ارائه الگوی بهینه برنامه درسی مبتنی بر مهارت‌های آموزشی دانشگاه فرهنگیان در چارچوب الگوی اکر

محورهای موضوعی : آموزش و پرورش

حجت افتخاری ¹ , سید عبدالوهاب سماوی ² , حسین زینلی پور ³

1 - دانش‌ آموخته دکتری برنامه درسی دانشگاه هرمزگان و مدرس دانشگاه فرهنگیان
2 - دانشیار رشته روانشناسی تربیتی دانشگاه هرمزگان
3 - استادیار رشته علوم تربیتی دانشگاه هرمزگان

تاریخ دریافت : 1399/08/11 تاریخ پذیرش : 1400/11/26 تاریخ انتشار : 1401/10/01

کلید واژه: دانشگاه فرهنگیان, الگوی اکر, الگوی بهینه برنامه درسی, مهارت‌های آموزشی معلمان,

چکیده مقاله :

مقدمه و هدف: هدف پژوهش حاضر ارائه الگوی بهینه برنامه ­درسی مبتنی بر مهارت­های آموزشی دانشگاه فرهنگیان در چارچوب الگوی اکر برای دوره کارشناسی رشته علوم­تربیتی بود. روش شناسی پژوهش: روش پژوهش کیفی و نمونه هدفمند(موارد مطلوب) تا رسیدن به اشباع داده­ها ادامه یافت که مشارکت­ کنندگان عبارت­از 14 دانشجومعلم(بر اساس بالاترین معدل­ها)، 6 سرگروه استان، 4 معلم نمونه استانی(به عنوان معلمان خبره) و 6 استاد دانشگاه فرهنگیان(مجریان برنامه درسی) به عنوان افراد مطلع بود. داده­های به دست­ آمده از مصاحبه­ های نیمه­ ساختاریافته با روش کد گذاری قیاسی تجزیه و تحلیل شد. یافته ­ها: یافته­ های پژوهش علاوه بر ویژگی ده عنصر الگوی اکر(منطق، هدف، محتوا، فعالیت یادگیری، معلم، منابع، گروه­بندی، مکان، زمان، ارزشیابی)؛ دو عنصر نیاز و سازماندهی محتوا را به عناصر برنامه درسی بهینه مبتنی بر مهارت­های آموزشی اضافه کرده و ویژگی این دو عنصر را نیز ارائه داد. بحث و نتیجه­ گیری: الگوی ارائه شده پس از اعتباریابی توسط متخصصان و صاحب­نظران و اعمال تعدیل­ها، مورد تایید قرار گرفت.  

چکیده انگلیسی:

Introduction: The purpose of this study was to provide an optimal curriculum model of Farhangian University on teacher’s instructional skills based on Akker’s curriculum model for the undergraduate course in educational sciences. research methodology: In this study, the method was qualitative and the purposive sampling (desirable cases) continued until data saturation was achieved. The participants are as follow: 14 student teachers were selected (on the highest-grade point average), 4 provincial sample teachers (as experts) and 6 professors of Farhangian University (as curriculum facilitators), and they took part as the informed individuals. Data obtained from semi-structured interviews were analyzed by deductive coding method. Findings:, Findings showed the following characteristics of Akker ‘s ten elements (logic, purpose, content, learning activities, teacher, resources, grouping, time, evaluation), in addition, two elements (need & content organization) were added to the elements of the optimal curriculum based on educational skills Conclusion:  The proposed model was approved by experts after validation and adjustment  

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