چکیده:
حرفهای شدن در تدریس یک فرایند مادامالعمری است که در آن معلمین میبایست توانمندیهایی را کسب کنند، سطح حرفهایشان را ارتقا بدهند، به بالاترین استانداردها برسند، و به تعالی برسند. برای ارزیابی کم و کیف این قابلیتها و استانداردها، برخی معیارهای سنجش در حوزه تربیتمعلم طراحیشده است. در این راستا، این مقاله مدلی از حرفهای گری در معلمی را پیشنهاد میدهد که در آن معلمان بهطور همزمان مسیرهای رشد و پیشرفتی را تجربه میکنند که در آنها ابتدا بهعنوان معلم مبتدی هستند و سپس با گذر از برخی مراحل نیمهحرفهای بهصورت تدریجی به معلمی حرفهای با توانایی بالا تبدیل میشوند. برای درک بهتر، نقطه آغازین و پایانی بر روی یک پیوستار نمایش داده میشود تا تصویر دقیقتری از فرایند پیشرفت حرفهای شدن ارائه شود. این مدل مفهومی از حرفهای شدن میتواند معلمان آینده را به یک چارچوب تحلیلی مسلح کند تا افق دیدشان را وسعت ببخشند و توجه و تلاششان را به سمت توسعه صلاحیتهای حرفهای معطوف کنند و از یک سمت این پیوستار فاصله گرفته و به سمت دیگر حرکت کنند.
Teaching professionalism is a lifelong process in which teachers are supposed to acquire capacities, upgrade their professional status, fulfill the highest standards, and achieve excellence. For evaluating the quality and quantity of such capacities and standards, certain benchmarking criteria have been developed in the realm of teacher education. In this line of inquiry, this paper proposes a model of teaching professionalism in which teachers are supposed to experience simultaneously developing strands in which they start as novice teachers, pass through some intermediate stages of semi-professionalism, and in a piecemeal fashion transform into expert teachers with the highest integrity and competence. For ease of understanding, the starting point and the final point as the extremes of each continuum are depicted as dichotomies to give a better picture of the developmental process of teacher professionalism. This conceptual model of professionalism can equip prospective teachers with an analytical framework to broaden their horizons and direct their attention and efforts towards developing core competencies by moving away from the left side of each continuum and approaching to the right side.
خلاصه ماشینی:
واژههای کلیدی: صلاحیتهای حرفهای، معلمان حرفهای، معلمان مبتدی، تربیت معلم، حرفهای شدن معلم; ; تاریخ پذیرش: 22/07/1398 Abstract Teaching professionalism is a lifelong process in which teachers are supposed to acquire capacities, upgrade their professional status, fulfill the highest standards, and achieve excellence.
In this line of inquiry, this paper proposes a model of teaching professionalism in which teachers are supposed to experience simultaneously developing strands in which they start as novice teachers, pass through some intermediate stages of semi-professionalism, and in a piecemeal fashion transform into expert teachers with the highest integrity and competence.
In two-dimensional concept of teacher education, would-be teachers are required to acquire various types of knowledge -personal interpretative forms of information- to act as a problem-solver in handing classroom challenges.
Applying Gould’s (1977) ontogeny- phylogeny dichotomy which states that individual development (ontogeny) can be a miniature of the evolution of species and lineages (phylogeny) in teaching professionalization implies that becoming an ideal teacher or a professional entails going through an evolutionary process containing the elements of training, education, and development.
On the contrary, an expert teacher views issues and problems in educational settings as complex phenomena with a variety of interrelated elements.
As time passes, teachers gain ample hands-on experiences, reflect on them, and approach professionalism, and finally, they may develop a “personality” well suited to teaching profession.
Thomas and Montgomery (1998) believe that it is by analysis of our actions and their effects on others that we learn from experience and move along the continuum from novice to expert teachers.