شناسایی مؤلفه‌های اثرگذار در تضمین کیفیت آماده‌سازی دانشجومعلمان در دانشگاه فرهنگیان: رویکرد کیفی

محورهای موضوعی : آموزش و پرورش

مهدی نامداری پژمان ¹ (دانشگاه فرهنگیان، دکتری مدیریت آموزشی، گروه مدیریت و برنامه‌ریزی آموزشی، تهران، ایران.)
سیدمحمد میرکمالی ² (دانشگاه تهران، استاد گروه مدیریت و برنامه‌ریزی آموزشی، تهران، ایران.)
جواد پورکریمی ³ (دانشگاه تهران، استادیار گروه مدیریت و برنامه‌ریزی آموزشی، تهران، ایران.)
مقصود فراستخواه ⁴ (مؤسسه پژوهش و برنامه‌ریزی آموزش عالی، دانشیار گروه آموزش عالی، تهران ایران.)

تاریخ دریافت : 1396/01/14 تاریخ پذیرش : 1398/07/29 تاریخ انتشار : 1398/06/01

کلید واژه: دانشگاه فرهنگیان, تضمین کیفیت, آماده‌سازی دانشجو-معلمان,

چکیده مقاله :

هدف این پژوهش، شناسایی مؤلفه­ها و عناصر اثرگذار بر تضمین کیفیت آماده­سازی دانشجومعلمان در دانشگاه فرهنگیان بود. به این منظور، مطالعه کیفی با رویکرد نظریه برگرفته از داده­ها و طرح نو انجام شد. 11 نفر از صاحب­نظران، 9 نفر از مدیران و 8 نفر از دانشجویان خبره به روش نمونه­گیری هدف­مند انتخاب شدند. برای گردآوری داده­ها از مصاحبه نیمه ساختار یافته بهره گرفته شد. سؤالات اصلی پژوهش با تکنیک 5W1H طراحی و اجرا شدند. میزان پایایی بین کدگذاران 0.79، و پایایی کدگذاری مجدد 0.90به دست آمد. برای شناسایی مضامین و مقوله­های تضمین کیفیت آماده­سازی دانشجو-معلمان از روش تحلیل مضمون استفاده شد. در نهایت، 15 مؤلفه اثرگذار در تضمین کیفیت آماده­سازی دانشجومعلمان شناسایی شدند که عبارتند از کارورزی، برنامه درسی، برنامه غیر درسی، اعضای هیأت علمی، معلمان راهنمای کارورزی، مدیران، مربی­گری و الگوی نقش، فرایند یاددهی-یادگیری، هدف­گذاری، فرهنگ سازمانی، تمرکززدایی، سنجش و گزینش ورودی، نومعلمی، آینده­پژوهی و فراکنش­گری و نظام ارزیابی.

چکیده انگلیسی:

The aim of this study was to identify the components and elements affecting the quality assurance in preparing of teacher-students at the Farhangian University. For this purpose, a qualitative study with the approach of Grounded Theory and emerging design was implemented. Through purposeful sampling method selected 11 experts, 9 managers and 8 connoisseur student-teachers were selected. Semi-structured interviews were used to collect data. The main question were designed and implemented through 5W1H technique. The reliability of inter-coders was 0.79, and re-encoding reliability was obtained 0.90. Thematic analysis was used for identifying themes and categories of the quality assurance of student-teacher preparation. Finally, 15 components were identified affecting the student-teachers preparedness quality assurance, including practicum, curriculum, hidden curriculum, faculty, internship guide teachers, managers, coaching and role model, teaching-learning process, goal setting, organizational culture, decentralization, assessment and selection of input, induction, future study and proactioning, and evaluation system.

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