فصلنامه پژوهش و برنامه ریزی در آموزش عالی
تأملی بر الگوهای آموزش جامعه‌شناسی بر اساس تجربۀ زیستۀ گروهی از ذینفعان؛ مدلی برآمده از نظریۀ برپایه
نویسندگان
1 دانشجوی دکتری گروه جامعه‌شناسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
2 استاد گروه برنامه ریزی آموزش عالی، مؤسسه پژوهش و برنامه ریزی آموزش عالی، تهران، ایران
3 استادیار گروه جامعه شناسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
هدف از این پژوهش شناخت الگوهای آموزش جامعه‌شناسی در دانشگاه‌های دولتی شهر تهران بود که با روش نظریۀ برپایه و با رویکرد گلیسر انجام شد. 19 دانشجوی مقطع دکتری در این پژوهش مشارکت کردند که از طریق نمونه‌گیری نظری و هدفمند انتخاب شدند و با آنها مصاحبۀ نیمه‌ساختارمندی تا حد اشباع داده‌ها و اشباع نظری صورت گرفت. داده‌ها در سه مرحلۀ کدگذاری باز، محوری و گزینشی و با استفاده از نرم‌افزار اطلس‌تی‌آی (نسخه7) تجزیه و تحلیل و درنهایت، مدل نظری پژوهش پدیدار شد. نتایج نشان داد که در میدانِ دانشگاهی آموزشِ جامعه‌شناسی در دانشگاه‌های دولتی شهر تهران موجباتی مثل تیپ شخصیتی و اقتدار معرفتی استادان، تمایزات و برنامه پژوهشی آنان، تعاملات دانشگاهی و فرادانشگاهی آنها و محیط‌‌های رسانه‌ای و شبکه‌های اجتماعی بر فضای اجتماعی آموزش تأثیر می‌گذارد. ویژگی‌های دانشگاه‌ها و رشته‌ها، قشربندی اجتماعی دانشجویان و تشکل‌هایشان به علاوه محیط سیاستی، حقوقی و اداری و نیز محیط فناوری زمینه‌ساز این تأثیرات هستند. البته، برخی مداخله‌گرها مانند سبک رهبری مدیران دانشگاه، سبک زندگی علمی استادان، سن و سابقه خدمت استادان و همچنین اندازۀ گروه آموزشی نیز در فرایند تأثیر و تأثرات در میدان دانشگاه دخیل هستند. در چنین موقعیتی شاهد کنش و واکنش‌های راهبردی در استادان- دانشجویان و شکل‌گیری پنج نوع الگوی آموزش نهادینه جامعه‌شناسی؛ یعنی کلاسیک، انتقادی، کاربردی، اجتماعی و وظیفه‌گرا - رفتاری و یک الگوی مبهمِ ترکیبی و اقتضاییِ در راه هستیم که هنوز ظهور کامل و استقرار نیافته است. فرایندهای جاری آموزشِ جامعه‌شناسی در کشور ایران به پیامدهای متفاوتی مثل مدرک‌گرایی، کالایی‌شدن، جرگه‌گرایی، سیاسی‌شدن، مناسک‌گرایی، فساد علمی، فرسایش سرمایۀ اجتماعی دانشگاه و ابهام در عملکرد آن و در عین حال، سطوحی از انتقال دانش و مهارت‌های جامعه‌شناختی به زندگی فردی، اجتماعی و مدنی و شکل‌گیریِ حلقه‌های فکری و تحولات پارادایمی می انجامد.
کلیدواژه‌ها
عنوان مقاله [English]
A reflection on models of teaching sociology based on the lived experience of a group of constituencies: A Grounded Theory-driven Model
نویسندگان [English]
- Fatemeh Ozlati Moghaddam 1
- Maghsood Farasatkhah 2
- Farah Torkaman 3
1 Doctoral student in Sociology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 Professor, Department of Planning in Higher Education, Institute for Research & Planning in Higher Education, Tehran, Iran
3 Assistant Professor, Department of Sociology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]
This study aimed to examine different models of teaching sociology in Iran, using Glasers' Grounded Theory (GT) method. A total of 19 doctoral students were participated in this study. Participants were selected through a targeted and theoretical sampling method and underwent semi-structured interviews to the point of data and theoretical saturation. The data were analyzed in three stages of open, axial and selective coding using Atlas.ti software (version 7) and finally, the theoretical model of the research emerged. The results showed that in the academic field of sociology education in public universities in Tehran, factors such as personality type and epistemological authority of professors, their distinctions and research programs, their academic and extra academic interactions, and media environments and social networks affect the social atmosphere of education. Characteristics of universities and disciplines, students’ social classes and their organizations, coupled with the political, legal and administrative environment, as well as technological environment underlies these effects. Of course some mediating variables, such as leadership style of university administrators, the life style of faculty members, faculty members’ ages and backgrounds, as well as sizes of educational departments are also involved in the process of influences and effects on the scope of the university. It such a situation we are witnessing strategic actions and reactions of faculty members and students and formation of five types of institutional models of teaching in sociology, i.e. classical, critical, applied, social and task-oriented-behavioral models accompanied with an en route hybrid ambiguous and contingency model that has not yet been fully developed and established. Current processes of sociology teaching in Iran have different outcomes, including credentialism, commodity-orientation, oligarchy, politicization, ritualism, scientific corruption, erosion of university’s social capital and ambiguity in its functioning, at the same time leading to levels of transferring of knowledge and sociological skills to individual, social and civil lives as well as formation of intellectual circles and paradigmatic changes.
کلیدواژه‌ها [English]
- Sociology training
- Academic field
- grounded theory
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