چارچوب مفهومی منتورینگ سرگروه‌های آموزشی در جهت توسعه حرفه‌ای معلمان دوره آموزش ابتدایی

ﭘﯿﺸﯿﻨﻪ و اﻫﺪاف: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف اراﺋﻪ ﭼﺎرﭼﻮﺑﯽ ﺑﺮای ﮐﺎرﺑﺮد ﻣﻨﺘﻮرﯾﻨﮓ ﺗﻮﺳﻂ ﺳﺮﮔﺮوهﻫﺎی آﻣﻮزﺷﯽ در ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن دوره آﻣﻮزش اﺑﺘﺪاﯾﯽ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ. روش ﻫﺎ : اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ روﯾﮑﺮد ﮐﯿﻔﯽ و ﺑﺎ اﺳﺘﻔﺎده از روش ﭘﮋوﻫﺶ داده ﺑﻨﯿﺎد از ﻧﻮع ﻧﻈﺎم ﻣﻨﺪ اﻧﺠﺎم ﺷﺪه اﺳﺖ. اﯾﻦ روش ﺑﺎ ﻫﺪف ﭘﺎﺳﺦ ﺑﻪ ﺳﺆاﻻت در ﺣﻮزهﻫﺎﯾﯽ ﮐﻪ ﻣﺒﺎﻧﯽ ﻧﻈﺮی ﮐﺎﻓﯽ ﺟﻬﺖ ﺗﺪوﯾﻦ ﻓﺮﺿﯿﻪ وﺟﻮد ﻧﺪارد، اﺳﺘﻔﺎده ﻣﯽﺷﻮد. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ ﺗﻤﺎﻣﯽ ﺳﺮﮔﺮوهﻫﺎی آﻣﻮزﺷﯽ، ﻣﻌﻠﻤﺎن و ﻣﺪﯾﺮان ﻣﺪارس آﻣﻮزش اﺑﺘﺪاﯾﯽ ﺷﻬﺮﺳﺘﺎن ﻗﺎﯾﻨﺎت را درﺑﺮ ﻣﯽﮔﯿﺮد. ﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪﮔﺎن ﺑﺎ اﺳﺘﻔﺎده از ﻧﻤﻮﻧﻪﮔﯿﺮی ﻫﺪﻓﻤﻨﺪ و ﺑﺎ روش ﻣﻼک ﻣﺤﻮر اﻧﺘﺨﺎب ﺷﺪﻧﺪ. دادهﻫﺎ ﺑﻪ وﺳﯿﻠﻪ ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺑﺎ 7 ﻧﻔﺮ از ﺳﺮﮔﺮوهﻫﺎی آﻣﻮزﺷﯽ، 9 ﻣﻌﻠﻢ آﻣﻮزش اﺑﺘﺪاﯾﯽ و 5 ﻣﺪﯾﺮ آﻣﻮزﺷﯽ ﺟﻤﻊ آوری ﺷﺪ و ﺑﻪ ﻣﻨﻈﻮر ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ، ﮐﺪ ﮔﺬاری ﺑﻪ روش اﺷﺘﺮاوس و ﮐﻮرﺑﯿﻦ در ﺳﻪ ﻣﺮﺣﻠﻪ اﻧﺠﺎم ﺷﺪ: ﺑﺎز، ﻣﺤﻮری و اﻧﺘﺨﺎﺑﯽ. ﺑﻪ ﻣﻨﻈﻮر اﻋﺘﺒﺎرﯾﺎﺑﯽ ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﭼﻬﺎر ﻣﻌﯿﺎر ﻟﯿﻨﮑﻠﻦ و ﮔﻮﺑﺎ ﺑﻪﮐﺎر ﮔﺮﻓﺘﻪ ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﯾﺎﻓﺘﻪ ﻫﺎی ﭘﮋوﻫﺶ ﭼﺎرﭼﻮﺑﯽ ﭘﻨﺞ ﻋﺎﻣﻠﯽ را ﺑﺮای ﺑﮑﺎرﮔﯿﺮی ﻣﻨﺘﻮرﯾﻨﮓ در ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪ ای ﻣﻌﻠﻤﺎن اراﺋﻪ داد ﮐﻪ ﺷﺎﻣﻞ ﺷﺮاﯾﻂ ﻋﻠّﯽ )ﻧﯿﺎز ﺑﻪ ﺑﻬﺒﻮد ﻣﺴﺘﻤﺮ، ﺿﺮورت اﺷﺘﺮاک ﺗﺠﺎرب، ﺗﻄﺎﺑﻖ ﺑﺎ ﺗﻐﯿﯿﺮات ﺳﺎزﻣﺎﻧﯽ(، ﺷﺮاﯾﻂ زﻣﯿﻨﻪای )ﺷﺮاﯾﻂ ﻣﺤﯿﻄﯽ ﻣﻨﺎﺳﺐ ﺟﻬﺖ اﺟﺮای ﻣﻨﺘﻮرﯾﻨﮓ، ﺣﻤﺎﯾﺖ ﻫﺎی ﺳﺎزﻣﺎﻧﯽ و ﺷﺮاﯾﻂ ﺣﺮﻓﻪ ای(، ﺷﺮاﯾﻂ ﻣﺪاﺧﻠﻪ ﮔﺮ) اﺑﻌﺎد آﻣﻮزﺷﯽ، اﺟﺘﻤﺎﻋﯽ، ﻓﻨﯽ، اﻗﺘﺼﺎدی و ﻓﺮﻫﻨﮕﯽ(، راﻫﺒﺮدﻫﺎ )اﺷﺘﺮاک اﯾﺪه و ﻧﻈﺮ، ﺣﻀﻮر ﻣﻨﺘﻮر در ﺟﺸﻨﻮارهﻫﺎ، ﮐﻼس و ﮐﺎرﮔﺎه ﻫﺎی آﻣﻮزﺷﯽ( و ﭘﯿﺎﻣﺪﻫﺎی ﻣﻨﺘﻮرﯾﻨﮓ )ﺑﺮای ﻣﻨﺘﯽ: اﻓﺰاﯾﺶ ﺷﺎﯾﺴﺘﮕﯽﻫﺎی ﺣﺮﻓﻪای، اﻓﺰاﯾﺶ رﺿﺎﯾﺖ ﺷﻐﻠﯽ، ﮔﺴﺘﺮش ارﺗﺒﺎﻃﺎت ﻣﺆﺛﺮ، و ارﺗﻘﺎ ﺟﺎﯾﮕﺎه، و ﺑﺮای ﻣﻨﺘﻮر: ارﺗﻘﺎ ﻣﻨﺰﻟﺖ اﺟﺘﻤﺎﻋﯽ، ﮐﺴﺐ و ﮐﺎرﺑﺮد ﺗﺠﺎرب ﺟﺪﯾﺪ و اﻓﺰاﯾﺶ ﺣﻘﻮق( ﻣﯽﺑﺎﺷﺪ. ﻧﺘﯿﺠﻪ ﮔﯿﺮی: ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن از ﻃﺮﯾﻖ ﻣﻨﺘﻮرﯾﻨﮓ ﺗﻮﺳﻂ ﺳﺮﮔﺮوه ﻫﺎی آﻣﻮزﺷﯽ ﻣﯽﺗﻮاﻧﺪ ﻧﻘﺶ ﺑﺮﺟﺴﺘﻪ ای در اﺛﺮﺑﺨﺸﯽ ﺳﺎزﻣﺎﻧﯽ و ارﺗﻘﺎی ﻣﻮﻓﻘﯿﺖ داﻧﺶ آﻣﻮزان و ﻣﻌﻠﻤﺎن داﺷﺘﻪ ﺑﺎﺷﺪ. ﺑﻨﺎﺑﺮاﯾﻦ، ﻟﺰوم ﺗﻮﺟﻪ ﺑﻪ ﺑﺮﻧﺎﻣﮥ ﺗﻮﺳﻌﮥ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن ﻣﺪارس اﺑﺘﺪاﯾﯽ از ﻣﻬﻢﺗﺮﯾﻦ اوﻟﻮﯾﺖﻫﺎی ﻧﻈﺎم آﻣﻮزﺷﯽ اﺳﺖ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد در ﺟﺬب و اﺳﺘﺨﺪام ﻣﻌﻠﻤﺎن ﻣﺪارس اﺑﺘﺪاﯾﯽ ﺑﺮاﺳﺎس ﻣﺆﻟﻔﻪﻫﺎی ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪای ﻋﻤﻞ ﺷﻮد. ﻫﻤﭽﻨﯿﻦ ﺳﺮﻓﺼﻞ ﻫﺎی آﻣﻮزﺷﯽ و ﮐﺎرﮔﺎﻫﯽ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻬﺎرت ﻫﺎی ﻣﻮرد ﻧﯿﺎز ﻣﻌﻠﻤﺎن ﺗﺪوﯾﻦ ﺷﻮد.

a conceptual framework for mentoring of educational leaders in the professional development of primary school teachers

background and objectives: the present research has been conducted with the aim of providing a framework for the use of mentoring by the heads of educational groups in the professional development of primary school teachers in qaynat city. methods: the approach of the current research is a qualitative approach and the method used is the systematic method of grounded theory. the the participants were selected using purposeful sampling and criteria based method. data were collected through semi structured interviews with 7 people from educational leaders, 9 elementary teachers and 5 educational managers, and in order to analyze the data, coding was done in three stages: open coding, central coding, and selective coding was done. findings: the findings of the research provide a framework that expresses the causal conditions (need for continuous improvement, need to share experiences, compliance with the changes governing the organization), contextual conditions (environmental conditions suitable for implementing mentoring, organizational support and professional conditions), intervening conditions (educational, social, technical, economic and cultural dimensions), strategies (sharing ideas and opinions, presence of a mentor in festivals, classes and workshops) educational activities) and outcomes (increasing professional competences, increasing job satisfaction, expanding effective communication, improving status). conclusion: according to the findings of the research, it is suggested to act based on professional development components in the recruitment and employment of primary school teachers.