شناسایی مؤلفه‌های اثرگذار در تضمین کیفیت آمادهسازی دانشجومعلمان در دانشگاه فرهنگیان: رویکرد کیفی
محورهای موضوعی :
آموزش و پرورش
مهدی نامداری پژمان
1
,
سیدمحمد میرکمالی
2
,
جواد پورکریمی
3
,
مقصود فراستخواه
4
1 - دانشگاه فرهنگیان، دکتری مدیریت آموزشی، گروه مدیریت و برنامه‌ریزی آموزشی، تهران، ایران.
2 - دانشگاه تهران، استاد گروه مدیریت و برنامه‌ریزی آموزشی، تهران، ایران.
3 - دانشگاه تهران، استادیار گروه مدیریت و برنامه‌ریزی آموزشی، تهران، ایران.
4 - مؤسسه پژوهش و برنامه‌ریزی آموزش عالی، دانشیار گروه آموزش عالی، تهران ایران.
تاریخ دریافت : 1396/01/14
تاریخ پذیرش : 1398/07/29
تاریخ انتشار : 1398/06/01
کلید واژه:
دانشگاه فرهنگیان,
تضمین کیفیت,
آمادهسازی دانشجو-معلمان,
چکیده مقاله :
هدف این پژوهش، شناسایی مؤلفهها و عناصر اثرگذار بر تضمین کیفیت آمادهسازی دانشجومعلمان در دانشگاه فرهنگیان بود. به این منظور، مطالعه کیفی با رویکرد نظریه برگرفته از دادهها و طرح نو انجام شد. 11 نفر از صاحبنظران، 9 نفر از مدیران و 8 نفر از دانشجویان خبره به روش نمونهگیری هدفمند انتخاب شدند. برای گردآوری دادهها از مصاحبه نیمه ساختار یافته بهره گرفته شد. سؤالات اصلی پژوهش با تکنیک 5W1H طراحی و اجرا شدند. میزان پایایی بین کدگذاران 0.79، و پایایی کدگذاری مجدد 0.90به دست آمد. برای شناسایی مضامین و مقولههای تضمین کیفیت آمادهسازی دانشجو-معلمان از روش تحلیل مضمون استفاده شد. در نهایت، 15 مؤلفه اثرگذار در تضمین کیفیت آمادهسازی دانشجومعلمان شناسایی شدند که عبارتند از کارورزی، برنامه درسی، برنامه غیر درسی، اعضای هیأت علمی، معلمان راهنمای کارورزی، مدیران، مربیگری و الگوی نقش، فرایند یاددهی-یادگیری، هدفگذاری، فرهنگ سازمانی، تمرکززدایی، سنجش و گزینش ورودی، نومعلمی، آیندهپژوهی و فراکنشگری و نظام ارزیابی.
چکیده انگلیسی:
The aim of this study was to identify the components and elements affecting the quality assurance in preparing of teacher-students at the Farhangian University. For this purpose, a qualitative study with the approach of Grounded Theory and emerging design was implemented. Through purposeful sampling method selected 11 experts, 9 managers and 8 connoisseur student-teachers were selected. Semi-structured interviews were used to collect data. The main question were designed and implemented through 5W1H technique. The reliability of inter-coders was 0.79, and re-encoding reliability was obtained 0.90. Thematic analysis was used for identifying themes and categories of the quality assurance of student-teacher preparation. Finally, 15 components were identified affecting the student-teachers preparedness quality assurance, including practicum, curriculum, hidden curriculum, faculty, internship guide teachers, managers, coaching and role model, teaching-learning process, goal setting, organizational culture, decentralization, assessment and selection of input, induction, future study and proactioning, and evaluation system.
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