نوع مقاله : پژوهشی

نویسندگان

1 دانشگاه فردوسی مشهد

2 تربیت 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

عنوان مقاله [English]

Representation of Conflicts over Two Discourses Teacher Professional Development and Teacher Professional Identity in terms of Power Relations

نویسندگان [English]

  • Marzieh Kohandel 1
  • Morteza Karami 1
  • MohammadReza Ahanchian 1
  • Mahmoud Mermohammadi 2

1 Ferdowsi University Mashhad

2 Tarbiat Modarres University

چکیده [English]

The main purpose of this research is to represent the controversy over the two professional development discourses and the professional identity of the teacher in terms of power relations. In order to achieve this goal, documentary-analytical research method was used. The findings suggest that the four main controversies with professional disputes, the structure and agency conflict, the conflict of professionality and professionalism, and the conflict of bureaucracy and democracy that have been able to grow in the context of power relations The most important reflection sites are related to the two discourses of professional teacher development and the teacher's professional identity. Considering the fact that the topic of both teacher's discourses is different and depending on the different educational systems and the civil development of societies in some coordinates, including assumptions and notions as to the teacher, there are differences in different societies, this paper has tried After expanding the controversy between the two discourses, which are context-based and affiliated with the power relations, they will promote the development of new perceptions and the establishment of new discourses with more different images of the distribution of power in the Iranian education system.

کلیدواژه‌ها [English]

  • Teacher
  • discourse
  • Professional Development
  • Professional Identity
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