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شناسایی ابعاد و مؤلفههای اجتماع یادگیری حرفهای مدیران مدارس: مرور نظاممند | ||
رهبری آموزشی کاربردی | ||
مقاله 9، دوره 5، شماره 3، مهر 1403، صفحه 163-187 اصل مقاله (1.25 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22098/ael.2024.15543.1458 | ||
نویسندگان | ||
افسانه سرگزی* 1؛ داود قرونه2؛ رضوان حسین قلی زاده3 | ||
1دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد، مشهد، ایران | ||
2استادیار گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد، مشهد، ایران | ||
3دانشیار گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد، مشهد، ایران | ||
چکیده | ||
مقدمه و هدف: امروزه امیدوارکنندهترین استراتژی برای بهبود پایدار و اساسی مدرسه، توسعه توانایی اعضای مدرسه برای عملکرد به عنوان اجتماع یادگیری حرفهای است .اجتماعات یادگیری حرفهای را میتوان از روی برچسب آنها به عنوان اجتماعی از حرفهایها که مشغول یادگیری هستند، درک کرد؛ لذا هدف پژوهش حاضر، شناسایی ابعاد و مؤلفههای اجتماع یادگیری حرفهای مدیران مدارس میباشد. روششناسی پژوهش: به منظور دستیابی به این هدف، از روش پژوهش اسنادی از نوع مرور نظاممند استفاده شد. بر این اساس، مقالات منتشرشده در حوزه اجتماع یادگیری حرفهای مدیران مدارس در سالهای 2016-2024 از پایگاههای خارجی اشپرینگر، سیج، ساینس دایرکت، اریک، اسکوپوس، امرالد و همچنین پایگاههای داخلی مگایران، اس آی دی و نورمگز، پرتال جامع علوم انسانی، سیویلیکا، پژوهشگاه علوم و فناوری اطلاعات ایران (ایرانداک) و جویشگر فارسی علمنت مورد بررسی قرار گرفتند. پس از جستجو، غربالگری بر اساس محدوده موضوعی و سپس ارزیابی مطالعات انجام گرفته، 86 مطالعه به عنوان نمونه پژوهش انتخاب گردید. یافتهها: بر اساس نتایج به دست آمده، مؤلفههای اجتماع یادگیری حرفهای مدیران مدارس در چهار مؤلفه محوری بُعد شخصیتی (مشتمل بر مولفههای فردی، مؤلفههای ادراکی، تعامل و ارتباطجمعی)؛ بّعد حرفهای (مشتمل بر تعهد حرفهای و یادگیری حرفهای)، بُعد سازمانی (مشتمل بر حمایت و پشتیبانی، فرهنگ مشارکتی، ترسیم چشمانداز، تحولگرایی در رهبری)، بعد رویکردی (مشتمل بر مربیگری و مرشدی همتا، یادگیری غیررسمی، پژوهش محوری) شناسایی شد. بحث و نتیجهگیری: مرور پژوهشهای خارجی انجام شده در زمینة اجتماعات یادگیری حرفهای مدیران مدارس، این نکته مهم را یادآور میسازد که برای رهاسازی مدیران از محدودیتهای توسعة حرفهای سنتی توجه به رویکردهای جدید توانمندسازی مانند شبکهسازی و شکلگیری اجتماعات یادگیری حرفهای بسیار ضروری است. با اینحال، مطالعه این پژوهشها نشان میدهد که شکاف نظری و عملی قابل لمسی در این حوزه وجود دارد. لذا شناخت و تقویت ابعاد و مولفههایی که بر مشارکت و همکاری مدیران در زمینه فعالیتهای یادگیری حرفهای تأثیر میگذارند، گامی سودمند در جهت توانمندسازی مدیران، بهبود فعالیت تدریس معلمان، پیشرفت تحصیلی دانشآموزان و در پی آن ارتقای کیفیت نظامهای آموزشی خواهد بود. | ||
کلیدواژهها | ||
مولفهها؛ اجتماع یادگیری حرفهای؛ مدیران مدارس؛ مرور نظاممند | ||
مراجع | ||
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