نقش پژوهش‌‌های معلم محور در توسعه دانش پداگوژی محتوا (PCK) برای معلمان شیمی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران

2 دانشجوی کارشناسی ارشد رشته برنامه ریزی درسی، دانشگاه تهران، تهران، ایران

چکیده

تدریس به عنوان یک عمل حرفه‌ای، فرآیندی پیچیده و چندبعدی است که معلمان، از جمله معلمان شیمی، برای اثربخشی در آن نیازمند فهم و توسعه دانش پداگوژی محتوا (PCK) هستند. این دانش، که از ترکیب دانش محتوایی و پداگوژیکی تشکیل شده، از دهه 1980 توجه گسترده‌ای را در حوزه تدریس و برنامه‌ درسی جلب کرده است. گرچه درباره پژوهش‌های معلم محور بیش و کم تحقیقاتی انجام شده، لیکن در خصوص این که چگونه می‌توان از طریق این پژوهش‌ها، دانش پداگوژی محتوا را به عنوان یک مؤلفه مهم در شایستگی‌های حرفه‌ای معلمان، توسعه داد، فقر پژوهشی قابل توجهی وجود دارد. در مطالعه حاضر، با استفاده از روش جستارنظرورزانه، به کنکاش درباره نقش پژوهش‌های معلم‌محور مانند اقدام‌پژوهی، درس‌پژوهی و خودکاوی در توسعه دانش پداگوژی محتوایِ معلمان شیمی پرداخته شده است. ذیل این روش، سعی بر این بوده که دیدگاه‌های برآمده از تجارب نگارندگان به پشتیبان‌های علمی معتبر، متعدد و متنوع مزین گردد. نتایج نشان می‌دهند که معلمان با اتخاذ رویکردهای عمل‌گرایانه در این پژوهش‌ها، قادر به شناسایی و حل مسائل کلاس درس خود هستند و همچنین آنها با اتکاء به این پژوهش‌ها می‌توانند دانش پداگوژی محتوای خود را در یک موقعیت تربیتی خاص، فهم و توسعه دهند و از این رهگذر به بهبود یادگیری دانش آموزان کمک کنند. به طور خلاصه، این یافته‌ها بر اهمیت پژوهش‌های معلم‌محور به عنوان منابع کلیدی در ارتقای کیفیت تدریس و یادگیری تأکید دارند.

کلیدواژه‌ها

عنوان مقاله [English]

The role of teacher-centered research methodologies in the development of pedagogical content knowledge (PCK) of chemistry teachers

نویسندگان [English]

  • Rahmat Allah Khosravi 1
  • Nazanin Ghasemi 2
1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
2 MA student in Curriculum Studies, University of Tehran, Tehran, Iran
چکیده [English]

Teaching is a multifaceted and intricate professional practice that necessitates a deep understanding and development of Pedagogical Content Knowledge (PCK), particularly for chemistry educators. PCK, which integrates content knowledge with pedagogical knowledge, has been a focal point of research in teaching and curriculum development since 1980s. PCK encompasses the ways in which teachers transform their understanding of the subject into forms that are comprehensible and engaging for students. Despite the existing literature on teacher-centered methodologies, there remains a significant gap in understanding how these approaches can effectively cultivate PCK as an essential component of teachers' professional competencies. This study adopts a qualitative research framework to investigate the impact of teacher-centered research methodologies—such as action research, lesson study, and self-study—on the enhancement of PCK among chemistry teachers. The authors draw upon their diverse and credible experiences to provide comprehensive insights into this process. Findings reveal that teachers employing these pragmatic research approaches are able to identify and address specific challenges within their classrooms. Moreover, they gain a deeper understanding and development of their PCK within particular educational contexts, ultimately leading to improved student learning outcomes. These findings highlight the critical role of teacher-centered research as a vital resource for advancing the quality of teaching and learning in chemistry education.

کلیدواژه‌ها [English]

  • Pedagogical Content Knowledge (PCK)
  • chemistry teachers
  • teacher-centered methodologies
  • action research
  • lesson study
  • self-Study

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