چالشهای برنامههای استعدادیابی در آموزش و پرورش رسمی از دیدگاه کنشگران | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 3، دوره 18، شماره 1 - شماره پیاپی 34، 1404، صفحه 67-88 اصل مقاله (1.1 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.236578.1486 | ||
| نویسندگان | ||
| عظیمه سادات خاکباز* 1؛ اعظم رضایی کرامت2؛ نسرین خواجه حسنی3 | ||
| 1دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران | ||
| 2کارشناس ارشد تاریخ و فلسفه تعلیم و تربیت، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران | ||
| 3دانشجوی دکتری برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران | ||
| چکیده | ||
| هدف: شناسایی استعدادها از دغدغههای خانوادهها و سیاستگذاران در امر تعلیم و تربیت است و اتخاذ سیاستها و رویههای کارآمد برای شناسایی و هدایت استعدادهای برتر، یک مسئله اساسی برای نظامهای آموزشی در دنیای امروز به شمار میرود. هدف پژوهش حاضر؛ بررسی چالشهای برنامههای استعدادیابی در آموزش و پرورش رسمی از منظر کنشگران تعلیم و تربیت میباشد. این برنامهها عبارتاند از طرح شهاب در دوره ابتدایی و طرح هدایت تحصیلی در دوره متوسطه اول. مواد و روشها: روش این پژوهش کیفی پایه بوده است. مشارکتکنندگان پژوهش؛ مشاوران مدارس استان همدان بودند که تجربه عملی از درگیری با استعدادیابی دارند. برای جمعآوری اطلاعات از روش نمونهگیری ملاکمحور و گلوله برفی و طبق قاعده اشباع نظری 10 نفر مورد مصاحبه قرار گرفتند. ابزار گردآوری اطلاعات مصاحبه نیمهساختاریافته میباشد. شیوه تحلیل یافتهها با نرمافزار مکس کیودا (12) به روش کدگذاری و مقولهبندی میباشد. نتیجه تحلیل دادهها در چهار بخش معنا و مفهوم استعداد، چالشهای استعدادیابی در طرح شهاب و طرح هدایت تحصیلی انجام شد. بحث و نتیجهگیری: در خصوص معنا و مفهوم استعداد و استعدادیابی، 3 مقوله اصلی و 8 مقوله فرعی حاصل شد. در حوزه ماهیت استعداد، چندگانه بودن و ذاتی یا اکتسابی بودن مطرح شد. در خصوص نسبت استعداد با پیشرفت تحصیلی، استعداد متفاوت با هوش و عاملی برای پیشرفت تحصیلی شناسایی شد. لذا استعدادیابی از نظر کنشگران فراتر از پیشرفت تحصیلی است. عوامل بروز استعداد نیز، عوامل خانوادگی، آموزشی و اقتصادی بیان شد. در خصوص چالشهای طرح شهاب در دوره ابتدایی، 4 مقوله اصلی و 14 مقوله فرعی شناسایی شد که عبارت بودند از: چالشهای فنی (مشخص نبودن ابزار شناسایی استعداد و معتبر نبودن نتایج به دلیل اتکا به نظرات معلمان)، چالشهای فرهنگی-اجتماعی (عدم مواجهه صحیح خانوادهها با استعداد فرزندان)، چالشهای پشتیبانی (اختلافنظر بین متولیان طرح، عدم تأمین مالی طرح شهاب، عدم نظارت مستمر بر طرح، عدم تخصص کافی معلمان، عدم انگیزه کافی و نگرش مثبت به طرح در معلمان، تعدد وظایف معلمان و عدم دقت آنان و کمیت و کیفیت آموزشهای ضمن خدمت معلمان در خصوص طرح شهاب) و چالشهای اجرایی (عدم تناسب اقدامات انجام شده با اهداف طرح شهاب، انحراف از غنیسازی به جداسازی، عدم توجه به بحث هدایت و باقی ماندن در سطح شناسایی و عدم استمرار در استفاده از نتایج طرح شهاب در پایههای تحصیلی بعدی). در خصوص چالشهای طرح هدایت تحصیلی در دوره اول متوسطه، 6 مقوله اصلی و 16 مقوله فرعی شناسایی شد که عبارتاند از : چالشهای فنی (استاندارد نبودن آزمونهای استعدادیابی و نمره محور بودن هدایت تحصیلی)، چالشهای فرهنگی-اجتماعی (عدم آگاهی و مداخله صحیح والدین، انتظارات خانواده، تأثیرات رسانه و دوستان)، چالشهای اقتصادی (عدم جایگاه مناسب اقتصادی-اجتماعی برخی از رشتهها و مشاغل در جامعه)، چالشهای پشتیبانی ( کمبود نیروی انسانی، عدم تخصص کافی مشاوران مدرسه، عدم انگیزه کافی نیروی انسانی و کمبود امکانات)، چالشهای اجرایی (تغییرات ناکارآمد هدایت تحصیلی، عدم ارتباط هدایت تحصیلی با طرح شهاب و توزیع متوازن رشتهای) و چالشهای فردی (عدم تناسب رغبت با توانایی دانشآموزان، و عدم آگاهی دانشآموزان). بنابراین، با توجه به چالشهای استخراج شده میتوان گفت برنامههای استعدادیابی در آموزش و پرورش هنوز نتوانسته است به اهداف خود دست یابد و با توجه به اهمیت این مهم، پیشنهاد میشود به طراحی برنامه منسجمی برای شناسایی و هدایت استعداد اقدام شود. | ||
| کلیدواژهها | ||
| استعدادیابی؛ کنشگران؛ آموزش و پرورش | ||
| عنوان مقاله [English] | ||
| Challenges of Talent Identification Programs in Formal Education from the Perspective of Activists | ||
| نویسندگان [English] | ||
| Azimehsadat Khakbaz1؛ Azam Rezaei keramat2؛ Nasrin Khajehasani3 | ||
| 1Associate Professor, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran | ||
| 2M.A. in History and Philosophy of Education, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran | ||
| 3Ph.D. Student in Curriculum Development, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran | ||
| چکیده [English] | ||
| Objectives: Today, identifying talents is a concern of families and policymakers in education, and adopting efficient policies and procedures to identify and guide superior talents is a fundamental issue for educational systems. The present study aims to examine the challenges of talent identification programs in formal education from the perspective of educational activists. These programs include the Shahab Plan in elementary school and the Academic Guidance Plan in junior high school. Materials and Methods: The research method was a basic qualitative research method. The research participants were school counselors in Hamadan province who had practical experience in dealing with talent identification. To collect data, 10 people were interviewed using criterion-based and Snowball sampling methods, and according to the theoretical saturation rule. The data collection tool is a semi-structured interview. The method of analyzing the findings is with MAXQDA software (12) by coding and categorization. The result of the data analysis was carried out in four sections: the meaning and concept of talent, the challenges of talent identification in the Shahab project, and the educational guidance project. Discussion and Conclusions: Regarding the meaning and concept of talent and talent identification, 3 main categories and 8 subcategories were obtained. In the field of the nature of talent, being multiple and being innate or acquired were raised. Regarding the relationship between talent and academic achievement, talent was identified as different from intelligence and a factor in academic achievement. Therefore, talent identification is beyond academic achievement in the eyes of the actors. The factors that cause talent to appear were also expressed as family, educational, and economic factors. Regarding the challenges of the Shahab Project in the elementary school, 4 main categories and 14 subcategories were identified, which included: technical challenges (lack of clarity of the talent identification tool and lack of validity of the results due to being based on teachers' opinions), socio-cultural challenges (lack of proper exposure of families to their children's talents), support challenges (difference of opinion between the project trustees, lack of financing for the Shahab Project, lack of continuous supervision of the project, lack of sufficient expertise of teachers, lack of sufficient motivation and positive attitude towards the project among teachers, multiple tasks of teachers and their lack of accuracy, and the quantity and quality of in-service training of teachers regarding the Shahab Project), and implementation challenges (lack of proportionality of the measures taken with the goals of the Shahab Project, deviation from enrichment to separation, lack of attention to the discussion of guidance and remaining at the level of identification, and lack of continuity in using the results of the Shahab Project in subsequent educational levels). Regarding the challenges of the academic guidance plan in the first year of secondary school, 6 main categories and 16 subcategories were identified, which include: technical challenges (lack of standardization of talent tests and score-based academic guidance), socio-cultural challenges (lack of awareness and proper parental intervention, family expectations, media and friends' influences), economic challenges (lack of appropriate socio-economic status of some fields and professions in society), support challenges (lack of human resources, insufficient expertise of school counselors, insufficient motivation of human resources and lack of facilities), implementation challenges (inefficient changes in academic guidance, lack of connection between academic guidance and the Shahab plan and balanced distribution by field), and individual challenges (lack of interest in proportion to students' abilities, and lack of students' awareness). Therefore, considering the challenges extracted, it can be said that talent programs in education have not yet been able to achieve their goals, and considering the importance of this issue, it is suggested to design a coherent program to identify and guide talent. | ||
| کلیدواژهها [English] | ||
| Talent Search, Activists, Education | ||
| مراجع | ||
|
Abu, N. K., Akkanat, Ç. & Gökdere, M. (2017). Teachers' Views about the Education of Gifted Students in Regular Classrooms. Online Submission, 7(2), 87-109. Ahmadi, S. M. (2017). Weakness in educational guidance. Hikmataneh, 2(12), 49-59. Alipour, M., Aiti, M., & Sorgi, F. (2019). Examining the correlation between teachers' and parents' opinions regarding students' talents (Shahab plan). Psychology Growth, 8(9), 189-199. Alipour, M., Aiti, M., & Shokouhifard, H. (2022). Phenomenological study of primary school teachers' perceptions of the Shahab plan for identifying and guiding talented students. Psychology Growth, 11(12), 53-66. Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed). Alexandria, Virginia: Association for Supervision and Curriculum Development. Ashraf Baghlari, A., Eslam Panah, M., & Fattahi, S. (2021). Examining factors identifying student talents from the perspective of specialists, managers, and educational counselors. In Proceedings of the Second National Conference on Interdisciplinary Research in Management and Humanities (Tehran). Bazargan, A. (2016). An introduction to qualitative and mixed research methods (Common approaches in behavioral sciences) (7th ed.). Tehran: Didar Publications. Carvalho, C., Martines, D., Santana, L., Feliciano, L. (2014). Teacher Feedback: Educational Guidance in Different School Contexts. Procedia– Social and Behavioral Sciences, 2014(159), 219-223. Dai, D. Y. (2010). The nature and nurture of giftedness:A new framework for understanding gifted education. New York: Teachers College Press Dai, D. Y. (2018). A history of giftedness: Paradigms and paradoxes. Handbook of giftedness in children: Psychoeducational theory, research, and best practices, 1-14. Dehghan Tarzjani, M., & Banshi, A. (2017). Why can't we identify talents in Iran? In Proceedings of the Third International Conference on Talent Management in the Third Millennium. Ebrahimi, S. (2016). Examining the performance of school counselors and students' and parents' personal/social and career growth (Master's thesis, Allameh Tabatabai University). Eskandari Hamid, M. (2021). Examining the lived experience of tenth-grade students regarding educational guidance (Master's thesis, Bu-Ali Sina University). Eskandari, P. (2017). Challenges of modern educational guidance and overcoming these challenges. Journal of Psychology and Educational Sciences, 19, 49-63. Feldhusen, J. F. (1998). A conception of talent and talent development. In R. C. Friedman & K. B. Rogers (Eds.), Talent in context: Historical and social perspectives on giftedness (pp. 193–209). Washington, DC: American Psychological Association Gagne, F. (2004). Transforming gifts in to talents; the DMGT as e developmental theory .High Ability Studies, 15 (2), 119-147. Ghasemzadeh, A., Abedi, M. R., & Nilforoushan, P. (2022). Examining talent identification models in psychology and educational sciences. Knowledge and Research in Applied Psychology, 23(1), 14-25. Goertzel, V., & Goertzel, M. G. (2004). Cradles of eminence (2nd ed.). Scottsdale, AZ: Great Potential Press. Khademi Masoumeh, & Khademi, P. (2020). Factors affecting educational and career guidance for female first-year high school students in Savadkooh County. Quarterly Journal of Applied Research in Management and Humanities, 1(1), 38-42. Kuusisto, E., Laine, S., & Tirri, K. (2017). How do school children and adolescents perceive the nature of talent development? A case study from Finland. Education Research International, 2017. Manbari, M., Poshneh, K., & Khosrowi Babadi, A. A. (2022). Pathology of an educational guidance system to provide an optimal model. Monthly Scientific Journal of Iranian Sociology, 5(6), 410-435. Mandelman, S. D., Tan, M., Aljughaiman, A. M., & Grigorenko, E. L. (2010). Intellectual giftedness: Economic, political, cultural, and psychological considerations. Learning and Individual Differences, 20, 287–297. Marland Jr, S. P. (1971). Education of the Gifted and Talented-Volume 1: Report to the Congress of the United States by the US Commissioner of Education Mielgo-Conde, I., Seijas-Santos, S., & Grande-de-Prado, M. (2021). Review about online educational guidance during the COVID-19 pandemic. Education Sciences, 11(8), 411 Mohammadi, R., & Raeisi Sarteshnizi, A. (2022). Pathology of achieving balanced development policies in the educational guidance process for second-year secondary school students in Lordegan County. Scientific Journal of Police Knowledge in Chaharmahal and Bakhtiari, 10(40), 103-128. Mousavi, S. A., Pirani, A., & Momeni, H. (2020). Pathology of the educational guidance process for ninth-grade students in Ilam Province. Quarterly Journal of Educational Innovations, 19(75), 122-144. National Elite Foundation, Ministry of Education. (2013). Collection of educational texts for the Shahab plan. Navidi, A. (2018). Evaluating the pilot implementation of the plan for identifying and guiding talented students (Shahab). Quarterly Journal of Education and Training, 137, 51-71. Navidi, A. (2018). Educational guidance in the Iranian education system: Practical experiences and persistent challenges. Quarterly Journal of Education and Training, 133, 9-34. Navidi, A. (2019). Evaluating the pilot implementation of the plan for identifying and guiding talented students (Shahab). Quarterly Journal of Education and Training, 137, 51-71. Olszewski-Kubilius, P. (2018). The role of the family in talent development. Handbook of giftedness in children: Psychoeducational theory, research, and best practices, 129-147. Razapour, S., & Shafiei, R. (2014). Factors affecting students' field of study choices. In Proceedings of the First International Conference on Political Epic and Economic Epic (Islamic Azad University, Roudehen Branch). Rezaei Madani, M., Kalantari Hormozi, A., & Naeimi, E. (2019). Examining the process of modern educational guidance from the perspective of school counselors. Quarterly Journal of Counseling Culture and Psychotherapy, 10(39), 27-48. Rezavi Zadeh, N., & Varshavi, S. (2022). Exploring the challenges and barriers in the educational guidance process for first-year secondary school students. Academic Studies and Schooling, 11(3), 405-435. Rudy, M T,. (2023). Exploring the roots of school counseling in schools from the perspective of teachers, Journal of Management and Planning in Educational Systems, 16 (2), 277-298. Salari, Y., Eslam Panah, M., Layi, S., & Mousavi, F. (2021). A paradigmatic model of factors affecting educational guidance for proper distribution of students in existing fields with a mixed approach. Biannual Journal of Adolescent and Youth Psychological Studies, 2(1), 331-346. Salari, Y., Eslam Panah, M., Layi, S., & Mousavi, F. (2022). Modeling factors affecting educational guidance for students based on the Fundamental Transformation Document of Education in the Islamic Republic of Iran. Quarterly Journal of the Center for Studies and Development of Medical Sciences Education, 13, 32-44. Sharifi, B., Niazazari, K., & Jabari, N. (2020). Proposing a model for achieving efficient educational guidance for students in the Iranian education system. Scientific-Research Quarterly Journal of New Approaches in Educational Management, 11(1), 135-158. Sharifi, M. Zamani Moghadam, A. Jamali, A. and Reshadatjoo, H. (2022). Presenting a model for improving the professional qualifications of educational consultants in providing services to junior high school students (Case study: Tehran Education). Management and Planning in Educational Systems, 15(2), 113-142. Soleiman Nejad, R. (1999). Investigating the reasons for students' lack of attention to the priorities suggested by counselors in the new secondary education system in Tehran (Master's thesis, Alzahra University). Sternberg, R. J. (2004). Culture and intelligence. American Psychologist, 59, 325–338. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological science in the public interest, 12(1), 3-54. Tannenbaum, A. (2003). Nature and nurture of giftedness. Handbook of gifted education, 3, 45-59. Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology,engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102, 860–871. Yousefzadeh Chosari, M. R. (2020). A phenomenological approach to the experiences of female primary school teachers in implementing the Shahab plan for identifying and guiding talented students. Research in Curriculum Planning, 2(10), 179-200. Zeyuri Rahman, M., Salehi, K., Khodai, E., Moghadamzadeh, A., & Hakimzadeh, R. (2022). Pathology of academic talent in Iran: A structured literature review conducted in the last three decades. Studies in Measurement and Educational Evaluation, 12(39), 7-36.
| ||
|
آمار تعداد مشاهده مقاله: 968 تعداد دریافت فایل اصل مقاله: 818 |
||