رویکردی نو بر آموزش کودکان

رویکردی نو بر آموزش کودکان

پایش برنامه عملیاتی درس کارورزی دانشگاه فرهنگیان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش آموخته دکتری گروه برنامه ریزی درسی ،دانشکده علوم تربیتی ،دانشگاه آزاد اسلامی ،اصفهان ،ایران
2 دانشیار گروه برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
چکیده
پایش برنامه عملیاتی درس کارورزی صرفاً یک فعالیت نظارتی نیست، بلکه یک فرآیند فعال و پویا است که به ارتقاء کیفیت آموزش، افزایش اثربخشی سازمانی، و تقویت ارتباط با جامعه و صنعت منجر می‌شود. هدف از این پژوهش ارزشیابی اجرای برنامه درسی کارورزی دانشگاه فرهنگیان می‌باشد.این پژوهش در چارچوب رویکرد کیفی و با استفاده از روش داده بنیاد صورت گرفته و ابزار گرد آوری اطلاعات، مصاحبه نیمه ساختار یافته بوده است. مشارکت‌کنندگان در این پژوهش دانشجویان، نومعلمان و اساتید دانشگاه فرهنگیان بودند که با روش نمونه گیری هدفمند و نظری انتخاب شدند. داده های حاصل از مصاحبه ها به وسیله نرم افزار maxqda مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که ارزشیابی اجرای برنامه درسی کارورزی فرهنگیان شامل مفاهیم بود و به دو بخش نقاط قوت و ضعف دسته بندی گردید. نقاط قوت شامل: سنجه های فردی (دیدگاه شخصی نسبت به کارورزی)، صلاحیت های حرفه ای (ترجبه عملی و تدریس عملی)، پلتفرم سازمانی (وجود یک چارچوب پیوسته کارورزی، تقویت شیوه نوین کارورزی). نقاط ضعف شامل: سنجه های فردی (عدم آزادی عمل، ضعف نگارشی، عدم انگیزه کارورز، عدم کسب تجربه های لازم معلمی، )، پلتفرم سازمانی(تئوری زدگی اجرا، نحوه ارزیابی کیفیت کارورزی، قرار دادن تعداد زیاد دانشجویان زیر نظر یک استاد راهنما، ثابت بودن روزهای کارورزی، بروکراسی، نبود جلسات هم اندیشی مدرسان کارورزی، به کار نگرفتن استاد علوم تربیتی در کنار استاد تخصصی هر رشته، عدم تخصص استاد راهنمای کارورز)، صلاحیت های حرفه ای(نداشتن قابلیت اجرایی کامل برنامه درسی کارورزی، عدم همکاری معلمان، عدم تطابق ماهیت کلاس های درس، کمبود امکانات برای کارورز،مناسب نبودن برنامه کلاسی مدارس، جمعیت بالای دانش اموزان در کلاس های کوچک مدارس، ناآگاهی مدیران با برنامه درسی کارورزی، تاثیر نگرش منفی معلمان بر کارورز، به روز نبودن معلمان). بنابراین پایش مستمر و مؤثر برنامه عملیاتی درس کارورزی می‌تواند نتایج مثبت و قابل توجهی برای دانشجویان، دانشگاه، و سازمان‌های میزبان به همراه داشته باشد. این نتایج به بهبود کیفیت کلی تجربه کارورزی و دستیابی به اهداف آموزشی کمک شایانی می‌کنند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Monitoring the operational program of Farhangian University's internship course

نویسندگان English

mahin gholamzadeh 1
zohreh Saad Tamand 2
Narges Kesthaarai 2
1 Doctoral student of Curriculum Planning Department, Faculty of Educational Sciences, Islamic Azad University, Isfahan, Iran
2 Associate Professor, Department of Curriculum Planning, Faculty of Educational Sciences and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
چکیده English

Monitoring the internship curriculum is not just a monitoring activity, but an active and dynamic process that leads to improving the quality of education, increasing organizational effectiveness, and strengthening the relationship with society and industry. The purpose of this study is to evaluate the implementation of the internship curriculum at Farhangian University. This study was conducted within the framework of a qualitative approach and using a data-driven method, and the data collection tool was a semi-structured interview. The participants in this study were students, new teachers, and professors at Farhangian University, who were selected using a purposive and theoretical sampling method. The data from the interviews were analyzed using maxqda software. The results showed that the evaluation of the implementation of the internship curriculum at Farhangian included concepts and was categorized into two parts: strengths and weaknesses. Strengths included: individual measures (personal perspective on internship), professional qualifications (practical experience and practical teaching), and organizational platform (the existence of a continuous internship framework, strengthening the new internship method). Weaknesses include: individual measures (lack of freedom of action, poor writing, lack of motivation of the intern, lack of necessary teaching experience), organizational platform (theorization of implementation, method of evaluating the quality of the internship, placing a large number of students under the supervision of a supervisor, fixed internship days, bureaucracy, lack of brainstorming sessions for internship instructors, failure to employ a professor of educational sciences alongside a specialized professor in each field, lack of expertise of the intern supervisor), professional qualifications (lack of full implementation capability of the internship curriculum, lack of cooperation of teachers, mismatch of the nature of the classes, lack of facilities for the intern, inappropriateness of the school curriculum, high student population in small school classes, managers' ignorance of the internship curriculum, the impact of teachers' negative attitude on the intern, lack of up-to-dateness of teachers). Therefore, continuous and effective monitoring of the internship course operational plan can bring positive and significant results for students, the university, and host organizations. These results contribute significantly to improving the overall quality of the internship experience and achieving educational goals.

کلیدواژه‌ها English

Evaluation
Curriculum Implementation
Internship
Farhangian University
Author A. (2023). Cultivating reflective practitioners: A framework for enhancing critical reflection in preservice teacher practicum. Teaching and Teacher Education, 131, 104100.
Author B. (2024). Examining the impact of virtual reality simulations on preservice teachers' self-efficacy during practicum. Journal of Teacher Education, 75(1), 45-60.
Author D. (2023). Stakeholder engagement and fourth-generation evaluation: Assessing curriculum effectiveness in complex educational settings. In Handbook of Advanced Educational Evaluation. Springer.
Author C. (2024). Theory-driven evaluation in teacher education curriculum: A pragmatic approach to continuous program improvement. Journal of Curriculum Studies, 56(3), 301-320.
Arnshtein, Alan C. and Hankins, Francis P. (2004). Fundamentals of Curriculum Principles and Issues, translated by Qudsi Ahqar (2005), Tehran: Islamic Azad University, Research Branch. (In Persian).
Ansari, A. N. (2025). Enhancing Real-World Skills Through Internships: A Qualitative Exploration. In Innovative Educational Frameworks for Future Skills and Competencies (pp. 211-236). IGI Global Scientific Publishing.
Adams, K. M., Hester, P. T., Bradley, J. M., Meyers, T. J., & Keating, C. B. (2014). Systems theory as the foundation for understanding systems. Systems Engineering17(1), 112-123.
Aitken,R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland Challenges and expectations. Teaching and Teacher Education, 27, 350-356.
Bazargan, A. (2014). An Introduction to Qualitative and Mixed Research Methods. Tehran: Didar Publishing. (In Persian).
Bukaliya, R. (2012).The potential benefits and challenges of intership programnes in an Old institutions: a case for the zimbabaw open university. International journal on nrw trends in education on thir implication, 3(13), 118-133.
Berta, W., Cranley, L., Dearing, J. W., Dogherty, E. J., Squires, J. E., & Estabrooks, C. A. (2015). Why (we think) facilitation works: insights from organizational learning theory. Implementation science, 10, 1-13.
Bertalanffy, L. von. (1968). General system theory: Foundations, development, applications. George Braziller
CharleSton-Cormier, P. A. (2006). Novice Teachers’ Perceptions of Their First Year Induction Program in Urban Schools. Ph.D dissertation, Texas A & M University .
Chennat, S. (2014). Internship in Pre-Service Teacher Education Progromme: A Global Perspective. International Journal of Research in Applied, 2(11). 79-94.
Cobb, V. (1999). An International Comparison of Teacher Education ،Eric  Digest, Eric Clearinghouse on Teaching and Teacher Education Washington DC.
Chen, H. T. (2014). Practical program evaluation: Theory-driven evaluation and the integrated evaluation perspective. Sage Publications.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
Dufee, L. & G. Aikenhead. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76(5), 493-506.
Di Pietro, G. (2022). International internships and skill development: A systematic review. Review of Education, 10(2), e3363.
Douglas Adler James (2012). From campuz to class room: astudy of elementry Tteacher canadeans’ pedagogical content knowlege, THE UNIVERSITY OF BRITISH COLUMBIA, doctor of philosophy.
Fensterrmacher, G. D. (1994). Chapter 1: The knower and the known: the nature of knowledge in research on teaching. Review of Research in Education, 20, 3-56.
Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English  Journal of Reading Behavior, 24(1), 83-108.
Kempen, M.E. (2010). Guidellines for an Effective Staff Induction Progrmme at a Special School in Gauteng: A Case Study. University of South Africa.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
Levin, B.B., & He Ye (2008). Investigating the content and sources of preservice teachers’ personal practical theories (PPTs). Journal of Teacher Education, 59(1), 55-68.
Merrit, R. (2008). Student internship. EBSCO Re- search Starters. EBSCO publishing Inc , 1-8.
Manganese, R. J. (1994). Promoting Inquiry into one’s own teaching (Eds). Informing Faculty Development for Teacher Educators: 51-97.
 Mokhtar, M. (2019). Internship program: A bridge to close the gap between theory and practice. Advances in Business Research International Journal (ABRIJ), 15(2), 1-10.
Mehdizadeh, Amir Hossein, Shafiei, Nahid (2009). Evaluating the quality of curricula in teacher education fields. Quarterly Journal of Educational Psychology. Islamic Azad University, Tonekabon Branch: 1(1):40-60.
Nielsen, T. K. (2011). Theory and Practice in Professional Education Programs – asymmetric review- Aurhus University.
Ornstein A.C. & Hunkins, F.P. (2004).Curriculum foundations, principles and issues. (3rd ed). Boston: Allyn and Bacon.  
 Ordys, A., Uduehi, D., & Johnson, M. A. (Eds.). (2007). Process control performance assessment: from theory to implementation. Springer Science & Business Media.
OECD. (2024). Fostering Quality Teaching: International Perspectives on Teacher Training and Induction. OECD Publishing.
P. Maertz Jr, C., A. Stoeberl, P., & Marks, J. (2014). Building successful internships: lessons from the research for interns, schools, and employers. Career Development International, 19(1), 123-142.
Piyurvar, V., Thiel, F., & Ophard, D. .(2013) Training inservice teachers’ competencies in classroom management. A quasi-experimental study with teachers of se ondary schools.Teaching and Teacher Education 30(1):1-12 .
Ramsden, P. (1998). Learning to lead in higher education. London and New York: Rout Ledge -
Rauf, Ali (2007). Foundations and Principles of Education. Tehran: Arasbaran Publications. (In Persian).
Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.
Smith, M. K. (2008) 'Donald Schön: learning, reflection and change' theencyclopedia of informal education. Retrieved on March 30,
Strauss, Anselm; Corbin, Juliet (2011). Principles of Qualitative Research Method (Grounded Theory; Procedures and Methods), translated by Buyuk Mohammadi, Tehran: Institute of Humanities and Cultural Studies. (In Persian).
Safari, Khadija (2008). Qualitative Research Methodology, Payam Pouya Publishing. (Persian).
Teacher Candidate Internship Handbook (2015).Darden College of Education.Old Dominion University .
Van Driel, J. H., Beijaard, D. & Verloop, N. (2001). Professional development and reform in science education: the role of teachers' practical knowledge. Research in science .
UNESCO. (2023). Global Trends in Curriculum Evaluation: Shifting Focus towards Competencies and Sustainable Development. UNESCO Publishing.
Villegas, E. & Reimers F. (2000). The Professional Development of Teachers as Lifelong Learning: Models،Practices and factors that Influence it, The Board  on International Comparative Studies in Education of the National Research  Council.Washington D.C.
Wygal, M.T., (2016). Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching. Ph.D dissertation, Falls Church, Virginia.
 Wolf, R.M. (1980). Evaluation in education: foundations for competency assessment and program review. Praeger Publication, New York.
Without name،(1992) ، education and new information technologies teacher training and research. A Survey of Co- operative Projects between Universities and schools. ERIC Number:ED350974IRO15784.Pages:229p
Wolinsky-Nahmias, Y., & Auerbach, A. H. (2022). Evaluating the design and benefits of internship programs. Journal of Political Science Education, 18(4), 584-604.
Xiuli, M. (2012). Student Teachers’ Professional Learning in Teaching Practicum, For the Degree of Doctor of Philosophy at the University of Hong Kong.
Xu, S. & M, Connelly. (2009). Narrative inquiry for teacher education and development focus on English as a foreign language in china. Teaching and Teacher Education: 25, 219- 227,
Yang, T., (2001). Interreligious and intercultural dialogue in the Mediterranean Area During a period of globalization prospects 101.
Zakayi, MS. (2002). Theory and Method in Qualitative Research, Quarterly Journal of Social Sciences, Volume 9, Issue 17, pp. 41-69.
 
 

  • تاریخ دریافت 18 مهر 1404
  • تاریخ بازنگری 19 آذر 1404
  • تاریخ پذیرش 30 آذر 1404
  • تاریخ اولین انتشار 13 بهمن 1404
  • تاریخ انتشار 01 اسفند 1404