شایستگی های مهارتی دانش‌آموختگان دکتری برنامه درسی ایران؛ بررسی دیدگاه صاحب نظران و متخصصان برنامه ی درسی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
سمیه شاه طالبی
1
(دانشگاه اصفهان)
محمدجواد لیاقت دار
2
(دانشگاه اصفهان)
فریدون شریفیان
3
(دانشگاه اصفهان)
کلید واژه: توانایی توسعه رشته, برنامه‌ی درسی, شایستگی مهارتی, دانش آموختگان دکتری, توانمندی های برنامه ریزی درسی, توانمندی های پژوهشی,
چکیده مقاله :
امروزه دانشگاه ها باید دانش آموختگانی را با مهارت هایی که بتوانند به طور حرفه ای در عصر یادگیری ایفای نقش کنند، تربیت کنند. به همین منظور هدف از مقاله ی حاضر شناسایی مهارت های مورد نیاز دانش آموختگان دکتری برنامه ی درسی می باشد. با توجه به موضوع پژوهش از روش تحقیق کیفی استفاده شد. ابزار مورد استفاده در پژوهش مصاحبه باز و عمیق با استفاده از روش نمونه گیری هدفمند با 18 نفر از متخصصان، صاحب نظران و اساتید برنامه ی درسی بود و مصاحبه ها تا زمان اشباع اطلاعات ادامه پیدا کرد، سپس محتوای مصاحبه ها پیاده سازی شد و برای تجزیه و تحلیل محتوای پیاده شده از روش تحلیل محتوا و کدگذاری باز استفاده شد. یافته های به دست آمده از پژوهش شامل سه مؤلفه ی اصلی توانایی توسعه رشته (شامل 5 زیرمؤلفه) توانمندی های برنامه ریزی درسی (شامل 8 زیرمؤلفه) و توانمندی های پژوهشی (شامل 9 زیرمؤلفه) بود. با توجه به نتایج پژوهش، فارغ التحصیلان پس از دوره ی دکتری برنامه ی درسی در مجموع باید بر 22 مهارت در زمینه ی رشته برنامه ی درسی تسلط کامل داشته باشند.
Today, university must train graduates that they are to be able the skills to act professionally at the age of learning. Therefore the Purpose of this study is "Identify the skills needed by graduates of the doctoral curriculum", So used method is qualitative method, a kind of descriptive phenomenology and participants include experts and professors of curriculum.The sampling method was based on Purposive sampling and continued up to information saturation. At the end, the number of participants reached to eighteen person and data was collected by using profound interview. For data analysis, content analysis method was used that the resultant findings included major Three component that include: 1) Curriculum planning abilities (including 8sub-components), 2) The ability to develop field (5sub-components) and 3) Research abilities (including 9sub-component).According to results Ph.D. graduates must have taken these skills, of the course Curriculum planning.
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