فصلنامه پژوهش و برنامه ریزی در آموزش عالی

الگوی جاری برنامه درسی کارورزی دانشگاه فرهنگیان مبتنی بر تحلیل زمینه ای

نویسندگان

1 دکتری مطالعات برنامه درسی، دانشگاه بیرجند، بیرجند، ایران

2 دانشیار گروه برنامه ریزی درسی، دانشگاه تربیت دبیر رجائی، تهران، ایران

10.52547/irphe.1401.1.187

چکیده

هدف اصلی این پژوهش صورت ­بندی الگوی نظری حاکم بر برنامه ­درسیِ در حال اجرای کارورزی دانشگاه فرهنگیان بود. این پژوهش از نوع پژوهش کیفی بود و با روش نظریه داده ­بنیاد بر اساس رویکرد روشمند اشتروس و کوربین انجام شد. جامعه آماری پژوهش کارگزاران اصلی دخیل در برنامه ­درسی کارورزی دانشگاه فرهنگیان شامل دانشجومعلمان، معلمان راهنما و استادان راهنما در دانشگاه فرهنگیان استان خراسان ­جنوبی بودند. نمونه پژوهش شامل 16 نفر از دانشجومعلمان، 12 نفر از استادان راهنمای برنامه کارورزی دانشگاه فرهنگیان و 15 نفر از معلمان­ راهنما همکار در طرح کارورزی بودند که به شیوه هدفمند موارد مطلوب انتخاب شدند. داده ­ها از طریق مصاحبه نیمه‌ساختاریافته جمع ­آوری و در سه مرحله کدگذاری باز، کدگذاری محوری و انتخابی تحلیل شدند. برای تأمین روایی و پایایی از معیارهای لینکن و کوبا و رویا و پرتی استفاده شد. نتایج پژوهش در قالب مدل پارادیمی شامل گُسست آموزشی در برنامه کارورزی دانشگاه فرهنگیان به­ عنوان مقوله‏ محوری و شرایط علّی (ویژگی برنامه درسی قصد شده، اجرا شده و کسب شده)، عوامل زمینه ­ای (سیاستگذاری کلان، عوامل زمینه ­ای دانشگاه فرهنگیان و مدارس کارورزی)، شرایط مداخله ­­ای تسهیل­گر (شایستگی­ های استادان راهنما و معلمان راهنما)، شرایط مداخله­ گر محدودکننده (چالش­ های سازمانی و عوامل رفتاری)، راهبردهای پیشنهادی (تجدید رویکرد برنامه­ ریزی در برنامه ­درسی قصد شده، اجرای مناسب برنامه ­درسی و توجه به زمینه ­های بهبود برنامه درسی کسب شده) و پیامدهای جاری (کاهش اثربخشی و کارایی برنامه ­درسی) سازمان یافت.
 

کلیدواژه‌ها

عنوان مقاله [English]

Developing a theoretical model for Farhangian University current internship curriculum Based on Grounded Theory analysis

نویسندگان [English]

  • Meysam Gholampour 1
  • Gholam Ali Ahmadi 2
  • Mohammad Reza Emamjomeh 2

1 Doctoral student in Curriculum Planning, University of Birjand, Birjand, Iran

2 Accosiat, Department of Educational Sciences, University of teacher training of Shahid Rajayi, Tehran, Iran

چکیده [English]

The major purpose of this research was to develop a theoretical model that would formulate Farhangian University's current curriculum in progress. This is a qualitative study that used grounded Theory technique based on Strauss and Corbin's systematic approach.  The statistical population of the study was all the primary agents participating in developing Farhangian University's curriculum, including student-teachers, teacher- supervisors, and student supervisor of Farhangian University of South Khorasan Province. The study sample were 16 student- teachers, 12 student-supervisors from Farhangian University's internship program, and 15 assistant teachers from the internship program, who were purposefully selected. Semi-structured interviews were used to collect data, which were then evaluated in three stages: open coding, axial coding, and selective coding. Lincoln and Guba criteria, as well as Rao and Perry, were used to ensure validity and reliability. The research results were organized in the form of a paradigm model with the following components : Educational discontinuation in Farhangian University internship program as a central category, causal conditions (characteristics of the intended, implemented, and acquired curriculum), and contextual factors (macro-policy making, contextual factors of Farhangian University) Facilitator intervention conditions (competencies of teacher-supervisors and supervisors), restrictive intervention conditions (organizational challenges, behavioral factors), proposed strategies (renovation of the planning approach in the intended curriculum, execution appropriateness of the curriculum and attention to the areas of improvement of the curriculum obtained) and finally current consequences (reduction of the effectiveness and efficiency of the curriculum).
 

کلیدواژه‌ها [English]

  • Internship
  • Student-teacher
  • Curriculum
  • Farhangian University
  • grounded theory
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فصلنامه پژوهش و برنامه ریزی در آموزش عالی
دوره 28، شماره 1 - شماره پیاپی 103
خرداد 1401
صفحه 187-219