.
17 Mahmoodi Booreng M, Akbary M, Ayati M. Identifying indicators and components of learners' lifelong learning: A synthesis based on the Roberts model. Learner-based Curric Instr J. 2025;3(4):25-37. doi: 10.22034/cipj.2024.63610.1168.
18 Msila V. Heutagogy and teaching: Toward liberatory methods. Int J Humanit Educ. 2020;18(1):1-12.
19 Martin A, McLoughlin C. Designing professional learning for teacher resilience: Applying heutagogy to support self-determined learning. Aust J Teach Educ. 2018;43(2):93-107.
20 Crowley C, Lowe J. Teacher agency and self-determined professional development: Applying heutagogy to empower early childhood educators. Early Child Dev Care. 2020;190(9):1445-58.
21 Jomhoor Torfi F, Nateghi F, Jalalvandi M. Study of the position of pedagogy, andragogy and heutagogy educational approaches in high school teacher's professional development. J Sch Adm. 2020;8(1):77-96. Available from: https://www.magiran.com/p2137272.
22 Cresswell JW, Clark VP. Mixed research methods. Translated by Sarai J, Kiamanesh A. Tehran: Aizh; 2017.
23 Groenewald T. A Phenomenological Research Design Illustrated. International Journal of Qualitative Methods;2004; 3(1):42-55.
24 Hollan D. On the varieties and particularities of cultural experience. Ethos. 2012 Mar;40(1):37-53.
25 Lincoln, Y., Guba, E.G. The Distinction Between Merit and Worth in Evaluation. Educational Evaluation and policy Analysis,1980; 2(4), 61-74. https://doi.org/10.3102/01623737002004061
26 Rao. S., & Perry, Ch. Convergent interviewing to build a theory in under-researched areas: principles and an example investigation of Internet usage in inter-firm relationships. An International Journal,2003; 6 (4): 236-247.
27 Hejazi farahmand, N., jahanshad, A. The effect of dimensions of ethical decision making models on the professional judgment of auditors. Journal of Management Accounting and Auditing Knowledge, 2025; 15(58): 313-329. doi: 10.22034/jmaak.2024.76953.4195
28 Fakheri F, Tabatabaei M. The effectiveness of teacher professional skills training based on the Gordon model on self-confidence and achievement motivation of elementary school students. J New Adv Psychol Educ Sci Educ. 2012;5(56):55-70.
29 Lezina, O. V., & Akhterov, A. V. Designing of the information component of pedagogical knowledge management system in a chair of technical university. In 2013 International Conference on Interactive Collaborative Learning (ICL) (pp. 544-546). IEEE.2013.
30 Mehmandoost Ghamsari ZS, Fathi Vajargah K, Khorasani A, Safayi Movahed S. Identification and validation of effective factors on the establishment of workplace curriculum model emphasizing on economic development consequences. J Urban Econ Manage. 2019;7(25):63-79.
31 Beane-Katner, L. Anchoring a mentoring network in a new faculty development program. Mentoring & Tutoring: Partnership in Learning,2014; 22(2): 91–103.
32 Pratama A. Routledge Handbook of Coaching Children in Sport: By Martin Toms and Ruth Jeanes (eds). Bingley, Routledge, 2023, (eBook). ISBN: 978-1-032-05819-1 hardback, 978-1-003-19935-9 eBook.