تجارب زیسته دانشجویان فنی و مهندسی ایرانی مشغول به تحصیل در دانشگاههای استرالیا از فرآیند تدریس
محورهای موضوعی : پژوهش در برنامه ریزی درسیبتول ترکی نیسانی 1 , نرگس کشتی آرای 2 , فرزاد شریفیان 3
1 - دانشجوی دکتری رشته برنامه¬ریزی درسی، دانشکده علوم تربیتی و روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - دانشیار برنامه¬ریزی درسی، دانشکده علوم تربیتی و روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
3 - استاد تمام دانشگاه مناش ملبورن، استرالیا
کلید واژه: تجارب زیسته, دانشجویان رشته فنی و مهندسی, تدریس, دانشگاه استرالیا,
چکیده مقاله :
پژوهش حاضر با هدف بازنمایی فرآیند تدریس از طریق تجارب زیسته دانشجویان ایرانی مشغول به تحصیل در دوره‌های ارشد و دکتری دانشگاههای استرالیا که دوره کارشناسی را در دانشگاههای ایران گذرانده‌اند انجام شد. روش پژوهش کیفی از نوع پدیدارشناسی بود. حوزه پژوهش شامل دانشجویان ایرانی که دوره ارشد و دکتری رشته‌های فنی و مهندسی را در دانشگاههای استرالیا (ملبورن، مناش، سوئین‌برن) بود که با روش نمونهگیری هدفمند گلوله برفی انتخاب و از طریق مصاحبه عمیق نیمه ساختاریافته به جمع آوری داده‌ها پرداخته شد. حجم نمونه‌ها پس از انجام مصاحبه، تجزیه و تحلیل داده‌ها به روش کدگذاری موضوعی به منظور تامین کامل یافتهها، نهایتاً به 10 نفر رسید و اعتبار یافتهها به روش بازسازی واقعیت و استفاده از افراد خارج محدوده پژوهش انجام شد. از مجموع یافتهها، 167 کد مفهومی در 10 مقوله اصلی (ویژگیهای شخصیتی استاد، فعالیت یاددهی، محتوای برنامه درسی، ساختار برنامه درسی، تعامل بین استاد و دانشجو، ارزشیابی برنامه درسی (آغازین، تکوینی، پایانی)، فضای یادگیری، فعالیتهای یادگیری، امکانات آموزشی و پژوهشی، توجه به نیازهای زندگی فردی و اجتماعی) و 35 مقوله فرعی در راستای تجارب زیسته دانشجویان ایرانی دانشگاههای استرالیا استخراج گردید.
The present study was conducted with the aim of representing the teaching process through the lived experiences of Iranian students studying in master's and doctorate courses in Australian universities who completed their undergraduate courses in Iranian universities. The qualitative research method was phenomenology. The scope of the research included Iranian students who have master's and doctorate courses in technical and engineering fields in Australian universities (Melbourne, Manash, Swinburne), who were selected by the purposeful snowball sampling method and collected information through semi-structured in-depth interviews became. After the interview, the sample size continued to be analyzed by thematic coding method until complete saturation and finally it reached 10 people, and the validity of the findings was done by the method of reconstructing the reality and using people outside the scope of the research. From the total findings, 167 conceptual codes in 10 main categories (characteristics of the teacher, teaching activity, content of the curriculum, structure of the curriculum, interaction between the teacher and students, evaluation of the curriculum (beginning, formative, final), learning environment , learning activities, educational and research facilities, attention to individual and social life needs) and 35 subcategories were extracted in line with the lived experiences of Iranian students in Australian universities.
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