چالششناسی و راهکاریابی برای دروس کارورزی رشته آموزش دانشآموزان با نیازهای ویژه در دانشگاه فرهنگیان | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 12، دوره 18، شماره 1 - شماره پیاپی 34، 1404، صفحه 311-334 اصل مقاله (875.41 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.237043.1501 | ||
| نویسندگان | ||
| مظهر بابائی* 1؛ لعیا بایزی2 | ||
| 1استادیار، گروه آموزشی علوم تربیتی، دانشکده شهید مدرس، دانشگاه فرهنگیان، تهران، ایران | ||
| 2دانشآموخته رشته دانش آموزان با نیازهای ویژه، گروه آموزشی علوم تربیتی، دانشکده بنتُ الهدی، دانشگاه فرهنگیان، سنندج، ایران | ||
| چکیده | ||
| هدف: درس کارورزی در رشته آموزش دانشآموزان با نیازهای ویژه، بهعنوان یکی از ارکان اصلی تربیت معلمان متخصص، نقشی حیاتی در آمادهسازی آنان برای مواجهه با چالشهای خاص این گروه از دانشآموزان ایفا میکند. این پژوهش با هدف شناسایی چالشهای پیشروی دانشجومعلمان رشته آموزش با نیازهای ویژه در دورههای کارورزی دانشگاه فرهنگیان و ارائه پیشنهاداتی جهت بهبود این برنامه، بر اساس تجارب زیسته آنان انجام شده است.. مواد و روشها: پژوهش حاضر از رویکرد کیفی و استراتژی پدیدارشناسی از نوع کلایزی استفاده کرده است. میدان پژوهش شامل دانشجومعلمان رشته آموزش دانشآموزان با نیازهای ویژه در دانشگاه فرهنگیان کردستان، پردیس بنتالهدی صدر سنندج در سال تحصیلی 1404-1403 بود. نمونهگیری بهصورت هدفمند انجام شد و ابزار جمعآوری دادهها مصاحبه نیمهساختاریافته محققساخته بود. دادهها با استفاده از روش تحلیل مضمون مورد تحلیل قرار گرفتند. بحث و نتیجهگیری: یافتههای پژوهش در سه بخش اصلی ارائه گردید: 1. نقاط قوت کارورزی در این رشته، 2. چالشهای موجود که به سه دسته تقسیم شدند: نواقص در تخصص و پشتیبانی راهنمایان آموزشی (استاد راهنما و معلم راهنما)، چالشهای محیطی، روانی و منابع این رشته و محدودیتهای عملی و فرصتهای آموزشی برای کارورزان، 3. راهکارها برای بهبود کیفیت دروس کارورزی. دورههای کارورزی در رشته آموزش دانشآموزان با نیازهای ویژه، بهدلیل پیچیدگیهای خاص دانشآموزان استثنایی و محیطهای آموزشی آنها، با چالشهای عمیق و چندبعدی همراه است. این امر کارورزی در این رشته را با سایر رشتهها متمایز میکند؛ چراکه معلمان باید علاوه بر تسلط بر مهارتهای تدریس عمومی، درک عمیقی از آسیبشناسی روانی، اصول بازتوانی و مداخلات رفتاری داشته باشند. همچنین، تعامل نزدیک و پایدار با دانشآموزان، نیازمند تواناییهای تخصصی در مدیریت رفتارهای خاص و نیازهای عاطفی این کودکان است. نتایج پژوهش بر اهمیت ارتقای دانش و مهارتهای بالینی معلمان تأکید دارد. این ارتقا تنها از طریق تعامل مداوم با مراکز تخصصی و تیمهای چندرشتهای از جمله گفتاردرمانگران، روانشناسان و کاردرمانگران امکانپذیر است. چالشهای ساختاری همچون کمبود امکانات و زیرساختهای مناسب، عدم پیگیری منسجم و نبود معلمان متخصص، منجر به کاهش اثربخشی فرآیند کارورزی میشود. برای ارتقای کیفیت آموزش در این حوزه، ضروری است که دانشگاهها و مدارس ویژه بهطور یکپارچه عمل کرده و فرآیندهای ارزیابی و بازخورد بهصورت مستمر بهبودیابد. این امر میتواند دانشجومعلمان را هم از نظر دانش نظری قوی سازد و هم توانایی عملی لازم برای مواجهه با چالشهای این حوزه را در آنان تقویت نماید. | ||
| کلیدواژهها | ||
| تجارب زیسته؛ چالش؛ دانشجومعلمان؛ راهکاریابی؛ کارورزی؛ معلمان متخصص؛ نیازهای ویژه | ||
| عنوان مقاله [English] | ||
| Challenges of Internship Courses in the Field of Teaching Students with Special Needs in Farhangian University | ||
| نویسندگان [English] | ||
| Mazhar Babaee1؛ Laya Bayezi2 | ||
| 1Assistant Professor, Department of Educational Sciences, Shahid Modarres Faculty, Farhangian University, Tehran, Iran | ||
| 2M.A. of Education of Students with Special Needs, Department of Educational Sciences, Bento Al-Hoda Faculty, Farhangian University, Sanandaj, Iran | ||
| چکیده [English] | ||
| Objective: Internship in the field of special needs education, as one of the main pillars of training specialist teachers, plays a vital role in preparing them to face the specific challenges of this group of students. This study aimed to identify the challenges faced by student teachers in the field of special needs education in internship courses at Farhangian University and to provide suggestions for improving this program based on their lived experiences. Materials and Methods: The present study used a qualitative approach and a phenomenological strategy of the Colaizzi type. The research field included student teachers in the field of special needs education at Farhangian University of Kurdistan, Bent-ul-Hada Sadr Campus, Sanandaj, in the academic year 1403-1404. Sampling was purposeful, and the data collection tool was a researcher-made semi-structured interview. The data were analyzed using the content analysis method. Discussion and Conclusions: The research findings were presented in three main sections: 1. strengths of internships in this field, 2. existing challenges, which were divided into three categories: deficiencies in the expertise and support of educational guides (supervisors and teacher guides), environmental, psychological and resource challenges of this field, and practical limitations and educational opportunities for interns, 3. strategies for improving the quality of internship courses. Internships in the field of teaching students with special needs are associated with deep and multidimensional challenges due to the specific complexities of exceptional students and their educational environments. This distinguishes internships in this field from other fields; teachers must have a deep understanding of psychopathology, rehabilitation principles, and behavioral interventions in addition to mastering general teaching skills. Also, close and sustained interaction with students requires specialized abilities in managing the specific behaviors and emotional needs of these children. The results of the study emphasize the importance of improving teachers’ clinical knowledge and skills. This improvement is only possible through continuous interaction with specialized centers and multidisciplinary teams, including speech therapists, psychologists, and occupational therapists. Structural challenges such as a lack of appropriate facilities and infrastructure, a lack of consistent follow-up, and a lack of expert teachers lead to a decrease in the effectiveness of the internship process. To improve the quality of education in this field, it is essential that universities and special schools operate in an integrated manner and that evaluation and feedback processes are continuously improved. This can strengthen student teachers both in terms of theoretical knowledge and strengthen their practical ability to face the challenges of this field. | ||
| کلیدواژهها [English] | ||
| Lived Experiences, Challenges, Student Teachers, Solution-finding, Internships, Specialist Teachers, Special Needs | ||
| مراجع | ||
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