نوع مقاله : مروری

نویسندگان

1 استادیار، گروه آموزش شیمی، دانشگاه فرهنگیان، تهران، ایران (نویسنده مسئول)

2 استادیار، گروه آموزش شیمی، دانشگاه فرهنگیان، تهران، ایران.

چکیده

سیستم آموزشی لهستان پس از استقلال از نظام کمونیستی در سال 1989، دستخوش تغییرات اساسی از جمله تغییر در ساختار مدرسه، برنامه‌های درسی، تربیت معلمان و هم‌چنین توسعه حرفه‌ای معلمان بوده است. این کشور، از سال 1990 تاکنون چهار بار قانون استانداردهای آموزش معلمان خود را اصلاح کرده که آخرین مرتبه آن در سال 2019 بوده است. هدف از این پژوهش، بررسی سیاست‌های آموزش معلمان در لهستان است که پس از پیوستن به اتحادیه اروپا در سال 2004، اصلاحات زیادی را در نظام آموزشی خود انجام داده است. در این پژوهش، خط‌مشی‌های این کشور در تربیت‌معلمان، شرایط پذیرش دانشجو در مؤسسات تربیت‌معلم، دوره‌های تحصیلی موردنیاز، چگونگی برگزاری دوره‌های کارورزی و تدریس عملی، جذب و به‌کارگیری معلمان و توسعه حرفه‌ای معلمان بررسی شده است. روش پژوهش، توصیفی-تحلیلی است و داده‌های پژوهش با رویکرد تحلیل توصیفی برحسب معیارهای تعیین‌شده مطابق با هدف پژوهش گردآوری و تفسیر شده است. نتایج پژوهش نشان داد که در طول دو دهه گذشته کشور لهستان، تغییرات زیادی را در برنامه‌های آموزش معلمان خود ایجاد نموده است. این تغییرات شامل افزایش حقوق معلمان، اختصاص زمان بیشتر به آموزش معلمان پیش‌دبستانی، توسعه دوره‌های تربیت‌معلم و تحصیلات تکمیلی و توجه به مسائل مربوط به سیستم آموزشی بوده است. آموزش پداگوژی جایگاه مهمی در تربیت‌معلم لهستان دارد و برای کسب آمادگی حرفه‌ای، دانشجومعلمان موظف به گذراندن دوره‌های کارآموزی تحت نظارت و یا تدریس مستقل قبل از استخدام هستند. از جمله مهم‌ترین چالش‌های آموزش معلمان در لهستان کاهش تعداد دانش‌آموزان و میانگین سنی زیاد معلمان نسبت به سایر کشورهای اتحادیه اروپا است.

کلیدواژه‌ها

عنوان مقاله [English]

Teacher training policies in Poland

نویسندگان [English]

  • Mahshid Golestaneh 1
  • Seyed Mohsen Mousavi 2

1 Department of Chemistry Education, Farhangian University, Tehran, Iran

2 Department of Chemistry Education, Farhangian University, Tehran, Iran

چکیده [English]

The Polish education system has undergone significant changes since gaining independence from the communist regime in 1989, including alterations in school structure, curricula, teacher training, and professional development. Since 1990, the country has revised its teacher education standards four times, with the latest update in 2019. This study investigates teacher education policies in Poland, which have seen substantial reforms since joining the European Union in 2004. It explores the nation's policies concerning teacher training, student admission criteria for teacher training institutions, required academic courses, internship organization, practical teaching, teacher recruitment, employment, and professional development. Utilizing a descriptive-analytical research method, data are collected and interpreted based on predefined criteria aligned with the research objectives. Findings reveal significant changes in Poland's teacher education programs over the past two decades, including increased teacher salaries, expanded early childhood teacher training, enhanced teacher training and advanced education programs, and a focus on educational system issues. Pedagogical training plays a vital role in Polish teacher education, with prospective teachers mandated to complete supervised internships or independent teaching before employment for professional readiness. Key challenges in Polish teacher education include declining student numbers and the relatively older age of teachers compared to other European Union countries.

کلیدواژه‌ها [English]

  • Education Reform
  • Teacher training
  • Professional development
  • Teacher education policies
  • Poland
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