عوامل مؤثر بر آسیب¬های توسعه حرفه¬ای دانشجو معلمان
محورهای موضوعی : پژوهش در برنامه ریزی درسیزهره زارعان 1 , پروین صمدی 2 , پروین احمدی 3 , مریم سادات قریشی خوراسگانی 4
1 - دانشجوی دکتری رشته برنامه ریزی درسی،گروه مدیریت و برنامه ریزی آموزش دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا(س)، تهران، ایران
2 - دانشیار گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران
3 - دانشیار گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران
4 - گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا (س)، تهران، ایران
کلید واژه: دانشگاه فرهنگيان, آسیب¬های حرفه¬اي, تجارب زيسته, دانشجو معلمان,
چکیده مقاله :
پژوهش حاضربه بررسی تجارب زیسته دانشجو معلمان دانشگاه فرهنگیان از آسیب¬های توسعه حرفه¬ای خود با رویکرد کیفی و به روش پدیدارشناسی پرداخت. داده¬های این پژوهش برگرفته از مصاحبه¬ی بازونیمه ساختاریافته با14نفر از دانشجو معلمان دانشگاه فرهنگیان بود که بر اساس نمونه¬گیری هدفمند و مبتنی بر معیار تا رسیدن به اشباع نظری ادامه یافت. تجزیه و تحلیل داده با روش کدگذاری باز، گزینشی و محوری انجام شد. پایایی داده‌‌ها، با روش هولستی و روایی سوالات مصاحبه توسط4تن از اساتید راهنما بررسی و مورد تایید قرار گرفت. پژوهش عوامل مؤثر بر آسیب¬های توسعه حرفه¬ای را حول سه مقوله اصلی: عوامل قصد شده، اجرایی، نهادی اینگونه شناسایی کرد: کاربردی نبودن نرم افزارهای موجود، نبود برنامه‌ریزی صحیح، زیرساخت¬های نامناسب، نبود امکانات مادی و رفاهی، نبود کتب مناسب، منابع منسوخ و ناکارآمد، ساختار نامناسب برنامه¬های آموزشی، برنامه¬های خطی و تک بعدی، ناکافی بودن مهارتهای تخصصی اساتید، ناکافی بودن سواد اطلاعاتی دانشجویان، دانش نامتداول، دانش غیربومی، نبود شیوه-های نوین تدریس، بی¬توجهی به فراگیران، در نظر نگرفتن شیوه-های مشارکتی و تیمی، قوانین دستوری و تجویزی، آیین نامه¬های متناقض، قوانین جزئی¬نگر، سیاست¬گذاری بخشی نگر، ایدئولوژی افراطی، سیاست¬های ناآزموده، تمرکزمحوری در تدوین سیاست¬ها، دیوان سالاری و در هم آمیختگی تشکیلات سازمانی. اعتبار داده¬ها به روش بازبینی توسط همکار انجام شد. این مطالعه به مدیران و سیاستگذاران برنامه‌های توسعه حرفه¬ای نو معلمان کمک می¬کند تا با در نظر گرفتن سطوح چالش‌های توسعه حرفه¬ای جهت رشد نو معلمان در این زمینه با اصلاح برنامه¬های موجود گامی مثبت بردارند.
The present study investigated the lived experiences of Farhangian University student teachers from the harms of their professional development with a qualitative approach and phenomenological method. The data of this research was based on semi-structured interviews with 14 student teachers of Farhangian University, which continued based on purposeful and criteria-based sampling until theoretical saturation was reached. Data analysis was done with open, selective and central coding method. The reliability of the data was checked and approved by the Holstein method and the validity of the interview questions by 4 supervisors. The research identified the factors affecting professional development around three main categories: intended, executive, and institutional factors as follows: lack of practicality of existing software, lack of proper planning, inappropriate infrastructure, lack of material and welfare facilities, lack of suitable books, resources Obsolete and inefficient, inappropriate structure of educational programs, linear and one-dimensional programs, inadequacy of specialized skills of professors, inadequacy of students' information literacy, uncommon knowledge, non-native knowledge, lack of new teaching methods, neglecting learners, not considering methods Participatory and team, directive and prescriptive laws, conflicting regulations, partial laws, partial politics, extreme ideology, untested policies, centralization in policy development, bureaucracy and intermingling of organizational structures. Validation of the data was done by peer review. This study helps managers and policy makers of new teachers' professional development programs to take a positive step by considering the levels of professional development challenges for the growth of new teachers in this field by modifying the existing programs.
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