ویژگی‌های استاد شایسته در آموزش عالی ایران: یک مطالعه کیفی
محورهای موضوعی : آموزش و پرورش
نسرین بنکداری
1
(دانشگاه الزهرا، دانش آموخته دوره دکترا، گروه روان شناسی تربیتی، تهران- ایران.)
گلنار مهران
2
(دانشگاه الزهرا، دانشیار گروه مدیریت و برنامه ریزی آموزشی، تهران- ایران.)
طیبه ماهرو زاده
3
(دانشگاه الزهرا، دانشیار گروه مدیریت و برنامه ریزی آموزشی، تهران- ایران.)
سید عباس هاشمی
4
(دانشگاه آزاد اسلامی، واحد شهر ری، مربی گروه مدیریت صنعتی، شهر ری- ایران.)
کلید واژه: اعضای هیئت علمی, دانشگاه, آموزش عالی, دانشجو,
چکیده مقاله :
هدف از این پژوهش، کمک به ارتقای کیفیت آموزش عالی از راه معرفی الگویی از استاد شایسته در آموزش عالی ایران می‌باشد. به این منظور، یک مطالعه کیفی با رویکرد تحلیل محتوا انجام شد. 14 نفر از اعضای هیئت علمی دانشگاههای دولتی سراسر کشور که از دیدگاه دانشجویان، دانش آموختگان، مدیران گروهها و استادان همکار شایسته ترین افراد گروه آموزشی خود بودند، با نمونه‌گیری هدفمند و از نوع گلوله برفی در نمونه پژوهش قرار گرفتند. برای گرد‌آوری داده ها از مصاحبه نیمه ساختار یافته و مشاهده مشارکتی بهره گرفته شد. 38 مصاحبه با استادان گروه نمونه و 112 مصاحبه با اطلاع رسانان دیگر، یعنی دانشجویان، دانش آموختگان، مدیران گروهها و استادان همکار انجام شد. هم‌چنین، کلاس‌های درس این استادان، 72 بار به وسیله پژوهشگر و دستیاران وی مورد مشاهده قرار گرفت. پردازش داده‌ها به روش تحلیل محتوا با استفاده از کدگذاری باز و محوری انجام گرفت. براساس یافته‌ها، ویژگی‌های استادان شایسته شامل 34 زیرمقوله بود که در 3 مقوله کلی شناختی، عاطفی و رفتاری قرار گرفت. از این میان، زیرمقوله‌هایی که دارای فراوانی بیش تر بودند، یعنی آن‌هایی که در بیش از 50 درصد کدها وجود داشتند، در الگوی استاد شایسته جای گرفتند.
This research contributes to improve the quality of higher education through introducing a model of good teacher in higher educational centers in Iran. To this purpose, a qualitative study was conducted by using content analysis approach. Fourteen professors from state universities were selected based on the viewpoints of the students, alumni, directors and their colleagues. The sampling technique was snowballing. To collect information, semi-structured interviews and participant observation were applied. The sample group included 38 teachers were interviewed and other notification means 112 interviews were done with the informants (students, alumni, and faculty director of the Department and their colleagues. Their classes were also observed 72 time by the observers and their assistants. The data processing and content analysis using open and axial coding were done. The features obtain in this process which were related to the professors included 34 components in three general categories of cognitive, emotional and behavioral. In the meantime, the categories that were more frequent in those who had more than 50 percent of the code took place in the pattern of qualified teachers.
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