مدیریت منابع انسانی در ورزش

دو فصل نامه

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

طراحی الگوی نیازسنجی آموزشی معلمان تربیت بدنی ایران

نوع مقاله : پژوهشی کاربردی

نویسندگان

1 دانشجوی دکتری مدیریت ورزشی ، واحد کرمانشاه.، دانشگاه آزاد اسلامی، کرمانشاه، ایران.

2 عضو هیات علمی دانشگاه آزاد اسلامی، واحد کرمانشاه، گروه تربیت بدنی، کرمانشاه، ایران.

3 استادیار مدیریت ورزشی، دانشکده علوم ورزشی، دانشگاه اصفهان

10.22044/shm.2024.13631.2583

چکیده

هدف: هدف از این پژوهش طراحی الگوی نیازسنجی آموزشی معلمان تربیت‌بدنی بود.
روش‌شناسی: روش تحقیق این پژوهش کیفی (تحلیل محتوا و تحلیل مضمون) و از نظر هدف کاربردی بود. پژوهش در دو بخش، تحلیل اسناد تحولی اصلی (برنامه درس ملی و سند تحول بنیادین آموزش و پرورش) و مصاحبه با خبرگان و متخصصان حوزه تربیت‌بدنی، سنجش و ارزشیابی و تعلیم و تربیت (اساتید دانشگاه‌های دولتی و غیر دولتی)، کارشناسان و مدیران (حوزه ستادی وزارت آموزش و پرورش شاغل و بازنشسته و مدیران کل استان‌ها) و معلمان تربیت‌بدنی (سرآمد سرگروه‌های آموزشی، سرآمد معلمان شاغل و بازنشسته) بودند. انتخاب نمونه در بخش تحلیل محتوای اسناد تحولی به صورت تمام شمار هدفمند و در بخش خبرگان به صورت غیرتصادفی هدفمند بود. ابزار پژوهش مصاحبه نیمه ساختاریافته بود. داده‌ها با روش کدگذاری و با استفاده از نرم‌افزار مکس کیودا نسخه 20 تحلیل شد. اعتباربخشی (روایی و پایایی) پژوهش به‌صورت همسوسازی شامل چند روش (تحلیل محتوای اسناد و مصاحبه)، چند منبع ( استاد، مدیر، کارشناس، معلم و غیره) و چند بررسی‌کننده (دو کدگذار) صورت گرفت.                  
یافته‌ها: در مجموع 8 مضمون فراگیر، 29 مضمون سازمان یافته و 115 مضمون پایه به دست آمد. دانش یاددهی ـ یادگیری تربیت‌بدنی، دانش فناوری، دانش ساختاری، دانش پژوهشی، دانش تخصصی، دانش حرفه‌ای و اسناد تحولی از مهم‌ترین مضامینی هستند که بایستی در آموزش‌های معلمان تربیت‌بدنی مد نظر قرار گیرد.
نتیجه‌گیری: به متولیان وزارت آموزش و پرورش پیشنهاد می‌شود، مبتنی بر نیازهای احصا شده در این تحقیق، اهداف و سرفصل‌های آموزشی معلمان تربیت‌بدنی را تغییر دهند؛ همچنین پیشنهاد می‌شود، دانشگاه فرهنگیان نیز مبتنی بر این نیازها، سرفصل‌های برنامه‌های درسی رشته "دبیری تربیت‌بدنی" را مورد بازنگری قرار دهد.

کلیدواژه‌ها

موضوعات

مراجع
  1. Somech A. Teachers’ personal and team empowerment and their relations to organizational outcomes: contradictory or compatible constructs? Educational Administration Quarterly. 2005;41(2):237-66. https://doi.org/10.1177/0013161X04269592
  2. Maeroff GI. A Blueprint for Empowering Teachers. Phi Delta Kappan. 1988;69(7):472-77.
  3. Mayfield-Johnson S, Mohn RS, Mitra AK, Young R, McCullers EM. Attitudes on barriers and benefits of distance education among Mississippi Delta Allied Health Community College faculty, staff, and students. Community College Journal of Research and Practice. 2014;38(6):551-63. https://doi.org/10.1080/10668926.2011.567155
  4. Revolution MoEaSCoC. Ministry of Education and Supreme Council of Cultural Revolution. 1390. https://www.sku.ac.ir/Datafiles/UploadedFiles/UserFiles/2015112895159_map2.pdf
  5. Memari Z, Hamidi M, Seyfi T. Program Study, Evaluation and Development of Sports Coaches in Selected Countries and Suggestions. Applied Research in Sport Management. 2013;2(1):99-112. 20.1001.1.23455551.1392.2.1.8.2
  6. Teoli D, Sanvictores T, An J. SWOT analysis. 2019.
  7. Ford JK, Sego D. Linking training evaluation to training needs assessment: A conceptual model: Air Force Human Resources Laboratory, Air Force Systems Command; 1990.
  8. Houston WR. Assessing School/College/Community Needs. 1978.
  9. Rost M. Teaching and researching: Listening: Routledge; 2013.
  10. Noori K, Yazdani H, Khanifar H. Choosing training needs assessment methods using with TOPSIS Technique. Journal of Educational Planning Studies. 2019;8(15):96-120. 10.22080/eps.2019.2495
  11. Stewart GL, Brown KG. Human resource management: John Wiley & Sons; 2019.
  12. Tao YH, Rosa Yeh C, Sun SI. Improving training needs assessment processes via the Internet: system design and qualitative study. Internet Research. 2006;16(4):427-49.  10.1108/10662240610690043
  13. Mercier K, Centeio E, Garn A, Erwin H, Marttinen R, Foley J. Physical education teachers’ experiences with remote instruction during the initial phase of the COVID-19 pandemic. Journal of Teaching in Physical education. 2021;40(2):337-42. https://doi.org/10.1123/jtpe.2020-0272
  14. Cheng F-F, Wu C-S, Su P-C. The impact of collaborative learning and personality on satisfaction in innovative teaching context. Frontiers in Psychology. 2021;12:713497. 10.3389/fpsyg.2021.713497
  15. Baticulon RE, Sy JJ, Alberto NRI, Baron MBC, Mabulay REC, Rizada LGT, et al. Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical science educator. 2021;31:615-26. https://doi.org/10.1007/s40670-021-01231-z
  16. Nasri B, Souid I. The socializing role of the physical education teacher at school: what can we learn from the purposes of socialization? Frontiers in Sociology.9:1377496. https://doi.org/10.3389/fsoc.2024.1377496
  17. Stoddart AL, Selanders KP. Preparing for physical literacy: Exploring pre-service teachers’ training and understanding. Teaching and Teacher Education. 2022;120:103886. https://doi.org/10.1016/j.tate.2022.103886
  18. Akbari P. Designing a quality assurance model for the physical education and sports education system in the country's schools. The third national conference of student sports achievements 2019. 1399.
    https://civilica.com/doc/1168423
  19. Vahdani M, Rezasoltani N, Jafari M. Designing of a pedagogical model to implementation the goals of the physical education curriculum of schools during the Covid-19 pandemic. Research on Educational Sport. 2021;9(22):14-46. https://doi.org/10.22089/res.2021.9596.1974
  20. Jones L. Lesson study in physical education: a collaborative and contextualised approach to initial teacher training. Sport, Education and Society. 2022:1-11. https://doi.org/10.1080/13573322.2022.2155128
  21. Gariglio JÂ. Beginning physical education teachers’ induction: Discoveries and survival in the profession. Sport, Education and Society. 2021;26(7):733-45. https://doi.org/10.1080/13573322.2021.1884061
  22. Murphy F, McEvoy E. Listening to the voices of teachers: primary physical education in Ireland. Sport in Society. 2020;23(8):1320-36. https://doi.org/10.1080/17430437.2020.1769953
  23. Izadi S, Saghafian Z, Azizi-Shomami M. Educational needs assessment of physical education teachers in Mazandaran province. Journal of Sport Management and Motor Behavior.2019;15(29):195-212.
  24. Saadat Talab AN, Soghari; Kimiaei, Ali; Qaidi, Betoul and Hosseinzadeh, Ahmed. Examining the educational needs of teachers from the point of view of elementary teachers of Asalouye Department of Education. The first international conference of modern researches in the field of educational sciences, psychology and social studies of Iran 2015. 1395.
    https://civilica.com/doc/498744
  25. Silander C, Stigmar M. What university teachers need to know-perceptions of course content in higher education pedagogical courses. International journal for academic development. 2023;28(1):87-100. https://doi.org/10.1080/1360144X.2021.1984923
  26. Sato T, McKay C, Kataoka C, Tomura T, Mitabe I, Miyazaki A. Japanese physical education teachers’ workplace learning at middle schools in urban city school districts. Curriculum Studies in Health and Physical Education. 2022;13(2):191-209. https://doi.org/10.1080/25742981.2021.1999171
  27. Demchenko I, Maksymchuk B, Bilan V, Maksymchuk I, Kalynovska I. Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN Broad Research in Artificial Intelligence and Neuroscience. 2021;12(3):191-213. Tychyna Uman State Pedagogical University. https://doi.org/10.18662/brain/12.3/227
  28. Martínez-Rico G, Alberola-Albors M, Pérez-Campos C, González-García RJ. Physical Education Teachers’ Perceived Digital Competences: Are They Prepared for the Challenges of the New Digital Age? Sustainability. 2021;14(1):321. https://doi.org/10.3390/su14010321
  29. Derri V, Papamitrou E, Vernadakis N, Koufou N, Zetou E. Early professional development of physical education teachers: Effects on lesson planning. Procedia-Social and Behavioral Sciences. 2014;152:778-83.
  30. Wolcott HF. The art of fieldwork: Rowman Altamira; 2005.
  31. Maxwell JA. Qualitative research design: An interactive approach: Sage publications; 2012.
  32. Tracy SJ. Qualitative research methods: Collecting evidence, crafting analysis, communicating impact: John Wiley & Sons; 2019.
  33. Merriam SB, Tisdell EJ. Qualitative research: A guide to design and implementation: John Wiley & Sons; 2015.
  34. Scott J. A matter of record: Documentary sources in social research: John Wiley & Sons; 2014.
  35. Tsuda E, Ward P, Hastie P, Kim I, Kim J, Ko B, et al. What Preservice Teachers Know Upon Entering Physical Education Teacher Education Programs. Quest. 2023;75(4):270-80. https://doi.org/10.1080/00336297.2023.2172436
  36. Kim I. Evidence-based practices for developing in-depth content knowledge of physical education teachers. International Journal of Kinesiology in Higher Education. 2021;5(4):146-59. https://doi.org/10.1080/24711616.2020.1769515
  37. Ahmadi M, Abdolmaleki S, khatibzanjani N. Investigating the relationship between media and information literacy of teachers and their attitude towards web-based education with students' academic progress in the Corona era. Social Psychology Research. 2023;13(49):15-28. https://doi.org/10.22034/spr.2023.367692.1788
  38. Moon J, Webster CA, Brian A, Stodden DF, Mulvey KL. Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE): A tool to support preservice teachers’ applied learning experiences. Computers & Education. 2023;196:104738. https://doi.org/10.1016/j.compedu.2023.104738
  39. Vahdani M, Rezasoltani N, Hoseinpour E, Ershad T. Phenomenological Analysis (Lived Experiences) of Physical Education Teachers of Implemented Curriculum Challenges during the COVID-19 Pandemic. The Journal of New Thoughts on Education. 2023;19(4):119-42. 10.22051/JONTOE.2022.38592.3472
  40. Richards KAR, Pennington CG, Sinelnikov OA. Teacher Socialization in Physical Education: A Scoping Review of Literature. Kinesiology Review. 2019;8(2). https://doi.org/10.1123/kr.2018-0003
  41. Richards KAR, Templin TJ, Graber K. The socialization of teachers in physical education: Review and recommendations for future works. Kinesiology Review. 2014;3(2):113-34. https://doi.org/10.1123/kr.2013-0006
  42. Richards KAR, Wilson WJ. Recruitment and initial socialization into adapted physical education teacher education. European Physical Education Review. 2020;26(1):54-69. https://doi.org/10.1177/1356336X18825278
  43. Prior LF, Curtner-Smith MD. Effects of occupational socialization on United States secondary physical education teachers’ beliefs regarding curriculum design. European Physical Education Review. 2020;26(1):179-97. https://doi.org/10.1177/1356336X19840062
  44. Arthur SJ, Hisrich RD, Cabrera Á. The importance of education in the entrepreneurial process: a world view. Journal of Small Business and Enterprise Development. 2012;19(3):500-14.
  45. Bayat N, Ghasemi H, Rasekh N. Future research on the development of research literacy of physical education teachers of the Ministry of Education. Sport Management Journal. 2023;15(4):143-27. https://doi.org/10.22059/jsm.2022.344941.2986
  46. Heikkilä M, Eriksen A. Polyphonic agency as precondition for teachers’ research literacy. Educational Philosophy and Theory. 2024;56(1):63-73. https://doi.org/10.1080/00131857.2023.2224560
  47. MacPhail A, Scanlon D, Tannehill D. Preparing pre-service physical education teachers as practitioner researchers. Physical Education and Sport Pedagogy. 2023:1-15. https://doi.org/10.1080/17408989.2023.2206849
  48. Petrova S, Torres Garcia M, Bouzarovski S. Using action research to enhance learning on end-use energy demand: lessons from reflective practice. Environmental Education Research. 2017;23(6):812-31. https://doi.org/10.1080/13504622.2016.1144177
  49. Kim I. Exploring changes to a teacher’s teaching practices and student learning through a volleyball content knowledge workshop. European Physical Education Review. 2016;22(2):225-42. https://doi.org/10.1177/1356336X15599009
  50. Kihara S, Jess M, McMillan P, Osedo K, Kubo K, Nakanishi H. The potential of Lesson Study in primary physical education: Messages from a longitudinal study in Japan. European Physical Education Review. 2021;27(2):223-39. https://doi.org/10.1177/1356336X20932950
  51. Kim I, Ko B, Oh D. Professional Development Policies and Practices for Developing Content Knowledge of Physical Education Teachers. International Journal of Kinesiology in Higher Education. 2022:1-13. https://doi.org/10.1080/24711616.2022.2130843
  52. Sayadi Dem PD, Mangeshtijuni Y, Ahmadi N. Promotion of professional development of physical education teachers. The growth of physical education 1400;73(21):4-10. 1400.
  53. Golsanamlu M, Naeimi E, Khorsandi Tasko A, Seyyed Sadraddin SS. Designing a good teacher model based on the Fundamental Reform Document of Education (FRDE). Basij Strategic Studies. 2021;24(90):179-222. 20.1001.1.1735501.1400.24.90.6.6
  54. Darling-Hammond L, Oakes J. Preparing teachers for deeper learning: Harvard Education Press; 2021.
  55. Asún S, Chivite MT, Romero MR. Perceptions of Professional Competences in Physical Education Teacher Education (PETE). Sustainability. 2020;12(9):3812. https://doi.org/10.3390/su12093812
  56. Jones L. The ‘Teacher Research Group’as a collaborative model of professional learning. Educational Action Research. 2021:1-15. https://doi.org/10.1080/09650792.2021.1960577
  57. Færøyvik Karlsen AM. Investigating teacher learning in lesson study: The important link between reported observations and change of plans. Professional Development in Education. 2022;48(1):53-69. https://doi.org/10.1080/19415257.2019.1685564
  58. Armour K, Quennerstedt M, Chambers F, Makopoulou K. What is ‘effective’CPD for contemporary physical education teachers? A Deweyan framework. Sport, education and society. 2017;22(7):799-811. https://doi.org/10.1080/13573322.2015.1083000
  59. Cajkler W, Wood P, Norton J, Pedder D. Lesson study: towards a collaborative approach to learning in initial teacher education? Cambridge Journal of Education. 2013;43(4):537-54. https://doi.org/10.1080/0305764X.2013.834037
  60. Feiman-Nemser S, Floden RE. The Cultures of Teaching. Occasional Paper No. 74. 1984.
  61. Zhao Y, Ko J. Enhancements of Vocational Students’ Engagement of Workplace Learning in the Industry-University Collaboration Learning Environment: A Case Study in the Greater Bay Area. Applied Degree Education and the Future of Learning: Springer; 2022. p. 381-93. https://doi.org/10.1007/978-981-16-9812-5_21
  62. Stevenson J. Cognition at Work: The Development of Vocational Expertise: ERIC; 1994.
  63. Mohammadi T, Hasani R, Mohammadi M. Native Model of Promoting the Knowledge and Attitude of Teachers of Kurdistan Province toward the Document of Fundamental Education Change. Research in Teaching. 2019;7(3):264-43. 10.34785/J012.2019.723
  64. Behrooziamin Z, Abbaasi Sarook L, Samadi M, Rezaazaadeh Bahaadoraan HR. Designing a Model for Participation in School System Aimed at Operationalization of Leadership and Administrative Subsection of the Fundamental Educational Reform Document. Quarterly Journal Of Education. 2024;39(4):51-76. http://qjoe.ir/article-1-2304-fa.html
مدیریت منابع انسانی در ورزش
دوره 11، شماره 2
تیر 1403
صفحه 295-315
فایل ها
هم رسانی
ارجاع به این مقاله
آمار