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:: year 26, Issue 2 (summer 2020) ::
IRPHE 2020, 26(2): 109-136 Back to browse issues page
A reflection on models of teaching sociology based on the lived experience of a group of constituencies: A Grounded Theory-driven Model
Fatemeh Ozlati Moghaddam1, Maghsood Farasatkhah Dr. 2, Farah Torkaman Dr.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 , M_farasatkhah@yahoo.com
3- Assistant Professor, Department of Sociology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract:   (849 Views)
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.
Keywords: Sociology training, Academic field, Grounded Theory.
Full-Text [PDF 381 kb]   (208 Downloads)    
Type of Study: Original | Subject: sociology
Received: 2020/01/3 | Accepted: 2020/06/21 | Published: 2020/10/11 | ePublished: 2020/10/11
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Ozlati Moghaddam F, Farasatkhah M, Torkaman F. A reflection on models of teaching sociology based on the lived experience of a group of constituencies: A Grounded Theory-driven Model. IRPHE. 2020; 26 (2) :109-136
URL: http://journal.irphe.ac.ir/article-1-4180-en.html


year 26, Issue 2 (summer 2020) Back to browse issues page
فصلنامه پژوهش و برنامه ریزی در آموزش عالی Quarterly Journal of Research and Planning in Higher Education
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