شناسایی مولفه های پرسشگری استراتژیک در راستای توسعه پایدار نظام آموزش عمومی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
محمد ادیبان
1
(دانشجوی دکتری مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران)
اسماعیل کاظم پور
2
(دانشیار گروه علوم تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.)
زهره شکیبایی
3
(استادیار گروه علوم تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران)
کلید واژه: پرسشگری استراتژیک, پرسشگری, توسعه پایدار, توسعه پایدار نظام آموزش عمومی,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی مولفه های پرسشگری استراتژیک در راستای توسعه پایدار نظام آموزش عمومی انجام پذیرفت. تحقیق حاضر از نوع پژوهش کیفی و با روش گراندد تئوری(Grounded Theory)یا نظریه داده بنیاد انجام گرفت. جامعه آماری پژوهش را تمامی صاحبنظران حوزه علوم تربیتی و مدیریت آموزشی تشکیل می دهد. روش نمونه گیری به صورت روش هدفمند ملاک محور است که حجم نمونه آن براساس قاعده اشباع نظری با 12 نفر از خبرگان دانشگاهی تشکیل می دهد. در این روش نمونه گیری هدف پژوهشگر انتخاب مواردی است که با توجه به هدف تحقیق، سرشار از اطلاعات باشند. ابزار گردآوری داده ها در این پژوهش، مصاحبه نیمه ساختار یافته است. برای سنجش روایی و اعتبار مصاحبه ها؛ اعتبار، انتقال پذیری، اطمینان پذیری و تاییدپذیری مورد بررسی قرار گرفته است. نتایج تجزیه و تحلیل مصاحبه ها، 430 کد باز اولیه، 147 کد باز ثانویه،42 مفهوم و 19 مقوله می باشد. یافته های این پژوهش نشان می دهد که پرسشگری استراتژیک بر توسعه رویکرد پژوهشی، روش های فعال یادگیری، نقد منصفانه، خلق دانش جدید و نظرگاههای افق آفرین، پرسشگری هوشمندانه و تعالی بخش، تغییر وضع موجود و پاسخگو کردن نظام آموزشی تاکید می کند.
The aim of this study was to identify the components of strategic questioning in order to provide a sustainable development of public education system. The present study was a qualitative research using the method of grounded theory or foundation data theory. The research statistical society consists of all experts in the field of educational sciences and educational management. The sampling method is purposeful criterion based method. The sample size was formed based on the theoretical saturation rule with 12 academic experts. The data collection tool in this study is a semi-structured interview. To assess the reliability and validity of interviews; Validity, transferability, reliability and validity were examined. The results of the interview analysis are 430 primary open source, 147 secondary open source, 42 concept and 19 categories. The present study shows that Strategic questioning develops research approach and active learning methods , fair criticism , creation of new knowledge and horizon-creating views , intelligent and uplifting questioning , changing the present status and emphasizes the accountability of educational system.
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