نویسندگان

1 استادیار گروه مدیریت آموزشی، پردیس شهید چمران دانشگاه فرهنگیان

2 استادیار گروه علوم تربیتی دانشگاه فرهنگیان

چکیده

این پژوهش با هدف تحلیل ادراک اعضای هیئت‌علمی و مدرسان در خصوص نقاط قوت، ضعف، فرصت و تهدید ناشی از اجرای برنامه درس ­پژوهی در دانشگاه فرهنگیان انجام شد. روش تحقیق از نظر هدف کاربردی و از نظر شیوه جمع ­آوری اطلاعات، آمیخته(کیفی- کمّی) بود. جامعه آماری بخش کیفی متخصصان و خبرگان درس پژوهی بودند که به شیوه نمونه­ گیری هدفمند 14 نفر انتخاب شدند. جامعه آماری بخش کمّی شامل اعضای هیئت‌علمی و مدرسان کارورزی دانشگاه فرهنگیان بود (1012 N=). تعداد 278 نفر از روش خوشه‌ای چندمرحله‌ای برای حجم نمونه در نظر گرفته شد. ابزار گردآوری داده ­ها مصاحبه نیمه ساختاریافته و پرسشنامه محقق ساخته بود. برای تجزیه ‌و تحلیل داده‌ها از تحلیل محتوا و مدل SWOT و در مرحله بعد برای انتخاب بهترین راهبرد اجرای برنامه درس ­پژوهی در تربیت‌معلم فکور از ماتریس برنامه ­ریزی کمّی (QSPM) استفاده شد. نتایج تجزیه ‌و تحلیل ماتریس عوامل داخلی (54/1) نشان داد که این دانشگاه در زمینه اجرای برنامه درس­ پژوهی در ابعاد فراگیران از جمله دانش و مهارت­ های تدریس دانشجومعلمان خود ضعف­ های متعددی دارد. تجزیه ‌و تحلیل ماتریس عوامل خارجی (82/1) نیز نشان داد که مهم‌ترین فرصت­ دانشگاه در ابعاد محیط یادگیری، پتانسیل پردیس­ های دانشگاه فرهنگیان برای اجرای موفق برنامه و مهم‌ترین تهدیدهای دانشگاه نبود امکان اجرای درس­ گروهی در مدارس مجری و همکاری پایین معلمان راهنما در مدارس است. بر اساس تجزیه ‌و تحلیل موقعیت دانشگاه نیز هشت راهبرد برای رویارویی با ضعف‌ها و تهدیدها و تقویت توانایی‌ها و فرصت‌ها تدوین شد. یافته‌های این پژوهش دریچه‌های جدیدی برای ایجاد تغییرات مطلوب در بازنگری برنامه کارورزی 4 می‌گشاید. 

کلیدواژه‌ها

عنوان مقاله [English]

Phenomenological analysis and evaluation of the perception and experience of the faculty members and instructors of Farhangian University from the implementation of the lesson study program in Teacher Training

نویسندگان [English]

  • Asad Hejazi 1
  • Abolfazl Bakhtiari 2

1 Assistant professor, Department of Educational Management, Farhangian University, Shahid Chamran Campus, Tehran, Iran.

2 . Assistant professor, Department of Educational Sciences, Farhangian University, Iran.

چکیده [English]

 
The purpose of this research was to analyze the perceptions of faculty members and instructors about the strengths, weaknesses, opportunities and threats posed by the implementation of the lesson study program at Farhangian University. A mixed research method was used, including both qualitative and quantitative for data collection. The statistical population of the qualitative section was comprised of 14 experts in lesson study who were selected through a purposive sampling method. The statistical population of the quantitative section included faculty members and interns instructors at Farhangian University (N = 1012). A sample of 278 individuals were selected using multi-stage clustering method. The data collection tool was semi-structured interviews and a researcher-made questionnaire.  Content analysis and SWOT approach were used to analyze the data. Then, the quantitative planning matrix (QSPM) was utilized to select the best strategy for implementation of the Fakoor teacher-training curriculum. The results of internal factors matrix analysis (1.45) showed that the university faces a number of weaknesses in implementing the curriculum in the dimensions of the learners, including the knowledge and skills to teach their teacher-students. The analysis of the external factors matrix (1.82) also showed that the most important opportunity of the university in terms of the learning environment was the potential of Farhangian University campuses for the successful implementation of the program. The most important threats to the university was the inability to conduct group lessons in schools and the low cooperation of guidance teachers in schools. Based on the analysis of the university's position, eight strategies were developed to deal with weaknesses and threats and to strengthen capabilities and opportunities. The findings of this study will open a new window to create the desired changes in the review of the internship program 4.

کلیدواژه‌ها [English]

  • Phenomenological Analysis
  • Teacher training
  • Lesson study
  • SWOT
References
1. Ahmadi, M., & Motahharinejad, H. (2008). Analysis of the Iranian Universities in the age of technology. Journal of Science and Research in Educational Sciences, 16 (1), 57-72 (in Persian).
2. Almasi, H., Zarei Zavarki, I., Nili, M.R., & Delavar, A. (2017). Evaluation of the internship curriculum at Farhangian University based on Tyler-centered evaluation model. Teaching-Research Quarterly, 5 (1), 1-24 (in Persian).
3. Bakhtiari, A. (2016). Lesson study, a method of improving, improvement of education and teaching. Tehran: Avaye Noor (in Persian).
4. Bjuland, R., & Mosvold, R. (2018). Lesson study in teacher education: Learning from a challenging case. J. Teaching and Teacher Education, 61, 211-224.
5. Brown, N. (2007). Assessment in the Professional area Context. Center for the Advancement of Learning and Teaching. University of Tasmania.
6. Bukaliya, R. (2012). The potential benefits and challenges of intership programnes in OdL institutions: A case for the zimbabaw open university. International Journal on Nrw Trends in Education on thir Implication Janury, 3 (13), ISSN 1309-6249.
7. Cochran-Smith, M. (2005). The new teacher education: for better or for worse? Educational Researcher, 34 (3), 3-17.
8. David, R F. (2002(. Strategic management. Translation by Ali Parsayian and Seyed Mohammad Arabi, Tehran: Office of Cultural Studies, Third Edition.
9. Eceli, M. (2012). Student teachers’ professional learning in teaching practicum. (Doctoral dissertation of Philosophy at the University of Hong Kong).
10. Farzanpour, A., Nateghi, F., & Seifi, M. (2017). Examination of the principles governing the exercise of the ideal curriculum of study studies. Quarterly Journal of Research, 5 (1), 127-148 (in Persian).
11. Feizi, S. (2016). Studying the impact of internship at school on students. First Internship Congress (in Persian).
12. Ghaderi, M., Nateqi, F., & Nosrati, N. (2016). The guide to providing a theoretical model for internship based on practical knowledge models and Joseph Schoev's Perspective on Occupationalism. First Internship Congress (in Persian).
13. Glaungernik, B. (2011). Investigating the effect of lesson study on the critical thinking of teacher in Mashhad areas (Unpublished master’s thesis). Univercity of Ray payam Noor, Tehran (in Persian).
14. Hejazi, A. (2017). Internship at Iranian Cultural University: Challenges and Strategies; a qualitative study. Third National Conference on Teacher Training, Faculty of Education and Psychology, Shiraz University (in Persian).
15. Jamshidi Tavana, A., & Imam Jomea, M.R. (2016). The effect of fuzzy internship on teacher education curriculum on student teachers competency growth. Curriculum Research Schedule, 6 (1), 1-20 (in Persian).
16. Keramati, A., & Ahmad Abadi, Z. (2017). Explaining the viewpoints of high school administrators and teachers about participating in an internship course; a phenomenological study. The Journal of Research in Teacher Education at Farhangian University, 1 (1), 125-101(in Persian).
17. LaBoskey, V.K. (2014). Development of reflectivle practice: A study of preservice teachers. New York: Teachers College Press.
18. Lerner, A.L. (1999). A strategic planning primer for higher education, college of busuness administration and economics. California State Univercity. http:// aafaq kfupm edu SA/ features/csu-primer/leep-sp.pdf.
19. Lewis, C. (2009). What are the essential elements of lesson study? J. Educational Study, 21 (5), 52-65.
20. Mason, R. (2003). The virtual univercity: The university current challenges and opportunities. UNESC: www. UNESCO. Org/ eng/focus/elearn/webpub/home.html-78k.
21. Meyer, R.D. (2005). Lesson study: The effects on teacher and student in Urban Middle schools. (Unpublished Doctoral dissertation). Univercity of Baylor, Waco, Texas.
22. Parishani, N., & Khoroshi, P. (2016). Challenges and opportunities of internship from the viewpoint of students at the University of cultural studies; case study of Fatemeh Al-Zahra and Shahid Rajaee Campus in Isfahan. Third International Thesaurus for Humanities (in Persian).
23. Roshanghyas, E. (2014). Investigating the impact of lesson study on the professional qualifications of elementary teacher in a district in Sari City. (Unpublished master’s thesis). Univercity of Mazandaran, Babolsar (in Persian).
24. Scherer, M. (2017). What we did not know when we co-taught: Making it work. J. Educational Leadership, 73 (4), 7-12.
25. Sharma, S. (2013). Quality assurance in teacher education. International Educational E-Journal, 2(3), 157-161.
26. Soleimani, I., & Ahmadi, H. (2017). Identifying the barriers to exercise studies: A case study of Elementary Schools in Education in Ardabil City. Quarterly Journal of Research Papers, 5 (1), 65-85 (in Persian).
27. Sarkararani, M.R. (2010). A study of a model for improving mathematical discourse in classroom: A case study of Fukhi Shima High School Mathematics. Quarterly Journal of Education, 1 (105) (in Persian).
28. Tatari, M., Tajik, F., & Tatar, F. (2017). Evaluating and studying the position of internship curriculum at Farhangian University. The first National Conference Internship, Retrieved from www.civilica.com (in Persian).
29. Vrikki, M., Warwick, P., Vermunt, J.D., Mercer, N., & Halem, N.V. (2017). Teacher learning in the context of teacher discussions. J. Teaching and Teacher Education, 25, 44-57.
30. Zaresefat, S. (2017). Examining the experiences of internship life at the University of Cultural Studies; conceptual design. Two Issues of Theory and Practice in the Curriculum, 5 (9), 37-68.