مجله توسعه آموزش جندی شاپور اهواز

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اخبار و اعلانات

فرآیند داوری

آسیب شناسی دانشگاه فرهنگیان با تأکید بر فرایند تدریس از دیدگاه دانشجویان (استان اصفهان)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری رشته برنامه ریزی درسی، دانشگاه آزاد اسلامی، اصفهان، ایران.

2 عضو هیات علمی، گروه علوم تربیتی، دانشگاه آزاد اسلامی، اصفهان، ایران.

چکیده

این پژوهش با هدف آسیب شناسی دانشگاه فرهنگیان با تأکید بر فرایند تدریس از دیدگاه دانشجویان (استان اصفهان) انجام شده است. مرکز ثقل حوزه‌ی برنامه درسی و دانشگاه فرهنگیان، فرایند تدریس است. این پژوهش کیفی و از نوع تحلیل گفتمان است. در این روش برای جمع آوری اطلاعات از گفتگوها و مصاحبه های غیرساختاری با دانشجویان دختر و پسر استفاده شد. روش انتخاب شرکت کنندگان، نمونه گیری هدفمند ملاک- محور است، تعداد شرکت کنندگان 32 نفر است که به حد اشباع رسید. گپ و گفت ها پیاده و سپس با فرایند کدگذاری در سه سطح مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که در بعد ساختار دانشگاه؛ استفاده از معلمان و دبیران مجرب در کنار استادان،‌ مختلط بودن دانشگاه و ... در بُعد فرایند تدریس، ضعف استادان در حرفه‌ی معلمی، تدریس از روی متن کتاب و بسنده کردن کلاس ها به روش کنفرانس و ... در بُعد ارزشیابی استادان، ‌بسنده کردن آنان به آزمون های پایانی و ... در بُعد دانشجویان؛ اطمینان آنان به آینده ی شغلی منجر به عملکرد کمتر،‌ کمبود انگیزه های دانشجویی و ... در بُعد منابع کالبدی، فقدان فضای فکری و مطالعاتی،‌ کمبود همایش‌های داخلی و خارجی و ... باید مورد مداقه بیشتری قرار گیرد تا معلمان حرفه‌ای تربیت شوند.

کلیدواژه‌ها

عنوان مقاله [English]

Pathology of Farhangian University with an Emphasis on Teaching Process from Students’ Perspective (Isfahan Province)

نویسندگان [English]

  • majid naghieh 1
  • narges keshtiaray 2
  • jahanbakhsh rahmani 2

1 Faculty of Member, Department of Educational Sciences, Islamic Azad University, Isfahan, Iran

2 PhD Student in Curriculum Planning, Islamic Azad University, Isfahan, Iran.

چکیده [English]

The purpose of this study was to determine the pathology of teaching from students' point of view (Isfahan province). The center of gravity of the curriculum area and the Farhangian University is the teaching process. This is a qualitative research in the form of discourse analysis. This method was used to gather information from unstructured interviews and interviews with male and female students. The participant selection method was criterion-based targeted sampling, with 32 participants meeting the saturation threshold. The chats were then transcribed and analyzed by the coding process at three levels. The results showed that in the structure of the university, the use of experienced teachers and teachers along with the professors, the complexity of the university, etc. in the teaching process, the weaknesses of the professors in the teaching profession, textbook teaching, and the sufficiency of classes Conference and ... in terms of evaluating professors, adapting them to final exams, and ... in the dimension of students; their confidence in the future of work leads to less performance, lack of student motivation and ... in terms of physical resources, Lack of intellectual and research space, lack of internal and external conferences and more need to be studied in order to train professional teachers.

کلیدواژه‌ها [English]

  • University
  • Teaching Process
  • Students
مراجع
Ahmadi  A  (2015). Practical Guide to Farsi University Internship Program with Fakoor Teacher Training Approach (1). Tehran: Farhangian University Press.[in Persian].
Al Murad  A  et al (2017). Investigating the Nature of Teaching Pathways: A Desirable Approach to Explaining Situation-Based Teacher Action. Journal of Scientific Research. Teaching research. Year Five - Number Two. [in Persian].
Brown, Sally  C  (2015). Effective Teaching Techniques, Translated by Cyrus Fathi and the Sorceress, Tehran: Aiej Publications. [in Persian].
Dees, D.M. (2007) “ A Transactional model of college teaching” , International Journal and learning in Higner Education, 19(2).130-148.
Einipour  J et al  (2015). Teachers' Perceptions of the Characteristics of Effective Teaching, A Phenomenological Study, Research Quarterly in Curriculum, Twelfth Year, Volume II, Number 17 (44). [in Persian].
Elham Yar  N et al (2015). Narrative and Narrative Research, Tehran: Farhangian University Press. [in Persian].
Flick  O  (2006). Income on Qualitative Research, translation by Hadi Jalili, Tehran: Publication. [in Persian].
Gall  M  Borg  W  and Gal  J (2014). A Qualitative and Qualitative Research Method in Educational Sciences and Psychology, Translated by Ahmad Reza Nasr et al., Tehran: samt Publication. [in Persian].
Hoviat  D (2017). Effective Learning, Classroom Strategies, Translated by Amir Zand Moghaddam et al., Tehran: Odor Paper Publishing. [in Persian].
Huntly H,(2008). Teachers’ work: Beginning Teachers’ conceptions of competence, thesis, contral Quansland university.
Khenifar  H (2017). Principles and principles of qualitative research methods. Tehran: Naghsh Danesh Publication. [in Persian].
Loughran & T.Russell (Eds), Teaching about teaching: purpose, passion and pedagogy in teacher education. London, Enyland: flamer press.
Mehr Mohammadi  M (2013). Towards Education in Higher Education: Towards a Teacher of Educational Research. Tehran: Tarbiat Modarres University Press. [in Persian].
Mehr Mohammadi, Mahmoud. (1392). Rethinking the Teaching - Learning Process. Tehran: School Publications. [in Persian].
Mitcher  F  Soltis  Jonas  (2004). Teaching Approaches, Translated by: Ahmad Reza Nasr et al. Tehran: Mehr Vista Publications. [in Persian].
Newman, Galen; Kim, Jan – Hyun & Lee, Ryan Jung (2016). The Perceived Effects of flipped teaching on Knowledye Acquisition. The Journal of Effective Teaching, 16,52-71.
Pan-canadian Education Research Agenda symposium Teacher, 13(2), 14-21
Ramzdan  P  (2003). Learning to Teach in Higher Education, translated by Abdul Rahim Granddaughter Ibrahim, Tehran: Farhangian University Press. [in Persian].
Rikenberg, B.s. (2010). The relationship between students perception of teachers and classrooms. the chers’ goal toward teaching , and student rating of teachers Effectiveness. Doctoral Dissertation, southern, Illinois’ university.
Rozi  J  et al  (2017). Extracting Effective Teacher Dimensions to Provide a Conceptual Framework for Effective Teacher Education and its Validation, Quarterly Journal of Teacher Education, Volume I, Number One. [in Persian].
Sherman, G.(2008). A comparision of elementary, middle and high school principl’s teacher selection practices and perception of teacher effectiveness Journal of teacher Education,56, 239-256.
Tardif, M (2001). Pre-Service Teacher Training Programs: Outcomes of recent reforms and new trends towards effective professional training. Pan Canaddian Education Research Program Symposium. University Laval, Quebec City.
Tell, C (2000). Ensuring Teacher Quality. Fostering Performance & Respectability. ASCD, 22, 1-8.
Tonekaboni  F (2013). Social Capital Based Curriculum Design, PhD Thesis, Faculty of Education, Azad University, Khorasgan Branch. [in Persian].
Yachulic R.A. & Nonnan,A.(2010). Quality Indicator for teacher training in canada.
Yuen lew. lee .(2012). National science Education standards pre-serrice programs in the USA.
Zojaji  N (2017). Designing a Framework for Teacher Training Teachers' Professional Development. PhD thesis. [in Persian].
مجله توسعه آموزش جندی شاپور اهواز
دوره 10، ویژه نامه
ویژه نامه98
مرداد 1398
صفحه 141-152
فایل ها
هم رسانی
ارجاع به این مقاله
آمار