راه حل های نوآورانه برای توسعه حرفه‌ای معلمان کارآفرین
محورهای موضوعی : رویکرد ها ومدل های ظرفیت سازی منابع انسانی
فرنوش اعلامی
1
,
زهرا سایه وند
2
,
سارا سليمي نمين
3
1 - استادیار دانشکده علوم تربیتی دانشگاه شهید بهشتی.
2 - دانش آموخته دانشگاه شهید بهشتی (نویسنده مسئول).
3 - استادیار دانشکده مدیریت فناوری امیرکبیر.
کلید واژه: معلم کارآفرین, راه حل, توسعه حرفه ای,
چکیده مقاله :
هدف - هدف این مطالعه بررسی راه حل های نوآورانه توسعه حرفه ای است که می تواند مهارت ها و زمینه های معلم کارآفرینی را در معلمان افزایش دهد. این مطالعه کیفی با هدف بررسی راه حل های توسعه حرفه ای معلم کارآفرینی و طی تحلیل منابع چندگانه چون مصاحبه های 15 معلم که با موفقیت نوآوری های آموزشی خود را گسترش داده اند ، بررسی منابع و ادبیات معلم کارآفرینی و بررسی پلتفرم های معلم کارآفرینی اتجام شد. تحلیل موضوعی برای شناسایی مفاهیم معنادار و دسته بندی تجربیات شرکت کنندگان به کار گرفته شد: به‌منظور افزایش اعتبار و روایی یافته‌ها از روش چک اعضا استفاده شد و پس از انجام کدگذاری دو مصاحبه به‌صورت تصادفی انتخاب و پس از ارسال به فرد مصاحبه‌شونده میزان ارتباط و درستی مفاهیم تعیین‌شد و از قصد و منظور فرد اطمینان حاصل‌شد. یافته ها – راه حل های توسعه معلم کارآفرینی متناظر با ویژگی ها، مهارت و اقدامات معلم¬کارآفرین شامل بسترسازی و توسعه مهارت های طراحی و تولید نوآوری های آموزشی شامل کشف و تعریف مسئله، توسعه مدل کسب و کار شامل طراحی بوم کسب و کار، مهارت های کارآفرینی و مهارت های ثبت نوآوری ، جذب منابع و سرمایه و انتشار نوآوری و مقیاس پذیری، مدیریت ریسک و مدیریت پروژه است. این پژوهش می تواند توجه سیاست گذاران آموزشی به این پدیده را به عنوان راه حلی برای توسعه نوآوری آموزشی جلب کند و زمینه مناسبی برای طراحی برنامه آموزشی توسعه معلم کارآفرینی فراهم آورد.
**Objective** - The aim of this study is to explore innovative professional development solutions that can enhance the skills and competencies of teacherpreneurs. This qualitative study investigates teacherpreneur professional development solutions through the analysis of multiple sources, including interviews with 15 teachers who have successfully expanded their educational innovations, a review of the literature on teacherpreneurs, and an examination of teacherpreneur platforms. Thematic analysis was employed to identify meaningful concepts and categorize participant experiences: to enhance the validity and reliability of the findings, member checking was used. After coding, two interviews were randomly selected, sent back to the interviewees to determine the relevance and accuracy of the concepts, and to ensure their intent and purpose were correctly understood. **Findings** – Teacherpreneur development solutions corresponding to the characteristics, skills, and actions of teacherpreneurs include fostering and developing skills in designing and producing educational innovations, including problem discovery and definition, developing business models such as business model canvas design, entrepreneurship skills and innovation registration skills, resource and capital acquisition, innovation dissemination and scalability, risk management, and project management. This research can draw the attention of educational policymakers to this phenomenon as a solution for educational innovation development and provide a suitable foundation for designing educational programs for teacherpreneur development.
Arruti, A., & Panos-Castro, J. (2020). International entrepreneurship education for pre-service teachers: a longitudinal study. Education+ training, 62(7/8), 825-841.
Bartlett, S. (2021). Teacher as Designer of Learning: Possibilities and Praxis of Deep Design. Teacher as Designer: Design Thinking for Educational Change, 55-68. Berk, S. (2019). Becoming More Than My Title: From K–12 Art Teacher to Director of a University-Wide Entrepreneurship Initiative. Art Education, 72(6), 36-40. Berková, K., Frendlovská, D., Závodný, J. P., Vojácková, H., & Kolárová, D. (2020). Education towards Entrepreneurial Careers in a Czech College: An Empirical Study.
Journal on Efficiency and Responsibility in Education and Science, 13(1), 1-9. Berry, B. (2011). Teacherpreneurs: A more powerful vision for the teaching profession. Phi Delta Kappan, 92(6), 28-33. Berry, B. (2013). Teacherpreneurs: A bold brand of teacher leadership for 21st-century teaching and learning. Science, 340(6130), 309-310. Berry, B., Byrd, A., & Wieder, A. (2013). Teacherpreneurs: Innovative teachers who lead but don't leave. John Wiley & Sons. Berry, B., & Hess, F. M. (2013). Expanded learning, expansive teacher leadership. Phi Delta Kappan, 94(5), 58-61. Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association. Buckley, A. P., & Nzembayie, K. F. (2016). Teacherpreneurs: From vocation to innovation. ICIE2016-Proceedings of the 4th International Conference on Innovation and Entrepreneurship: ICIE2016, Carpenter, J., & Shelton, C. (2022). Educators’ Perceptions of the Challenges of Using Online Educational Marketplaces. Society for Information Technology & Teacher Education International Conference, Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149. Carpenter, J. P., Trust, T., Kimmons, R., & Krutka, D. G. (2021). Sharing and self-promoting: An analysis of educator tweeting at the onset of the COVID-19 pandemic. Computers and Education Open, 2, 100038. Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications. Davis, J. P. (2022). How to become an entrepreneurial teacher: Being innovative, leading change. Taylor & Francis. Diefenthaler, A., Moorhead, L., Speicher, S., Bear, C., & Cerminaro, D. (2017). Thinking and Acting Like a Designer: How design thinking supports innovation in K-12 education. Wise & Ideo, 6(3), 2018. Epler, P. (2019). Enhancing Teaching and Leadership Initiatives With Teacherpreneurs: Emerging Research and Opportunities: Emerging Research and Opportunities. Gruber-Muecke, T. (2018). HOW CAN TRADITIONAL CONTINUING EDUCATION ACTIVITIES LIKE CONFERENCES, WORKSHOPS, SEMINARS, AND OTHER ENHANCE ONLINE TEACHERPRENEURSHIP? INTED2018 Proceedings, Lasekan, O. A., Malik, R., & Claudia, M. (2021). A Conceptual Research Model for Investigating the Impact of Online Teacherpreneurship Education on Students’ Teacherpreneurial Competencies and Intentions in Preservice Teacher Education. International Journal of Learning, Teaching and Educational Research, 19(12). Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning and teaching. International Society for Technology in Education. Nanni, A. (2021). Educational entrepreneurship in an intensive English program in Thailand: A case study. SAGE Open, 11(1), 2158244021998694. Nieswandt, A. (2017). Educational Entrepreneurs: The professional experiences of five edupreneurs. Panke, S. (2019). Design thinking in education: Perspectives, opportunities and challenges. Open Education Studies, 1(1), 281-306. Riter, L. (2020). Entrepreneurial Educators: a narrative study examining professional transition experiences of educators who have experimented with the launching of an educational activity. Northeastern University. Roundy, P. T. (2022). Teacher entrepreneurial ecosystems: How local communities support teacher entrepreneurs. Entrepreneurship Education and Pedagogy, 5(4), 627-657. Sawyer, A., Dick, L., & Sutherland, P. (2020). Online Mathematics Teacherpreneurs on Teachers Pay Teachers: What Are They and Why Are They Popular? Sawyer, A. G., Dick, L. K., & Sutherland, P. (2020). Online mathematics teacherpreneurs developers on Teachers Pay Teachers: Who are they and why are they popular? Education Sciences, 10(9), 248. Scott, D., & Lock, J. (2021a). Teacher as Designer. Scott, D., & Lock, J. (2021b). Teacher as Designer. Springer. Shelton, C., & Archambault, L. (2017). What Is Online Teacherpreneurship and Why Does It Matter for Education? Society for Information Technology & Teacher Education International Conference, Shelton, C., & Archambault, L. (2018a). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research, 29(4), 579-602. Shelton, C., & Archambault, L. (2018b). What Does It Mean to Be an Online Teacherpreneur?: A Qualitative Investigation of Highly Experienced and Successful Authors on Teacher Pay Teachers. Society for Information Technology & Teacher Education International Conference, Shelton, C., Geiger, T., & Archambault, L. (2021). Becoming a better teacher through online teacherpreneurship? Factors influencing online teacherpreneurs’ perceived gains in teaching practice. The Elementary School Journal, 122(1), 8-25. Shelton, C. C., & Archambault, L. M. (2019). Who are online teacherpreneurs and what do they do? A survey of content creators on TeachersPayTeachers. com. Journal of Research on Technology in Education, 51(4), 398-414. Shelton, C. C. C. (2018). Online teacherpreneurship: Shedding light on the practice, the individuals who pursue it, and the impacts they experience. Arizona State University. Torphy, K., Hu, S., Liu, Y., & Chen, Z. (2020). Teachers turning to teachers: Teacherpreneurial behaviors in social media. American Journal of Education, 127(1), 49-76. van Dam, K., Schipper, M., & Runhaar, P. (2010). Developing a competency-based framework for teachers’ entrepreneurial behaviour. Teaching and Teacher Education, 26(4), 965-971.