پدیدارشناسی ادراک دانشجومعلمان از توسعه مهارتهای نرم در برنامه درسی دانشگاه فرهنگیان (مورد مطالعه؛ پردیس دخترانه شهید هاشمینژاد مشهد) | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 2، دوره 18، شماره 2 - شماره پیاپی 35، مهر 1404، صفحه 31-58 اصل مقاله (968.4 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.236689.1490 | ||
| نویسندگان | ||
| مهدیه رحیمی1؛ محمد جوادی پور2؛ رضوان حکیم زاده* 3 | ||
| 1کارشناسی ارشد برنامهریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| 2دانشیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| 3دانشیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| هدف: انطباق برنامه درسی آموزش عالی با اقتضائات عصر حاضر منجر به توسعه دانش، مهارتها و نگرشهای یادگیرندگان و توسعه شخصیت حرفهای آنان میشود. در میان اقتضائات جدید یادگیری، توجه به مهارتهای نرم در برنامه درسی برجسته شده و توانسته از محرکهای اصلی توفیق برنامههای آموزشی معلمان باشد و زمینه استفاده حداکثری دانشجومعلمان از دستاوردهای خود در دانشگاه و موفقیت در شغل و زندگی آینده آنان را فراهم آورد. مهارتهای نرم به مثابه ابزاری جهت تکمیل و بهکارگیری مهارتهای سخت به شایستگیهای غیرفنی و غیرآکادمیک اطلاق میشود که از عملکرد حرفهای افراد در محیطهای شغلی و یا زمینههای اجتماعی پشتیبانی میکند و بهعنوان زیر مجموعهای از مهارتهای عمومی جزء اساسیترین و ضروریترین مهارتها برای موفقیت حرفهای قلمداد میشود بهطوری که زمینه کاربرد یکپارچه دانش و مهارتهای حرفهای معلمان را فراهم میکند. هدف پژوهش حاضر، مطالعه پدیدارشناسانه ادراک دانشجومعلمان از چگونگی توسعه مهارتهای نرم در برنامه درسی دانشگاه فرهنگیان است. مواد و روشها: این پژوهش با رویکرد کیفی و از نوع پدیدارشناسی توصیفی انجام شد. از آنجا که نگارندگان در پی شناخت پدیده مورد پژوهش از طریق تفاسیر به دست آمده از تجارب زیسته دانشجومعلمان بودند، روش مذکور جهت روشنسازی و توصیف دقیق و عمیق روایتها بهعنوان بهترین روش گردآوری اطلاعات انتخاب شد. شرکتکنندگان؛ دانشجومعلمان رشته آموزش ابتدایی ورودی سالهای 1400-1398 دانشگاه فرهنگیان (پردیس دخترانه شهید هاشمینژاد مشهد) بودند که 25 نفر از آنان بهطور هدفمند انتخاب شدند. بهمنظور گردآوری دادهها از مصاحبه نیمهساختارمند به صورت حضوری در طول بازه زمانی 20 تا 45 دقیقهای استفاده شد. جهت تحلیل و اعتباریابی دادههای پژوهش از روش هفت مرحلهای کلایزی استفاده شد به نحوی که پس از مطالعه متن مکتوب مصاحبهها و مقایسه مداوم مفاهیم و عبارات موجود در آنها، کدهایی معنایی استخراج و انتخاب شدند و سپس کدهای انتخاب شده، در جهت تدوین و سازماندهی مضامین، مفهومبخشی و سپس طبقهبندی شدند. بهمنظور تأمین و تضمین کیفیت و صحت نتایج پژوهش نیز روش اعتمادپذیری لینکلن و گوبا (1985) مورد استفاده قرار گرفت. بحث و نتیجهگیری: در مجموع، 4 مضمون اصلی و 15 زیر مضمون شناسایی شد که نشان داد عناصر برنامه درسی دانشگاه فرهنگیان نقش مهمی در توسعه مهارتهای نرم ایفا میکنند. نتایج پژوهش حاضر نشان داد که روشهای تدریس استادان، محتوا، مواد و منابع یادگیری، دورههای کارورزی و محیط دانشگاه فرهنگیان از عناصر مؤثر در توسعه مهارتهای نرم دانشجومعلمان میباشند. فعالیتهای یاددهی و یادگیری از بسترهای مهم و مؤثر در توسعه مهارتهای نرم است که از طریق روشها و راهبردهای آموزشی و اجرای روشهای تدریس متعدد و متناسب از قبیل؛ روشهای تدریس پروژهمحور، تجربهمحور، آزمایشمحور و تعاملمحور به آموزش دانش و محتوا و پرورش مهارتها میپردازد. منابع، مواد، وسایل و ابزارهای آموزشی نیز از عناصر مهم برنامه درسی است که تسهیلگر فرایند انتقال محتوای آموزشی و ضامن تقویت مهارتها است که از طریق ارائه دروس عملی، کارگاهی و مهارتی پیگیری میشود. دورههای کارورزی نیز از طریق مجموعهای از اقدامات، تعاملات، تجربیات و مشاهدات آموزشی بستر غنی برای ایجاد و تقویت مهارتهای نرم آنان به وجود میآورد. حضور دانشجومعلمان در محیط دانشگاه و تعامل با عناصر علمی، اجتماعی و عاطفی موجود در محیط نیز تأثیرات قابل ملاحظهای بر یادگیری و توسعه مهارتهای نرم آنان دارد. به عبارتی دیگر، با استفاده از روشهای عملی، تجربی و آزمایشی، تعاملی و تاملی، عملی و کارگاهی که دانشجومعلمان در اثر حضور در کلاس درس دانشگاه و مطالعه مواد و منابع یادگیری تخصصی آموزش میبینند و یا در خلال دورههای کارورزی و زندگی دانشجویی تجربه میکنند، امکان توسعه این مهارتها برای آنان فراهم میشود. | ||
| کلیدواژهها | ||
| برنامه درسی؛ دانشجومعلمان؛ دانشگاه فرهنگیان؛ مهارتهای نرم | ||
| عنوان مقاله [English] | ||
| Phenomenology of Student Teachers' Perception of the Development of Soft Skills in Farhangian University Curriculum | ||
| نویسندگان [English] | ||
| Mahdiye Rahimi1؛ Mohammad Javadipour2؛ Rezvan Hakimzadeh3 | ||
| 1Master of Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
| 2Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
| 3Assistant Professor of the Faculty of Psychology and Education University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| Objective: The adaptation of the higher education curriculum to the requirements of the present age is to develop the knowledge, skills and attitudes of the learners and their professional development. Among the new requirements, paying attention to soft skills in the lesson is highlighted and is one of the main drivers of the success of teacher training programs, and by using student programs, teachers present their life in the university and their success in their careers and future. Soft skills as a tool to complete and apply hard skills refers to non-technical and non-academic competencies that support the professional performance of people in work environments or social fields and as it is considered as one of the most basic and essential skills for professional success, so that it provides the context for the integrated application of teachers' professional knowledge and skills. The aim of the current research is to study the phenomenological study of student teachers' perception of how to develop soft skills in the curriculum of Farhangian University. Materials and Methods: This research was conducted with a qualitative and descriptive phenomenological approach. Since the authors sought to understand the phenomenon under research through the interpretations obtained from the lived experiences of student teachers, the mentioned method was chosen to clarify and describe the narratives accurately and deeply as the best method of gathering information. Its participants were among the students and teachers of the elementary education field entered in 1398-1400 at Farhangian University (Shahid Hashmi-Nejad Girls' Campus, Mashhad), and 25 of them were purposefully selected. To collect data, a semi-structured face-to-face interview was used between 20 and 45 minutes. To analyze and validate the research data, the seven-step Claysey method was used in such a way that after studying the written text of the interviews and continuously comparing the concepts and expressions in them, semantic codes were extracted and selected, and then the selected codes were compiled and organized, conceptualized and then classified. To provide and guarantee the quality and accuracy of the results, the reliability method of Lincoln and Guba (1985) which includes four criteria ofbelievability, reliability, verifiability and transferability were used. Discussion and Conclusion: In total, 4 main themes and 15 sub-themes were identified, which showed that the curriculum elements of Farhangian University play an important role in the development of soft skills. The results of the present study showed that professors' teaching methods, content, learning materials and resources, internship courses and the environment of Farhangian University are effective elements in the development of student teachers' soft skills. Teaching and learning activities are important and effective platforms in the development of soft skills through educational methods and strategies and the implementation of multiple and appropriate teaching methods such as project-oriented, experience-oriented, experiment-oriented and interaction-oriented teaching methods teach knowledge and content and develop skills. Educational resources, materials, tools and tools are also important elements of the curriculum that facilitate the process of transferring educational content and guarantee the strengthening of skills, which are pursued through the provision of practical, workshop and skill courses. Internship courses also create a rich platform for creating and strengthening their soft skills through a series of actions, interactions, experiences and educational observations. The presence of student teachers in the university environment and interaction with the scientific, social and emotional elements in the environment also have significant effects on their learning and development of soft skills. In other words, using practical, experimental and experimental, interactive and reflective, practical and workshop methods that student teachers are trained by attending university classrooms and studying specialized learning materials and resources, or during courses. They experience internship and student life, the possibility of developing these skills is provided for them. Based on the general findings of the research, it is suggested that in the first place, in the revision and revision of the curriculum of the primary education field, attention should be paid to the integration and integration of soft skills, and in addition to that, continuous monitoring should be done based on its optimal implementation. The balance between opinion and action in the curriculum should be respected. | ||
| کلیدواژهها [English] | ||
| Curriculum, Student Teachers, Farhangian University, Soft Skills | ||
| مراجع | ||
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