مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

شناسایی مؤلفه‌های مغفول دربرنامه درسی رشته علوم تربیتی دانشگاه فرهنگیان و ارائه مدل مفهومی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش‌آموخته دکتری رشته مطالعات برنامه درسی ، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، ساری، ایران.
2 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
چکیده
هدف پژوهش حاضر شناسایی مؤلفه‌های مغفول در برنامه درسی رشته علوم تربیتی دانشگاه فرهنگیان و ارائه مدل مفهومی است. این پژوهش از نوع تحقیق آمیخته اکتشافی است. در بخش کیفی، برای پاسخ به سوالات اول تا سوم، از روش پدیدارشناسی بهره‌گیری شد. جامعه پژوهش در این بخش شامل صاحب‌نظران، خبرگان و نومعلمان بود. همچنین در این بخش از روش نمونه‌گیری نظری (غیراحتمالی) و هدفمند به شیوه گلوله‌برفی استفاده گردید. برای جمع‌آوری داده‌ها، از مطالعات کتابخانه‌ای و مصاحبه نیمه‌ساختاریافته بهره گرفته شد و برای تحلیل داده‌ها از کدگذاری باز، محوری و انتخابی استفاده شد. در بخش کمی، پرسش‌نامه‌ای محقق‌ساخته با مؤلفه‌های استخراج‌شده از نرم‌افزار MAXQDA طراحی گردید. این پرسش‌نامه در اختیار ۱۳ نفر از متخصصان قرار گرفت و روایی آن تأیید شد. پایایی پرسش‌نامه با استفاده از آلفای کرونباخ به مقدار ۰/۸۰ به دست آمد. همچنین برای تعیین اولویت و وزن هر یک از مؤلفه‌های مغفول شناسایی‌شده در بخش کیفی به‌منظور استفاده در طراحی مدل، از روش آنتروپی شانون بهره گرفته شد. نتایج نشان داد که مؤلفه‌های مغفول برنامه درسی رشته علوم تربیتی دانشگاه فرهنگیان در عناصر اهداف، محتوا، سازماندهی، روش‌های ارائه، فرصت‌های یادگیری، ارزشیابی، بازخورد و ویژگی‌های معلم جای دارند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Identification of Neglected Components in the Curriculum of Educational Sciences at Farhangian University and Development of a Conceptual Model

نویسندگان English

Zahra Akbarzadeh 1
Hosein Lotfi 2
1 Ph.D. in Curriculum Studies, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, Sari Branch, Sari, Iran.
2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
چکیده English

The aim of the present study is to identify the neglected components in the curriculum of the Educational Sciences program at Farhangian University and to propose a conceptual model. This research employed an exploratory mixed-methods design. In the qualitative strand, a phenomenological approach was utilized to explore the first three research questions. The study population comprised key curriculum stakeholders, including experts, faculty members, and novice teachers. Participants were selected using theoretical and purposive snowball sampling. Data were gathered through document analysis and semi-structured interviews and analyzed using open, axial, and selective coding. In the quantitative strand, a researcher-developed questionnaire was constructed based on the themes and components extracted from the qualitative analysis. The instrument was reviewed by 13 experts; its content validity was confirmed through a one-sample t-test, and its reliability was established using Cronbach’s alpha (α = 0.80). Additionally, to determine the priority and relative weight of the neglected components identified in the qualitative phase for integration into the model design, the Shannon entropy method was employed. The findings demonstrated that the neglected components of the curriculum in the field of Educational Sciences at Farhangian University are embedded in the elements of objectives, content, organization, instructional methods, learning opportunities, assessment, feedback, and teacher characteristics.

کلیدواژه‌ها English

Intended curriculum
implemented curriculum
acquired curriculum
neglected curriculum
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