کارکرد کنش پژوهی در توسعه حرفه ای دانشجو معلمان دانشگاه فرهنگیان

ﭘﮋوﻫﺶ ﮐﯿﻔﯽ ﺣﺎﺿﺮ ﺑﺎ روﯾﮑﺮد ﮐﻨﺶ ﭘﮋوﻫﯽ و ﺑﺎ ﺷﯿﻮه ﺗﺤﯿﻠﯽ -اﺳﺘﻨﺒﺎﻃﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎری اﯾﻦ ﻣﻄﺎﻟﻌﻪ را 16داﻧﺶآﻣﻮز از ﮐﻼس اول اﺑﺘﺪاﯾﯽ ﻣﺪرﺳﻪ ﮐﺎرﺧﺎﻧﻪ ﻗﻨﺪ ﺑﯿﺴﺘﻮن در اﺳﺘﺎن ﮐﺮﻣﺎﻧﺸﺎه ﺗﺸﮑﯿﻞ دادﻧﺪ، دادهﻫﺎی اﯾﻦ ﺗﺤﻘﯿﻖ ﺑﺎ ﺑﻬﺮهﮔﯿﺮی از ﺗﮑﻨﯿﮏ ﻫﺎی ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﻣﻨﺪ و ﻣﺸﺎﻫﺪه ﮔﺮدآوری ﺷﺪ. در ﻓﺮآﯾﻨﺪ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﺎ ﺑﻬﺮهﮔﯿﺮی از ﮐﺪﮔﺬاری ﻫﺎی ﻣﺘﻌﺎرف ﺗﻌﺪاد172 ﮐﺪ ﺑﺎز، 20 ﮐﺪ ﻣﺤﻮری و 5ﮐﺪ اﻧﺘﺨﺎﺑﯽ از ﻧﻘﺪ ﺗﺪرﯾﺲ و ﺗﺄﻣﻼت اﺳﺘﺨﺮاج ﺷﺪ. از ﺟﻤﻠﻪ ﮐﺪﻫﺎی ﻣﺤﻮری ﺑﺪﺳﺖ آﻣﺪه ﮐﻪ ﻣﯽ ﺗﻮاﻧﻨﺪ در ارﺗﻘﺎ و ﺗﻮﺳﻌﻪ ﺣﺮﻓﻪ ﻣﻌﻠﻤﯽ اﺛﺮﮔﺬار ﺑﺎﺷﻨﺪ ﻣﯽ ﺗﻮان ﺑﻪ ﺧﻮدﺷﻨﺎﺳﯽ ﻣﻌﻠﻢ، ﻣﺪﯾﺮﯾﺖ ﻓﻀﺎی آﻣﻮزﺷﯽ، داﺷﺘﻦ ﻃﺮح درس، وﯾﮋﮔﯽ ﻫﺎی اﺧﻼﻗﯽ و رﻓﺘﺎری ﻣﻌﻠﻢ، ﻋﻼﻗﻪﻣﻨﺪی ﻣﻌﻠﻢ ﺑﻪ آﻣﻮزش، ارﺗﺒﺎط اوﻟﯿﻪ، ﺑﺮﻧﺎﻣﻪرﯾﺰی و آﻣﺎدﮔﯽ، ﻣﺮور داﻧﺴﺘﻪﻫﺎ، ﻣﺸﺎرﮐﺖ دادن داﻧﺶآﻣﻮزان، داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﻣﻌﻠﻢ، ﻣﻬﺎرت ﮐﻼﻣﯽ ﻣﻌﻠﻢ، ﻓﻨﻮن ﺳﺆال ﮐﺮدن، ﺑﻬﺮهﮔﯿﺮی از اﻣﮑﺎﻧﺎت آﻣﻮزﺷﯽ، اﺳﺘﻔﺎده از ﻓﻨﺎوری، ﺑﺮﻗﺮاری ﻧﻈﻢ در ﮐﻼس، ﻣﺪﯾﺮﯾﺖ زﻣﺎن، ﺟﻤﻊﺑﻨﺪی ﭘﺎﯾﺎﻧﯽ، ﺳﻨﺠﺶ و ارزﺷﯿﺎﺑﯽ و اراﺋﻪ ﺗﮑﻠﯿﻒ ﻋﻤﻠﮑﺮدی اﺷﺎره ﮐﺮد در ﻧﻬﺎﯾﺖ ﻃﯽ ﮐﺪﮔﺬاری ﮔﺰﯾﻨﺸﯽ ﭘﻨﺞ ﻣﻘﻮﻟﻪ وﻇﺎﯾﻒ ﻣﻌﻠﻢ، ﻣﻬﺎرت ﻋﺎﻃﻔﯽ ﻣﻌﻠﻢ، ﻣﻬﺎرت ارﺗﺒﺎﻃﯽ ﻣﻌﻠﻢ ، ﻣﻬﺎرت ﺗﺪرﯾﺲ و ﻣﻬﺎرت ﺳﻨﺠﺶ و ارزﯾﺎﺑﯽ ﻣﻌﻠﻢ اﺳﺘﺨﺮاج ﮔﺮدﯾﺪ

the function of action research in the professionaldevelopment of students and teachers of farhangianuniversity

this qualitative research is analytic-inferential. its statistical population was 16 students from the first grade of elementary school of biston sugar factory. the method of data collection is observation and interview. first, by writing a statement, analyzing the five situations (physical, emotional, educational, organizationaladministrative, virtual education), drawing a mental map, a lesson plan was prepared and implemented, which was approved by the research group and by conventional coding analysis was done. a number of 172 open codes, 20 central codes and 5 selective codes were extracted from teaching criticism and reflections. among the key codes obtained that can be effective in promoting the development of the teaching profession are the teacher’s self knowledge, the management of the educational environment, having a lesson plan, the teacher’s moral characteristics, the teacher’s behavior, the teacher’s interest in education, the teacher’s initial communication, planning and preparation, reviewing knowledge, involving students, teacher’s content knowledge, teacher’s verbal skills, questioning techniques, using educational facilities, using technology, establishing order in the classroom, time management, the final classification, assessment and evaluation and presentation of performance assignment indicated that the selective codes provided under the title of teacher’s duties, teacher’s emotional skill, teacher’s communication skill, teaching skill and teacher’s assessment and evaluation skill .