«شما باید بدانید» چالش‌های تدریس در دانشگاه چیست؟!
محورهای موضوعی : پژوهش در برنامه ریزی درسی
سمیه شاه طالبی
1
(1دانشجوی دکتری برنامه ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران)
فروغ تصدیقی
2
(2دانشجوی دکتری برنامه ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران)
احمدرضا نصر
3
(3استاد دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران)
کلید واژه: آموزش عالی, اعضای هیأت علمی, دانشجویان علوم تربیتی, چالش‌های تدریس, مهارت‌های تدریس,
چکیده مقاله :
هدف از این پژوهش بررسی ادراک دانشجویان علوم تربیتی از تدریس اساتید در دانشگاه است که بخشی از داده‌های آن در این مقاله آورده شده است. روش مورد استفاده، روش تحقیق کیفی از نوع پدیدار شناسی بود و جمع‌آوری اطلاعات نیز با استفاده از مصاحبه عمیق نیمه ساختار یافته و به صورت گروهی انجام شد. مدت زمان مصاحبه‌ها از 50 تا 60دقیقه متغیر بود و تا رسیدن به اشباع اطلاعات ادامه داشت. شرکت کنندگان شامل دو گروه از دانشجویان کارشناسی ارشد علوم تربیتی دانشگاه اصفهان و دانشگاه آزاد اسلامی واحد خوراسگان بودند که مجموعاً 23 نفررا تشکیل می‌دادند. مصاحبه‌های انجام شده با استفاده از دستگاه MP3 ضبط و سپس به منظور تجزیه و تحلیل بر روی کاغذ پیاده شدند. تجزیه و تحلیل داده‌ها با استفاده از تحلیل محتوا، تحلیل شد. نتایج نشان داد که چالش‌های تدریس اساتید شامل دو مؤلفه اصلی و پنج زیرمؤلفه است. مؤلفه‌های اصلی شامل ناکارآمدی‌های فنی (شامل روش تدریس، مدیریت زمان) و ناکارآمدی‌های حرفه‌ای (شامل دانش، محتوا و ارزشیابی) بود.
Studying about the educational science students' perceptions about teaching at universities is what being focused in this research: some of the data are presented in this paper. The method used was a phenomenological- qualitative type. To collect the data, deep semi-structured interviews as well as group discussions were used. The time allocated for the interviews varied from 50 to 60 minutes. The Participants were consisted of M.A Educational Sciences students at Isfahan University and Islamic Azad University of Khorasgan, which they made up a total of 23 people. The Interviews were recorded with MP3 Devices and, then, they were written down to be analyzed contently. The results showed that the challenges of teaching are consisted of two main components and five subcomponents. The technical inefficiency (including teaching methods, time management) and Professional incompetence (including knowledge, content and evaluation) are recognized as the main components
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