مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

ارزیابی اثربخشی دوره‌های مهارت آموزی دانشگاه فرهنگیان بر توسعه شایستگی‌های حرفه‌ای نومعلمان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران
2 گروه آموزش معارف اسلامی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران.
چکیده
پژوهش حاضر با هدف ارزیابی اثربخشی برنامه مهارت‌آموزی دانشگاه فرهنگیان بر توسعه حرفه‌ای نومعلمان انجام شد. این نومعلمان از مسیر آزمون استخدامی آموزش و پرورش وارد حرفه معلمی شده‌اند. ارزیابی با روش‌شناسی آمیخته، بر روی نمونه در دسترس ۴۰۰ نفر از نومعلمان کاشان، با استفاده از پرسشنامه و مصاحبه صورت گرفت. یافته‌های کمی نشان داد که دوره در ارتقای نگرش حرفه‌ای (میانگین 3.64 از ۵) و کیفیت تعامل اساتید با نومعلمان (میانگین 4.16 از ۵) عملکرد مطلوبی داشته است. با این حال، در ارائه آموزش‌های عملی متناسب با نیازهای واقعی (میانگین ۲.۹ از ۵) و کیفیت ارزشیابی پایانی (میانگین ۳.۱ از ۵) کاستی‌هایی وجود دارد. یافته‌های کیفی نیز چالش‌هایی مانند غلبه محتوای نظری، زمان‌بندی نامناسب و عدم هم‌خوانی ارزشیابی با محتوای آموزشی را آشکار کرد. این نتایج با مطالعات پیشین در مورد ناکارآمدی محتوای آموزشی و نیاز به بازنگری ساختاری هم‌خوانی دارد. محدودیت‌های پژوهش شامل عدم ارزیابی سطوح بالاتر مدل گاسکی و نمونه‌گیری در دسترس است. پیشنهاد می‌شود با بازنگری برنامه درسی بر پایه یادگیری فعال، برگزاری دوره‌ها پیش از تدریس رسمی و استفاده از ارزشیابی‌های عملی، اثربخشی برنامه ارتقا یابد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Evaluating the Effectiveness of Skill Training Courses at Farhangian University on the Professional Development of Novice Teachers

نویسندگان English

Fahimeh Gandomi Hosnaroodi 1
Raziyeh Sadat Seyyed Khorasani 2
1 Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran.
2 Department of Islamic Studies Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
چکیده English

This study examined the effectiveness of the Farhangian University teacher training program in fostering the professional development of novice teachers recruited through the Ministry of Education’s entrance examination. Using a mixed-methods design, data were collected from a convenience sample of 400 novice teachers in Kashan through questionnaires and semi-structured interviews.  Quantitative results indicated that the program was effective in enhancing professional attitudes (M = 3.64/5) and improving instructor–teacher interactions (M = 4.16/5). However, shortcomings were found in practice-oriented training aligned with real classroom needs (M = 2.9/5) and in the quality of final assessments (M = 3.1/5). Qualitative findings further revealed challenges such as an overemphasis on theoretical content, inappropriate scheduling, and misalignment between assessment methods and learning objectives. These findings align with prior research emphasizing the limited practical relevance of teacher education curricula and the need for structural revisions. Major limitations include the focus on lower levels of Guskey’s evaluation model and the use of convenience sampling. It is recommended that the curriculum be redesigned based on active learning principles, that pre-service training occur prior to formal teaching, and that performance-based assessments be implemented to enhance program effectiveness.

کلیدواژه‌ها English

'Teacher Training Program'
'Professional Development'
'Professional Training'
'Farhangian University'
'beginning teacher
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