ارائة مدل خطمشیگذاری آموزشهای ضمن خدمت مبتنی بر رویکرد شبکهای با استفاده از نظریه دادهبنیاد
محورهای موضوعی : برنامه ریزی آموزشیحسین باقرپور 1 , پریسا ایران نژاد 2 , علیرضا محمدی نژاد گنجی 3 , مهتاب سلیمی 4
1 - دانشجوی دکترای مدیریت آموزشی، دانشگاه آزاد اسلامی واحد کرج، کرج، ایران.
2 - دانشیار گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی ، کرج، ایران
3 - استادیار گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران
4 - استادیار گروه علوم تربیتی، دانشکده روانشناسی، دانشگاه آزاد اسلامی کرج، کرج ،ایران.
کلید واژه: آموزشهای ضمن خدمت, خطمشیگذاری آموزشی, رویکرد شبکه ای,
چکیده مقاله :
مقدمه: با توجه به تحولات سریع در محیطهای آموزشی و نیاز به بهبود مستمر فرآیندهای یادگیری، رویکرد شبکهای بهعنوان یک رویکرد جدید در سیاستگذاری آموزشهای ضمن خدمت معرفی شده است. پژوهش حاضر با هدف شناسایی ابعاد و مؤلفههای خطمشیگذاری آموزشهای ضمن خدمت مبتنی بر رویکرد شبکهای انجام شد.
روش شناسی پژوهش: پژوهش حاضر از نظر هدف کاربردی، از نظر نوع دادهها کیفی و از نظر شیوة پژوهش بر اساس نظریة زمینهای اجرا شد. مشارکتکنندگان در پژوهش بر اساس اصل اشباع نظری دادهها شامل 15 نفر از افراد صاحبنظر و خبرگان در حوزة خطمشیگذاری آموزش های ضمن خدمت بود که با روش نمونهگیری هدفمند انتخاب شدند. ابزار گردآوری دادهها مصاحبة نیمهساختارمند بود. دادهها با نرمافزارMAXQDA2020، در سه مرحله کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی تحلیل شد. اعتبار دادهها با روش تأییدپذیری توسط مشارکتکنندگان صورت پذیرفت.
یافته ها: یافتههای پژوهش نشان داد که خطمشیگذاری آموزشهای ضمن خدمت مبتنی بر رویکرد شبکهای در شش بُعد اصلی قابل تبیین است. این پژوهش بر ضرورت تغییر در الگوهای سنتی و پاسخ به نیازهای نوین سازمانی تأکید دارد. همچنین، مقولههای محوری شامل اهمیت یادگیری مشارکتی و تقویت تعاملات شبکهای هستند. موانعی همچون ساختار سلسلهمراتبی، فشارهای نظارتی، کمبود منابع و نگرش منفی به آموزش نیز در مسیر تحقق این رویکرد وجود دارند. با این حال، پیامدهای مثبت مانند ارتقای انسجام سازمانی و تبادل دانش، نیاز به راهبردهای نوین مانند تصمیمگیری دادهمحور و بهرهگیری از فناوریهای آموزشی را ضروری میسازد.
بحث و نتیجه گیری: با توجه به یافتهها، میتوان نتیجه گرفت که برای موفقیت در خطمشیگذاری آموزشهای ضمن خدمت مبتنی بر رویکرد شبکهای، تغییر در الگوهای سنتی و تقویت یادگیری مشارکتی ضروری است. همچنین، با وجود موانع ساختاری، استفاده از راهبردهای نوین مانند تصمیمگیری دادهمحور و بهرهگیری از فناوریهای آموزشی میتواند به ارتقای اثربخشی این آموزشها کمک کند.
Introduction: Given the rapid transformations in educational environments and the continuous need for improving learning processes, the network-based approach has emerged as a novel strategy in the policy-making of in-service training. This study aims to identify the dimensions and components of policy-making for in-service training based on the network approach.
Methodology: The study is applied in nature, qualitative in terms of data, and grounded theory in terms of methodology. Participants included 15 experts and professionals in the field of in-service training policy-making, selected through purposive sampling based on theoretical saturation. Data were collected via semi-structured interviews and analyzed using MAXQDA2020 software through open, axial, and selective coding. Data validity was ensured through member checking with participants.
Findings: The findings revealed that network-based policy-making for in-service training can be explained across six main dimensions. The study emphasizes the need for a shift from traditional models to respond to contemporary organizational needs. Core categories focus on the significance of collaborative learning and strengthening network interactions. Barriers such as hierarchical structures, regulatory pressures, resource shortages, and negative perceptions toward training are identified as obstacles to implementing this approach. However, positive outcomes, including enhanced organizational cohesion and knowledge exchange, underline the importance of adopting innovative strategies, including data-driven decision-making, flexible training design, the use of educational technologies, and promoting lifelong learning culture.
Discussion and Conclusion: Based on the findings, it can be concluded that for the successful implementation of network-based in-service training policy, it is crucial to shift from traditional models and reinforce collaborative learning. Despite structural barriers, the adoption of modern strategies such as data-driven decision-making and the integration of educational technologies can significantly enhance the effectiveness of these training programs.
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