Designing a Model for Internship Course in Higher Agricultural Education System Using the Delphi Technique: Combining Academicians and Practitioner Viewpoints
محورهای موضوعی : Education and trainingزهرا کرانی 1 , کیومرث زرافشانی 2 , امیرحسین علی بیگی 3 , سیده مریم حسینی 4
1 - دانشجوی دکتری ترویج و آموزش کشاورزی، پردیس کشاورزی و منابع طبیعی، دانشگاه رازی، کرمانشاه، ایران
2 - دانشیار گروه ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه رازی، کرمانشاه، ایران
3 - دانشیار گروه ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه رازی، کرمانشاه، ایران
4 - استادیار مؤسسه پژوهش و برنامه ریزی آموزش عالی
کلید واژه: Curriculum, Delphi, Higher agricultural education, internship, agricultural employers,
چکیده مقاله :
Experts believe that a solution to avoid the inefficiency of university graduates, especially graduates in Agriculture, is to revise the practical courses, especially internships, and transform and amend them. Taking this point into account, this study aimed to design a model for the internship course in the Iranian Agriculture Higher Education using the Delphi technique. The mental basis of this study was Akker’s ten-phase model. The panel was composed of the university professors supervising agriculture internship courses (N=34) and the employers to whom the students referred for passing the course (N=63). The results from the perspective of employers and the university professors, after three Delphi rounds, determined items for ten components of internship courses, i.e., logic, objectives and goals, content, learning activities, the role of trainer, materials, and resources, classification, location, time, evaluation and appraisal, which were used as the basis for the development of an internship model.
اعتقاد صاحب‌نظران بر این است که یکی از راههای گریز از ناکارآمدی فارغ‌التحصیلان دانشگاهی به‌ویژه فارغ‌التحصیلان کشاورزی، بازنگری در دورههای عملی بخصوص کارآموزی و دگرگونی و اصلاح آن است. با توجه به این مهم پژوهش حاضر با هدف طراحی الگویی برای دوره کارآموزی در نظام آموزش عالی کشاورزی ایران با استفاده از تکنیک دلفی انجام گرفت. مبنای فکری این پژوهش مدل ده مرحله ای آکر بود. جامعه پژوهش اعضای هیأت علمی(N=34) دانشگاه های کشاورزی دارای واحد کارآموزی و کارفرمایانی(N=63) بودند که دانشجویان جهت گذراندن دورههای کارآموزی به آنها مراجعه مینمودند. نتایج پژوهش از دید اعضای هیأت علمی و کارفرمایان پس از سه فاز دلفی، گویههایی را جهت ده مؤلفه دوره های کارآموزی یعنی منطق، مقاصد و اهداف، محتوا، فعالیتهای یادگیری، نقش مدرس، مواد و منابع، گروهبندی، مکان، زمان و سنجش و ارزشیابی مشخص نمود که مبنای تشکیل الگوی کارآموزی قرار گرفت.
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