چکیده:
هدف پژوهش حاضر، بررسی نقش دانش و باورهای اخلاقی معلم در الگوی مفهومی صلاحیتهای حرفهای معلم تیپک (TPACK) بود. رویکرد پژوهش کیفی به لحاظ هدف کاربردی و از حیث شیوهی گردآوری دادهها مبتنی بر راهبرد پدیدارشناسی توصیفی است. مشارکتکنندگان در پژوهش شامل متخصصان دارای تحقیق، تألیف و تجربه در زمینهی صلاحیتهای حرفهای معلمی بودند که به شیوهی هدفمند از نوع ملاکمدار انتخاب شدند. حجم نمونه بر اساس قاعده اشباع نظری به 13 نفر رسید. دادههای پژوهش با کمک مصاحبه نیمه ساختارمند جمعآوری و با استفاده از روش تحلیل مضمون تحلیلشد. برای افزایش قابلیت اعتماد اطلاعات جمعآوریشده، از معیارهای اطمینانپذیری و باورپذیری یافتهها استفاده شد. یافتههای پژوهش نشان داد، علیرغم کاربرد وسیع و جامعیت نسبی الگوی تیپک در طرح دانشهای ضروری معلم، دانشاخلاق و باورهای اخلاقی معلم و نقش آن در اثربخشی تدریس در این الگو مغفول مانده است. مشارکتکنندگان پژوهش ضمن تأکید مجدد بر ضرورت توجه به دانشهای هفتگانه مطرح شده در الگوی تیپک ( TPACK)، دانشاخلاقی (EK ) و نقش محوری آن در استفاده مناسب معلم از این دانشها را ضروری تشخیصدادند. مشارکتکنندگان براین باورند که تدریس ماهیتی هنجاری_ اخلاقی دارد و معلمی در زمرهی حرفههایی است که متولی آن مستلزم برخورداری از ویژگیها و فضایلی چون فضیلت اخلاقی، فکری، حرفهای و شهروندی است. از اینرو، توجه به بُعداخلاقی تدریس ضروریاست. برایناساس، پیشنهادشد بعد اخلاقی تدریس و نقش اثرگذار آن، هم از سوی متصدیان امر برنامهریزی درسی و هم از سوی پژوهشگران عرصه تربیتمعلم بیشتر موردتوجه قرارگیرد.
To obtain their legitimacy, schools always need to respond to the ethics valued of society. Since the values of societies are not limited to academic progress and scientific achievements, schools are expected to cultivate these ethical values in students. Teachers play an essential role in developing the ethical values of students. In addition to the success of the educational system, any political and social system's success also depends on the teachers' quality in any society. Equipping students with the necessary knowledge and skills to live ethically in the future complex world is one of the most critical responsibilities of today's schools and universities. Therefore, fulfilling this vital role requires teachers to have professional knowledge and qualifications.Content knowledge (CK) refers to the teacher's knowledge about the content(s) that he/she teaches to the students. Pedagogical knowledge (PK) can be defined as a teacher's in-depth knowledge of educational processes and teaching-learning methods, including classroom management and evaluation. Technology knowledge (TK) refers to the teacher's knowledge of all kinds of classic and modern technologies and how to use them in teaching to make them more effective. Pedagogical content knowledge (PCK) includes the teacher's knowledge to identify the student's previous prerequisites for learning new topics and which educational approaches are more compatible with the lesson’s subject. Technological pedagogical knowledge (TPK) is the knowledge of the components and capacities of the existing technologies that the teacher can use in education and how the teaching that the teacher provides to the students may change due to the use of technology. Technological content knowledge (TCK) deals with the mutual relationship between content and educational technologies. Technological pedagogical content knowledge (TPACK) can be viewed as overarching knowledge and it refers to how technology facilitates students' learning, how technology solves students' learning problems, how students may create new knowledge, and what makes learning a lesson difficult or easy for students.During 2009-2019, more than 1200 journal articles and book chapters, 315 thesis and dissertations, and 28 books have been published on the TPACK framework. The TPACK framework is introduced with three interconnected circles (CK, PK, and TK) and an outer dotted circle. However, efforts have been made to revise, reimagine, and redesign the existing model, it is remained relatively unchanged since 2009 and although the outer dotted circle occupies space, it is not considered a type of knowledge. In Mishra and Koehler’s point of view, the outer dotted circle refers to the school subject matter, the student's background, and the types of technologies available for teaching which is described as the “context-bound” and has influences on TPACK. However, despite the importance of the “context” in the TPACK framework, this issue has not been reflected in previous studies. Moreover, previous studies have revealed that the meaning of context is very broad and it includes a wide range of concepts from teachers' epistemological beliefs to the classroom and institutional resources.TPACK is a relatively comprehensive framework of teacher knowledge; however, teacher ethical knowledge is not included. The teacher's ethical knowledge outlines the basis of many teachers' behaviors and interactions. Teachers have extraordinary power to influence their students' thinking, motivation, and knowledge. Thus, the role of the teacher is vital in shaping students' personalities, and they play role models for their students. Teachers are expected to be positive role models for their students.Ethics in education means providing equal educational opportunities to all students regardless of nationality, gender, ideological differences, or mental disabilities. Attention to ethical principles in teaching can bring respect, tolerance, civil relations, and interaction based on predetermined rules among students. Ethical knowledge is the awareness of the inherent characteristic between the principles of social and individual ethics. A teacher's possession of these principles allows him/her to display the values of personal and social ethics, which include a sense of right and wrong, respectful behavior toward others, objectivity, patience, and compassion.The primary purpose of this study was to representing teachers’ ethical knowledge in the TPACK conceptual framework. This study is a qualitative research based on the phenomenology method. A total of 13 experts were sampled using the purposive sampling method. All the participants are experts and authorship in teacher training (having at least one academic work including a research project, peer-reviewed journal article, or book) and having more than ten years of teaching experience in different educational settings. The study was carried out in 2022. After setting up the interview protocol, initial coordination was started with the participants. Some agreed to in-person interviews, while others preferred online interviews using google meet due to the COVID-19 pandemic. After interviewing all 13 participants using a semi-structured interview and preliminary analysis of the data, the saturation of the resulting data and the adequacy of the interview were determined. The data were analyzed using the thematic analysis technique and based on the method proposed by Attride-Stirling (2001) as one of the conventional coding methods in thematic analysis.The findings indicate that although TPACK is a relatively comprehensive theoretical framework, teachers’ ethical knowledge has been neglected. The interviewees have emphasized that in addition to CK, PK, TK, PCK, TPK, and TCK, in Mishra and Koehler’s (2006) model, ethical knowledge (EK) and Technological pedagogical content ethical knowledge (TPCEK) are also necessary for the teacher professional effectiveness in the cultural context of the country.The interviewees believe that teaching has an ethical-normative nature and that teaching is one of the professions that require teachers to possess characteristics and virtues such as ethical, intellectual, professional, and civic virtues. The research participants acknowledged that moral virtues include different characteristics, such as sincerity, honesty, respect, justice, fairness, courage, decisiveness, self-control and faithfulness. In the area of intellectual virtues, characteristics such as humor, criticism, creativity, reflection and resourcefulness; in the domain of professional characteristics, virtues such as love for work, punctuality, scientific originality, authority and professional reputation, sense of professional responsibility, creating an effective learning environment and the ability to communicate professionally, and finally in the field of civic virtues, features such as care and empathy, loyalty and commitment, openness, feeling of social responsibility, eagerness to serve others have been considered as important teacher virtues.Finally, it was found that despite the relative comprehensiveness of the TPACK model, teachers' ethics and beliefs and their role in teaching effectiveness still need to be included. Therefore, practitioners and researchers should give the ethical dimension of the teacher more attention. The findings provide important implications for policymakers in teacher tanning programs.