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طراحی الگوی تربیت حرفه ای دانشجویان دانشگاه فرهنگیان براساس مبانی معرفت شناختی تعلیم و تربیت اسلامی | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 13، دوره 13، شماره 3 - شماره پیاپی 40، آبان 1403، صفحه 233-252 اصل مقاله (814.67 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2024.11929.3529 | ||
نویسندگان | ||
سیروس مرادی* 1؛ فهیمه انصاریان* 2؛ عباس قلتاش3؛ اکبر مولایی4؛ پری سوسهابی5 | ||
1دانشجوی دکتری، گروه علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران | ||
2استادیار، گروه علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران | ||
3دانشیار، گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران | ||
4استادیار، گروه زبان انگلیسی، دانشگاه فرهنگیان، بوشهر، ایران | ||
5استادیار، گروه علوم تربیتی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران | ||
چکیده | ||
هدف از این پژوهش شناسایی ابعاد و مولفه ها و اولویت بندی الگوی تربیت حرفه ای دانشجویان دانشگاه فرهنگیان بر مبنای معرفت شناختی تعلیم و تربیت اسلامی است. این پژوهش متکی بر روش ترکیبی (کیفی-کمی) است. در بخش کیفی از روش تحلیل محتوای قیاسی با مطالعه دقیق منابع تربیت حرفه ای و مصاحبه داده های اولیه که با تعداد 30 نفر از خبرگان جمع آوری شد، الگوی نظری پژوهش شامل 74 گویه بصورت کدگذاری باز، محوری و انتخابی مبتنی بر 3 بُعد، 9 مولفه و 62 شاخص تا مرحله اشباع نظری زیر نظر خبرگان تأیید گردید. در بخش کمی پژوهش از روش توصیفی- پیمایشی استفاده شد که ابزار جمع آوری داده ها پرسشنامه محقق ساخته و جامعه آماری پژوهش را دانشجویان دانشگاه فرهنگیان سراسر کشور در سال 1400-1399 تشکیل داده که حجم نمونه براساس فرمول کوکران تعداد 600 نفر تعیین گردید. روش نمونه گیری نیز مبتنی بر روش خوشه ای از بین 31 استان 5 استان بصورت تصادفی انتخاب و تعداد نمونه ها به نسبت توزیع در هر طبقه نیز به صورت تصادفی ساده نمونه گیری شد. یافته های پژوهش نشان می دهد، در بخش ابعاد اولویت به ترتیب با؛ 1- رسالت حرفه ای ، 2- عملکرد حرفه ای و 3 - بایسته ها حرفه ای و در بخش مولفه ها اولویت به ترتیب با: 1- توانایی های حرفه ای2- دانش حرفه ای، 3- بصیرت حرفه ای، 4- انگیزه بخشی، 5- ایجاد مدرسه صالح، 6 - نگرش حرفه ای، 7- عملکرد مشترک، 8- اصول تحول مداوم، 9- عملکرد اختصاصی است. | ||
کلیدواژهها | ||
الگوی تربیت حرفه ای؛ دانشگاه فرهنگیان؛ مبانی معرفت شناختی؛ دانشجو معلمان؛ تعلیم و تربیت اسلامی | ||
عنوان مقاله [English] | ||
Designing a professional educational pattern for Farhangian University students based on epistemological foundations Islamic education | ||
نویسندگان [English] | ||
Siroos moradi1؛ Fahimeh Ansarian2؛ Abbas Gholtash3؛ Akbar Moolaei4؛ Pari Sosahabi5 | ||
1Ph.D. student, Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran | ||
2Assistant Professor, Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran | ||
3Associate Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran | ||
4Assistant Professor, Department of English, Farhangian University, Bushehr, Iran | ||
5Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran | ||
چکیده [English] | ||
The purpose of this study is to identify the dimensions and components and prioritize the professional education model of Farhangian University students based on the epistemology of Islamic education. This research is based on a combined method (qualitative-quantitative) that in the qualitative part of the deductive content analysis method with a detailed study of vocational training sources and interviews with primary data collected from 30 experts, the theoretical model of the research includes 74 items. It was approved by experts as open, axial and selective coding based on 3 dimensions, 9 components and 62 indicators up to the theoretical saturation stage. In the quantitative part of the research, a descriptive-survey method was used. The data collection tool was a researcher-made questionnaire and the statistical population of the study consisted of students of Farhangian University across the country in 1300-1400. The research findings show that in the priority dimensions section, respectively; 1- Professional mission, 2- Professional performance and 3- Professional requirements and priority in the components section, respectively: 1- Professional abilities 2- Professional knowledge, 3- Professional insight, 4- Motivation, 5- Creating a competent school, 6- Professional attitude, 7- Joint performance, 8- Principles of continuous change, 9- It is a specific performance. | ||
کلیدواژهها [English] | ||
professional educational pattern, Farhangian University, Epistemological Foundations, Student Teachers, Islamic Education | ||
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