واکاوی ادراک و تجارب نو معلمان از فرایند آشناسازی رسمی و غیررسمی در بدو خدمت | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 3، دوره 13، شماره 1، 1399، صفحه 57-94 اصل مقاله (1.22 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.29252/mpes.13.1.57 | ||
| نویسندگان | ||
| علی یاسینی* 1؛ اردشیر شیری2؛ زهرا برجی3 | ||
| 1دانشیار مدیریت آموزشی، گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، دانشگاه ایلام، ایلام، ایران. | ||
| 2دانشیار مدیریت منابع انسانی، دانشکده ادبیات و علوم انسانی، دانشگاه ایلام، ایلام، ایران. | ||
| 3کارشناسی ارشد مدیریت منابع انسانی، دانشکده ادبیات و علوم انسانی، دانشگاه ایلام. ایلام، ایران. | ||
| چکیده | ||
| هدف: موفقیت نظام آموزشی در تربیت دانش‌آموزان، به‌طور معنی‌داری تحت تأثیر دسترسی معلمان و مشارکت آن‌ها در فعالیت‌های توسعه‌ی حرفه‌ای با کیفیت است. از جمله برنامه‌های توانمندسازی و توسعه حرفه‌ای معلمان، برگزاری برنامه‌های آموزشی بدوخدمت یا آشناسازی معلمان است. از آنجا که معلم مهم‌ترین شخص در فرایند اجرای برنامه درسی قلمداد می‌شود، آموزش و توسعه حرفه‌ای اثربخش وی که نقطه‌ی اتکای هر تغییر و تحولی دانسته می‌شود، اهمیت فراوانی دارد؛ زیرا معلم اثربخش با اتکا به دانش و مهارت مورد نیاز حرفه‌ی معلمی و داشتن شایستگی‌های حرفه‌ای همواره به دنبال فراهم کردن موقعیت‌هایی برای ایجاد یادگیری در بین دانش‌آموزان است. هدف اصلی مقاله حاضر بررسی درک و تجربه زیسته نومعلمان از فرآیند آشناسازی بدو استخدام است. مواد و روش‌ها: روش پژوهش از نظر هدف کاربردی و از لحاظ ماهیت یک تحقیق کیفی مبتنی بر رویکرد تجربه زیسته است. تمامی معلمان و مربیان فنی و حرفه‌ای استخدام شده استان ایلام در سال‌های 1394 الی 1397 شامل 51 نفر به‌عنوان جامعه هدف انتخاب که با شیوه نمونه‌گیری هدفمند زنجیره‌ای 12 مصاحبه تا رسیدن به مرحله اشباع داده‌ها صورت گرفت. ابزار گردآوری داده‌ها، مصاحبه نیمه‌ساختار یافته بود که خروجی مصاحبه با روش تحلیل محتوای مضمونی در قالب 6 مقوله اصلی، 22 مقوله فرعی و 89 کد مفاهیم، کدگذاری شد. روایی کدهای مستخرج از مصاحبه از طریق وارسی مشارکت‌کنندگان پژوهش و نظر خبرگان حوزه منابع انسانی و برای حصول اطمینان از اعتمادپذیری داده‌های پژوهش از روش مطالعه مکرر، مقایسه مستمر داده‌ها، خلاصه‌سازی و دسته‌بندی اطلاعات استفاده شد. جهت تجزیه و تحلیل داده‌ها، رویه کدگذاری مبتنی بر تحلیل تماتیک بکار گرفته شد. بحث و نتیجه‌گیری: نتایج نشان داد که معلمان تازه استخدام شده از فرآیند آشناسازی بدو خدمت تجارب خوشایند، تجارب نامطلوب و شناخت و معرفت حقوقی را در روزهای اول استخدام به‌عنوان تجربه بیان کرده‌اند. انتظار معلمان از برنامه توجیهی بدو استخدام شامل دو محور نیازسنجی و هدف‌گرایی و نتیجه‌گرایی شغلی است که مقوله نیازسنجی بیشترین اهمیت را از منظر معلمان و مربیان تازه استخدام شده دارد. هم‌چنین مقوله‌های آشناسازی با فرایندهای درون‌سازمانی، آموزش در نقش و یادگیری سازمانی، از جمله نیازهای آموزشی معلمان در بدو استخدام عنوان شده‌اند. معلمان مهم‌ترین دغدغه‌ی بدو خدمت را شامل دو مضمون حمایت و پشتیبانی عاطفی، و توجیه مقدماتی قلمداد کرده و عواملی مانند فشار روانی و جسمانی، سازمان‌دهی نامناسب و ضعف مدیریت را از جمله مسائل و مشکلات بدو استخدام از دیدگاه معلمان دانسته‌اند. به‌عنوان نتیجه می‌توان اذعان نمود که نظام آموزش و پرورش در ابتدای ورود نو معلمان به سازمان آموزش و پرورش، دوره‌های آموزش بدوخدمت را برگزار کنند تا از بروز شکایت‌های ناشی از بی‌برنامه‌گی سازمان جلوگیری شود و نظر تازه استخدام شده‌ها را نسبت به سازمان خوشایندتر نماید. سازمان آموزش و پرورش پیش از آن‌که تصمیم به استخدام نیروی جدید بگیرند، در رابطه با نیروی مورد نیاز و برنامه‌های قبل از خدمت و ورود به سازمان مانند دوره‌های آموزشی به صورت عمومی و تخصصی، تئوری و عملی برای هر بخش به صورت جداگانه، تجزیه و تحلیل و برنامه‌ریزی نمایند. | ||
| کلیدواژه‌ها | ||
| آموزش بدو خدمت؛ درک و تجربه زیسته؛ فرآیند آشناسازی رسمی و غیررسمی؛ معلمان تازه کار | ||
| عنوان مقاله [English] | ||
| Examining the Perceptions and Experiences of Novice Teachers from the Process of Formal and Informal Identification | ||
| نویسندگان [English] | ||
| َAli Yasini1؛ Ardeshir Shiri2؛ Zahra Borji3 | ||
| 1Associate professor, Department of Educational Administration, Ilam University, Ilam. Iran. | ||
| 2Associate professor, Human Resource Management, Department of Management, Ilam University, Ilam. Iran | ||
| 3M.Sc. in Human Resource Management, Department of Management, Ilam University, Ilam. Iran. | ||
| چکیده [English] | ||
| Objective: The success of the education system in educating students is significantly influenced by the access of teachers and their participation in quality professional development activities. Among the programs for empowerment and professional development of teachers are holding educational programs to serve or introduce teachers. The teacher is considered the most important person in the curriculum implementation process. Thus it is vital to educate and develop his or her effective careers, which are the starting point for any change. An effective teacher relies on the knowledge and skills required for the teaching profession, and having professional competencies always seek to provide opportunities for learning among students. The main aim of the present paper is to examine the understanding and experience of the lives of novice teachers in the process of introduction to recruitment. Materials and Methods: The research method is applied in terms of its purpose and in terms of the nature of a qualitative research based on the phenomenological approach. All teachers and technical and vocational trainers hired in Ilam province from 2016 to 2019 were selected as population. The sampling method was snowball method In which 12 semi-structured interviews were conducted until the data saturation stage was reached. The data collection tool was a semi-structured interview in which the output of the interview was coded with the content analysis method, and its output consisted of 6 main categories, 22 sub-categories and 89 concept codes. The validity of the extracted codes was used from the contributors and human resources experts, and in order to ensure the reliability of the research data, the method of repeated study, continuous comparison of data, summarization, and classification of information were used. To analyze the data, a coding procedure based on thematic analysis was used. Results and Discussion: The results showed that newly hired teachers from the process of introducing the service to the pleasant experiences, unfavorable experiences and legal knowledge and knowledge in the first days of employment as experience. Teachers' expectations of the recruitment justification program include the two axes of needs assessment and job orientation and job orientation, which is the most important issue in terms of needs assessment from the perspective of newly hired teachers and educators. Topics include intra-organizational processes, role-playing training, and organizational learning, including the educational needs of teachers at the beginning of employment. Teachers consider the most important concerns at the beginning of the service, including the two topics of emotional support and justification, and consider factors such as psychological and physical stress, inappropriate organization and poor management as problems and problems from the beginning of employment from the teachers' point of view. As a result, it can be acknowledged that the education system, at the beginning of the new arrival of teachers in the education organization, to hold service courses to prevent complaints caused by the organization's lack of planning and a new perspective. Make employees more pleasant than the organization. Before deciding to hire new teacher, the education organization should consider the required staff and pre-service programs, such as general and specialized training courses, theory and practice for each department. | ||
| کلیدواژه‌ها [English] | ||
| in-service training, Life experienced, familiarization process, novice teachers | ||
| مراجع | ||
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