بازنمایی مناقشات ناظر بر دو گفتمان توسعه حرفه ای و هویت حرفه ای معلم از منظر مناسبات قدرت

پژوهش نامه مبانی تعلیم و تربیت

مقاله 6، دوره 8، شماره 2 - شماره پیاپی 16، اسفند 1397   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.v8i2.72713

نویسندگان

مرضیه کهندل^{* 1}؛ مرتضی کرمی¹؛ محمدرضا آهنچیان¹؛ محمود مهرمحمدی²

¹دانشگاه فردوسی مشهد

²تربیت مدرس

چکیده

هدف اصلی این پژوهش، بازنمایی مناقشات ناظر بر دو گفتمان توسعه حرفه­ای و هویت حرفه­ای معلم از منظر مناسبات قدرت می‌باشد. برای دستیابی به این هدف، از روش پژوهش اسنادی- تحلیلی بهره گرفته شد. یافته­های به دست آمده حاکی از آن است که چهار مناقشه عمده حرفه و پیشه، ساختار و عاملیت، مناقشه حرفه‌ای گری و حرفه‌ای گرایی، و بوروکراسی و دموکراسی که در بستر مناسبات قدرت توانسته‌اند رشد و نمو بیشتری پیدا کنند، محل­های تأمل مهم­تری در ارتباط با دو گفتمان توسعه حرفه‌ای معلم و هویت حرفه‌ای معلم می­باشند. نظر به اینکه که موضوع هر دو گفتمان، معلم است و بسته به نظام­های آموزشی مختلف و توسعه مدنی جوامع در برخی مختصات از جمله مفروضه‌ها و انگاره­ها نسبت به معلم تفاوت­هایی وجود دارد، در این نوشتار سعی شد ضمن شرح و بسط مناقشه‌های میان هر دو گفتمان که اموری بافت محور و وابسته به مناسبات قدرت هستند، با ارائه تصویر متفاوتی از توزیع قدرت به ترویج و توسعه ادراکات جدید و بسترسازی گفتمان­های تازه در نظام آموزش‌وپرورش ایران پرداخته شود.

کلیدواژه‌ها

معلم؛ گفتمان؛ توسعه حرفه‌ای؛ هویت حرفه‌ای

مراجع

Ahanchian, M .R. &Taherpoor, M .Sh (2011).Signs of Modernity in the Iranian Education System. Cultural Engineering Monthly. 53&54(5).8-26. (In Persian)

Ashraf Nazari, A. (2007). Modern attitude to the concept of political power. Research Journal of Law and Political Science.2 (4).123-141. (In Persian)

Akkerman, S., & Meijer, P. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education. , 27(2), 308-319

Archer, M. S. (1995). Realist social theory: The morphogenetic approach. Cambridge university press.

Ball, S. J. (1998). Performativity and Fragmentation in postmodern schooling. In J. Carter (Eds.), Postmodernity and the Fragmentation of Welfare: A Contemporary Social Policy (pp. 187-203). London: Routledge.

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.

Beijaard, D. (1995). Teachers' prior experiences and actual perceptions of professional identity. Teachers and teaching, 1(2), 281-294.

Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and teacher education, 16(7), 749-764.

Boyt, T. E., Lusch, R. F., & Naylor, G. (2001). The role of professionalism in determining job satisfaction in professional services: A study of marketing researchers. Journal of Service Research, 3(4), 321-330.

Brante, T. (2010). “Professional Fields and Truth Regimes: In Search of Alternative Approaches.” Comparative Sociology 9 (6): 843–886.

Clancy, S. M., & Dollinger, S.J. (1993). Identity, self, and personality: I. identity status and the five-factor model of personality. Journal of Research on Adolescence, 3(3), 227-245.

Clarke, J., & Newman, J. (1997). The managerial state: Power, politics and ideology in the remaking of social welfare. Sage.

Cobb, J. (2000). The impact of a professional development school on preservice teacher preparation, inservice teachers' professionalism, and children's achievement: Perceptions of inservice teachers. Action in Teacher Education, 22(3), 64-76.

Daniali, A. (2014). Michel Foucault; aesthetic asceticism as an anti-visage discourse. Tehran: Tisa. . (In Persian)

Doll, W. (2004). The four R’s—an alternative to the Tyler rationale. The curriculum studies reader, 253-260.

Dreyfus, H. & Rabinow, P. (1998) Michel Foucault: Beyond Structuralism and Hermeneutics. (H. Bashiriyeh, Trans.).Tehran: Nashre Ney. (In Persian)

Duggan, S., 2001. Educational reform in Viet Nam: a process of change or continuity? Comparative Education, 37 (2), 193–212.

Dunne, J. (1993). Back to the Rough Ground:'Phronesis' and'techne'in modern philosophy and in Aristotle. (Notre Dame, Indiana, University of Notre Dame Press). In."

Eden, D. (2001). Who controls the teachers? Overt and covert control in schools. Educational Management & Administration, 29(1), 97-111.

Evans, L. (2008). Professionalism, professionality and the development of education professional’s British journal of educational studies, 56(1), 20-38.

Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273.

Fairclough, N. (2000). Discourse, social theory, and social research: The discourse of welfare reform. Journal of sociolinguistics, 4(2), 163-195.

Fink-Eitel, H. (1992). Foucault: An Introduction.

Foucault, M. (1990). The history of sexuality: An introduction, volume I. (R. Hurley, Trans.). New York: Vintage.

Foucault, M. (1991). First published 1977. Discipline and Punish. The Birth of the Prison. (A. Sheridan, Trans.). New York: Vintage.

Freidson, E. (1994). Professionalism reborn: Theory, prophecy, and policy. University of Chicago Press.

Gholipoor, A (2001) .Human Resources Management (Concepts, Theories and Applications). Publication of the Organization for the Study and Compilation of Humanities Books of Universities (SAMT). Tehran

Gilbert, T., & Powell, J. L. (2010). Power and social work in the United

Kingdom: A Foucauldian excursion. Journal of social work, 10(1), 3-22.

Grundy, S. (1987). Grundy, Shirley, Curriculum: Product or Praxis? Philadelphia: Falmer Press, 1987.

Hargreaves, A., & Goodson, I. (1996). Teachers’ professional lives: Aspirations and actualities. Teachers’ professional lives, (s 1), 27.

Hartnett, A., & Naish, M. (1993). Democracy, Teachers and the Struggle for Education: an essay in the political economy of teacher education. Curriculum Studies, 1(3), 335-348.

Helsby, G. (1995). Teachers' construction of professionalism in England in the 1990s. Journal of education for teaching, 21(3), 317-332.

Kelly, P. & McDiarmid, G.W. (2002) Decentralisation of Professional Development: teachers’ decisions and dilemmas, Journal of In-service Education, 28, pp. 409-425.

Kelchtermans, G., & Hamilton, M. L. (2004). The dialectics of passion and theory: Exploring the relation between self-study and emotion. In International handbook of self-study of teaching and teacher education practices (pp. 785-810). Springer, Dordrecht.

Kennedy, A. (2005). Models of continuing professional development: a framework for analysis. Journal of in-service education, 31(2), 235-250.

McClelland, D. C. (1973). Testing for competence rather than for "intelligence". American Psychologist, 28, pp. 1-14.

Mezirow. J. (1995). Kriittinen reflektio uudistavan oppimisen käynnistäjänä. Mezirow, J., aikuiskoulutuksessa [Critical reflection as an initiator of reformatory learning. InReformatory learning: Critical reflection in adult education] (17–37). Lahti: Helsingin yliopiston Lahden tutkimus- jakoulutuskeskus.

Payne, M. (2006). What is professional social work? Policy press.

Pinar, W. (2003). What is curriculum theory? (2nd Ed.). New York: Routledge

Popescu, D. M., Bulei, I., & Mihalcioiu, V. (2014). The Impact of Professional Identity Factors on Employee Motivation. In Proceedings of the International Management Conference (Vol. 8, No. 1, pp. 907-915). Faculty of Management, Academy of Economic Studies, Bucharest, Romania.

Ritzer, G.)201). Theories of sociology in contemporary times. (M. Solasi, Elmi, Trans.). Tehran.

Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of education policy, 16(2), 149-161.

Saito, Eisuke, Tsukui, Atsushi, Tanaka, Yoshitaka (2008), Problems on primary school-based in-service training in Vietnam: A case study of Bac Giang province. International Journal of Educational Development, 28 (2008) 89–103.

Sardar, Z. & Van Loon, B. (1998). Introducing Cultural Studies. Australia: Victoria.

Seezink, A., & Poe l, R., (2011), “The role of schools’ perceived human resource policies in teachers ’professional development activities: a comparative study of innovations toward competence-based education”, Asia Pacific Education Review, 12, pp 149-160

Schon, D. (1983). The reflective practitioner. New York: Basic Books.

Smylie, M. A. (1997). From bureaucratic control to building human capital: The importance of teacher learning in education reform. Arts Education Policy Review, 99(2), 35-38.

Stenberg, K. (2010). Identity work as a tool for promoting the professional development of student teachers. ReflectivePractice, 11(3), 331-346

Townshend, J. (2003). Discourse theory and political analysis: a new paradigm from the Essex School? The British Journal of Politics and International Relations, 5(1), 129- 142.

Van Driel, L. (2006). Professionalisering in school: Een studie naar verbetering van het pedagogisch-didactisch handelen [Professionalization in the school: A study into the improvement of pedagogical-didactical practice]. PhD dissertation, Universiteit Utrecht, Netherlands.

Vlasova, V. K., & Vakhidova, L. V. (2016). The Concept of Personological Information-Educational System of Forming Professional Effectiveness of a Specialist. International Journal of Environmental and Science Education, 11(13), 6078-6089.

Zamiran, M. (2015). Michael Foucault: Knowledge and Power. Tehran, Hermes: 7th edition. (In Persian)

Zarghani, Azam, Amin Khandaghi, Maghsood, Shabani Varaki, Bakhtiar and Mosapour, Nematollah (2016), The New Mathematic Curriculum: What the teachers do? Journal of Theory & Practice in Curriculum. 8(4) 51-84. (In Persian)