الزامات و بسترهای فرآیند خودتوسعه ای کارمندان در سازمان مبتنی بر رویکرد آموزشی هیوتاگوژی: مورد مطالعه معلمان مقطع ابتدایی
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانیمیثم غلام پور 1 , محمد محمودی بورنگ 2 , سید احمد محمدی حسینی 3
1 - استادیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران
2 - دکتری مطالعات برنامه ریزی درسی، دانشگاه بیرجند، بیرجند، ایران
3 - استادیار گروه علوم تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران.
کلید واژه: خودتوسعه ای, هیوتاگوژی, کارمندان, معلمان,
چکیده مقاله :
هدف پژوهش حاضر واکاوی الزامات و بسترهای فرآیند خودتوسعهای کارمندان در سازمان مبتنی بر رویکرد آموزش هیوتاگوژی است. این پژوهش با رویکرد کیفی و با روش پدیدارشناسی توصیفی انجام گرفت. حوزه پژوهش شامل کلیه معلمان دوره آموزش ابتدایی، مدیران مدارس و متخصصان موضوعی بودند که از طریق نمونهگیری هدفمند از نوع ملاک محور انتخاب شدند. دادهها از طریق مصاحبهی نیمه ساختاریافته با 8 نفر از اساتید دانشگاه، 10 نفر از معلمان دوره آموزش و پرورش ابتدایی و 4 نفر از مدیران مدارس ابتدایی جمعآوری شد. بهمنظور تجزیهوتحلیل دادهها از روش تحلیل مضامین در سه سطح مضامین فراگیر، سازمان دهنده و پایه استفاده شد. برای تأمین روایی و پایایی از معیارهای لینکن و کوبا استفاده شد. نتایج پژوهش نشاندهندهی پانزده مضمون سازماندهنده محوری و چهار بُعد فراگیر مشتمل بر الزامات رفتاری(مشتمل بر محورهایی چون انگیزش، تعهد، ویژگی شخصیتی و تخصص حرفهای)، الزامات برنامهای (مشتمل بر محورهایی چون مدیریت دانش پداگوژیک، برنامه درسی محیط کار، رویکرد جانشینپروری سازمانی و منتورینگ همتا)، الزامات ساختاری(مشتمل بر محورهایی چون رویکرد مدیریت شبکهای، حمایت و پشتیبانی و نیازسنجی)، الزامات زمینهای (مشتمل بر محورهایی چون بهبود نگرش، کیفیتگرایی، فرهنگسازی و تجدید کارراهه شغلی) سازمان یافت. از این رو با توجه به یافتهها میتوان نتیجه گرفت که توجه به فرآیند خودتوسعهای معلمان مبتنی بر ابعاد فردی، سازمانی و فرهنگی در آموزش و پرورش است.
The present study aimed to explore the requirements and contexts for the self-development process of organization employees based on the heutagogical learning approach. This qualitative research was conducted through a descriptive phenomenological method. The research population included all primary school teachers, school principals, and subject matter experts, selected through criterion-based purposive sampling. The data for this study were collected through semi-structured interviews with 8 university professors, 10 primary school teachers, and 4 primary school principals. For data analysis, thematic analysis was used at three levels: basic themes, organizing themes, and global themes. To ensure validity and reliability, Lincoln and Guba’s trustworthiness criteria were employed.
The findings revealed fifteen core organizing themes across four overarching dimensions: behavioral requirements (including themes such as motivation, commitment, personality traits, and professional expertise); programmatic requirements (including pedagogical knowledge management, workplace curriculum, organizational succession planning, and peer mentoring); structural requirements (including network-based management, support and supervision, and needs assessment); contextual requirements (including attitude enhancement, quality orientation, cultural development, and career path renewal). With regard to these findings, it can be concluded that fostering teachers' self-development requires attention to individual, organizational, and cultural dimensions within the education system.
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