تبیین نظری روایت نگاری تأملی و توسعه حرفه ای دانشجو معلمان: ارائه مدل مفهومی مبتنی بر «سنتز فرا تفسیر»

نوع مقاله : مقاله پژوهشی

نویسندگان

گروه علوم تربیتی و برنامه درسی دانشگاه تربیت مدرس

چکیده

مقاله حاضر قصد دارد به تبیین نظری روایت­نگاری­تأملی به عنوان یک راهکار توسعه حرفه­ای در برنامه درسی کارورزی دانشجو معلمان بپردازد. به منظور فهم ارتباط بین روایت­نگاری­تأملی و توسعه حرفه­ای، روش پژوهشی «سنتز فرا تفسیر» به کا­ر­گرفته شد. روشی که بین دو حوزه دانش غیر مرتبط، پیوند مفهومی به وجود می­آورد. ابتدا، ادبیات مطالعات بیست سال اخیر با روش نظام مند، تفسیر و نقد شدند تا لنز­های نظری متنوع و رایج مشخص شوند. سپس، مطالعاتی که در خصوص کلید واژه­های عنوان مقاله (تأمل، عمل­تأملی، روایت­نگاری­تأملی، توسعه حرفه­ای) مدل نظری ارائه دادند، انتخاب و مؤلفه­های آنها تحلیل گردید. نهایتاً، مفاهیم استخراج شده، مطابق با پارادایم­های معرفتی دیدگاه­های متفاوت طبقه­بندی شدند. یافته­ها نشان می­دهد، یافته­­های مفهومی حاصل از مدل­های نظری «روایت­نگاری­تأملی» و «توسعه حرفه­ای» در ابعاد قابل ملاحظه­ای (حدوداً یازده مفهوم) همدیگر را پوشش می­دهند. در مجموع می­توان نتیجه گرفت، اولاً، فعالیت غیرخطی روایت­نگاری­تأملی، این ظرفیت را دارد که در ایجاد و ارتقاء صلاحیت­های حرفه­ای دانشجو­معلمان که فرایندی پیچیده است، پاسخگو باشد. ثانیاً، نتیجه حاصل از مقایسه مدل پیشنهادی به عنوان یک نرم با اعمال چهارگانه نقشه کارورزی فکورانه دانشگاه فرهنگیان، مبین این امر است که به ابعاد «نظری»، «فنی»، «رهایی»­ و «عملی» توجه شده است. اما بعد «مشاهده­ تأملی» مورد غفلت قرار گرفته است. همچنین، اگر مؤلفه­های مدل یک کل را تشکیل می­دهند، عملاً بین آنها در برنامه­های اجرایی کارورزی تفکیک ایجاد شده است و در هر ترم یک یا چند بعد به تعویق می­افتد.

کلیدواژه‌ها


عنوان مقاله [English]

Theoretical Articulation of Reflective Narrative Writing and Student Teachers Professional Development: Using Meta Interpretation Synthesis to Provid a conceptual model

نویسندگان [English]

  • fatemeh asadollahi
  • Mahmood Mehrmohammadi
  • Ebrahim Talaee
  • Javad Hatami
Department of Educational Sciences and Curriculum of Tarbiat Modares University
چکیده [English]

The article aim is theoretical articulation of reflective narrative writing as a professional development approach in student teachers internship program. As meta interpretation makes conceptual links across previously, unconnected areas of undiscovered public knowledge, This method is used to provide great understanding of realation between reflective narrative writing and professional development. First, last twenty studies literature was interpreted and reviewed systematically, in order to identify variety theoretical lenses. Second, studies that suggest theoretical models on article title key words: »reflective«, »reflective practice«, »reflective narrative writing«, »professional development« were chosen and their findings were analyzed conceptually.third, the excluded concepts were categorized in epistemological paradigms of previous lenses. Findings show that conceptual findings of theoretical models on above issues are blanketed in notable aspects (about eleven concepts). The results show reflective narrative writing as a nonlinear activity has the capacity to creat and improve a complex process such as, student teachers competency. Also, the comparison between alternative model as a norm with reflective internship plan of Farhangiyan university represent observation, theoretical-thecnical, practical, and critical thinking dimensions are regarded, unless reflective observation is neglected. As well as, these acpects are not see as a whole in practice.   

کلیدواژه‌ها [English]

  • reflective
  • reflective practice
  • reflective narrative writing
  • professional development
  • meta interpretive synthesis
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