پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 556 |
| تعداد مقالات | 4,410 |
| تعداد مشاهده مقاله | 7,321,609 |
| تعداد دریافت فایل اصل مقاله | 3,815,113 |
پدیدارشناسی تجارب زیسته دانشجومعلمان و اساتید دانشگاه فرهنگیان از چالش‌های کارورزی | ||
| آموزش پژوهی نوین | ||
| دوره 12، شماره 45، خرداد 1405، صفحه 59-76 اصل مقاله (470.53 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| مرزبان ادیب منش* 1؛ محمدصادق کریمی2 | ||
| 1گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، کد پستی889-14665، تهران، ایران | ||
| 2گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، کد پستی 889-14665، تهران، ایران. | ||
| چکیده | ||
| پژوهش حاضر با هدف، پدیدارشناسی تجارب زیسته دانشجو معلمان و اساتید دانشگاه فرهنگیان از چالش‌های کارورزی اجرا شده است. جامعه پژوهش دانشجو معلمان ترم آخر و اساتید با تجربه کارورزی بودند. براساس اشباع نظری، 6 نفر از اساتید و 10 نفر از دانشجو معلمان به شیوه هدفمند انتخاب شدند. داده‌ها از طریق مصاحبه نیمه‌ساختار‌یافته جمع‌آوری شد. در فرآیند کدگذاری باز، از طریق مصاحبه با دانشجومعلمان، 16 مفهوم در قالب 8 مقوله اصلی شناسایی شد. 8 مقوله استخراج شده از 12 مفهوم نیز، حاصل کدگذاری باز روی متن مصاحبه‌ها با اساتید بود. روایی یافته‌ها براساس تأیید مشارکت‌کنندگان و نظارت و تأیید متخصصین حاصل شد. مهم‌ترین مقوله‌های تجربه شده توسط دانشجو معلمان شامل: استرس، استاد راهنما، دروس پیش‌نیاز، مدیر مدرسه، معلم راهنما، شرایط مدرسه، زمان و سازماندهی بودند. مهم‌ترین چالش‌های تجربه شده توسط اساتید شامل: حجم تکالیف، محدودیت حضور در مدرسه، کمبود عضو هیئت علمی، دروس پیش‌نیاز، انتظارات مدیر، معلم راهنما، شرایط متفاوت مدارس و زمان بودند. | ||
| عنوان مقاله [English] | ||
| A Phenomenological Study of Student Teachers’ and Faculty Members’ Lived Experiences of Practicum Challenges at Farhangian University | ||
| نویسندگان [English] | ||
| Marzban Adib Manesh1؛ Mohammad Sadegh Karimi2 | ||
| 1Department of Educational Sciences, Farhangian University, Postal Code 889-14665, Tehran, Iran | ||
| 2Department of Educational Sciences, Farhangian University, Postal Code 889-14665, Tehran, Iran. | ||
| چکیده [English] | ||
| Extended Abstract A Phenomenological Study of Student Teachers’ and Faculty Members’ Lived Experiences of Practicum Challenges at Farhangian University Introduction: This study investigates the challenges inherent in the practicum program at Farhangian University, a pivotal stage designed to bridge the gap between theoretical knowledge and practical pedagogical skills in authentic school environments. The primary objective is to conduct a phenomenological inquiry into the lived experiences of two key groups—student teachers and practicum faculty members—to identify the difficulties encountered during the program and to explore the convergences and divergences in their respective perspectives. Methods and Data: Adopting a qualitative phenomenological approach, the study utilized purposive sampling to select participants until theoretical saturation was achieved. The sample consisted of 10 final-semester student teachers and 6 faculty members with practicum supervision experience. Data were gathered through semi-structured interviews and subsequently analyzed using open coding techniques. To ensure the credibility and trustworthiness of the findings, participant validation and expert peer debriefing were employed. Findings: The analysis revealed distinct thematic categories for both groups. For student teachers, eight primary themes emerged: stress, the role of the university supervisor, prerequisite coursework, the school principal’s role, the cooperating teacher’s role, school environmental conditions, time constraints, and organization. Conversely, faculty members highlighted challenges such as heavy workload, limited school-based placement time, shortage of faculty members, prerequisite coursework, principals’ expectations, the role of cooperating teachers, variation in school conditions, and time management. The findings indicate significant convergence between the two groups regarding “prerequisite coursework,” “the roles of principals and cooperating teachers,” “school conditions,” and “time constraints.” However, student teachers’ accounts were more heavily characterized by “stress” and “organization,” while faculty members emphasized “workload” and “human resource shortages.” Discussion and Conclusion: The challenges of the practicum program are not merely attributable to the individual performance of student teachers; rather, they arise from the complex interplay between prior academic preparation, university scheduling, heterogeneous school environments, and the expectations of school administrators and cooperating teachers. Enhancing the practicum experience requires improved systemic coordination between universities and schools, more effective pre-service preparation, and strategic attention to time management and staffing capacities. | ||
| کلیدواژه‌ها [English] | ||
| Practicum, Farhangian University, Phenomenology, Student Teachers, University Supervisor, Educational Challenges, Lived Experience | ||
| مراجع | ||
|
Adib-Manesh, M., Marzban, & Ezzati, M. R. (2024). Foundations and principles of curriculum planning. Farhangian University Publications.
Ahmadie, A., & Elhamian, N. (2020). Investigating the internship curriculum with a reflective teacher education approach from the perspective of Farhangian University professors. Research in Teacher Education, 3(2), 9–37.
Ahmadi, G., Maleki, S., Mehrmohammadi, M., & Imam Jomeh, M. R. (2019). The evolutionary process of the internship program in the Iranian teacher education system. Journal of Education, (138), 61–82.
Almasi, H. A., Zareei Zovarki, I., Nili, M. R., & Delavar, A. (2020). Design and validation of an internship instructional model based on cognitive apprenticeship theory for implementing internship courses in Farhangian University. Educational Psychology, 16(56), 1–29.
Arabzadeh, A. R., Hosseini, S. R., & Oladian, M. (2021). Explaining strategies and consequences of implementing a reflective teacher education-based internship system in Farhangian University. Educational Leadership and Management, 14(1), 165–188.
Babadi Akashe, Z., Nasr Isfahani, A. R., Nili Ahmadi, M. R., & Tabatabaei, S. M. (2022). Barriers and challenges of implementing internships during the undergraduate psychology program. Journal of Educational Strategies in Medical Sciences, 15(6), 546–555.
Bertone, S., Chalies, S., Clarke, A., & Meard, J. (2006). The dynamics of interaction during post-lesson conferences and the development of professional activity: Study of a pre-service physical education teacher and her co-operating teacher. Asia-Pacific Journal of Teacher Education, 34(2), 245–264.
Bovill, C., Cook‐Sather, A., & Felten, P. (2011). Students as co‐creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133–145.
Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47, 1–32.
Creswell, W., & Miller, L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130.
Farokhi, A., & Tatari, A. (2020). Internship and its impact on the empowerment of student-teachers. Puyesh in Humanities Education, (21), 1–14.
Goya, Z., & Gholami Azad, S. (2019). Farhangian University: One hundred years of formal teacher training in Iran; continuation of Dar al-Ma’alemin Markazi, or not? Journal of Education, (138), 39–59.
Goya, Z., Binish, M., & Gholami Azad, S. (2021). Internships: A platform for creating professional wisdom in Farhangian University student-teachers. Journal of Education, 37(4), 55–72.
Habibi, A., & Jalaliania, R. (2022). Phenomenology. Naron Danesh Publications.
Hajazi, A., & Bakhtiari, A. (2021). A comparative study of teacher education internship curriculum in Iran, Australia and Singapore. Iranian Journal of Comparative Education, 4(1), 1024–1046. https://doi.org/10.22034/ijce.2020.229481.1153
Hejazi, A. (2018). Analyzing the obstacles to the successful implementation of the new internship program in Farhangian University. Innovations in Education, 17(67), 47–70.
Higdon, R. D. (2016). Employability: The missing voice: How student and graduate views could be used to develop future higher education policy and inform curricula. Power and Education, 8(2), 176–195.
Jackson, D. (2016). Re-conceptualising graduate employability: The importance of pre-professional identity. Higher Education Research & Development, 35(5), 925–939.
Jafarian, V., & Mahmoudi, F. (2019). Lived experience of Farhangian University student-teachers regarding the new teacher education internship program in Iran. Journal of Teaching Research, 7(2), 54–69.
Machost, H., & Stains, M. (2023). Reflective practices in education: A primer for practitioners. CBE—Life Sciences Education, 22(2).
Maleki, S., Ahmadi, G., Mehrmohammadi, M., & Imam Jomeh, M. R. (2020). Evaluating the Farhangian University internship program from the perspective of global experiences. Theory and Practice in Curriculum, 8(15), 383–424.
Manzar-Abbas, S., & Lu, L. (2013). Keeping the practicum of Chinese preservice teacher education in world’s perspective. International Journal of Academic Research in Business and Social Sciences, 3(4), 172–186.
Moatamed, E. (2019). A brief review of the history of teacher education in Iran. Ganjineh Dar al-Funun, 2(5), 63–80.
Mokoena, S. (2017). Student teachers’ experiences of teaching practice at open and distance learning institution in South Africa. Turkish Online Journal of Distance Education (TOJDE), 18(2), 10.
Nombulelo Agnes Malikebu, F., McDonald, Z., & Jordaan, A. (2023). Student teacher experiences of the teaching practicum in an initial teacher education programme in the Western Cape. In IntechOpen. https://doi.org/10.5772/intechopen.112306
Rahmati, R., & Karimi, R. (2022). A review of global experiences regarding international internships for student-teachers. Journal of Teacher Professional Development, 7(1), 1–20.
Safii, A. (2019). One hundred years of teacher education in Iran: Opportunities, threats, and future prospects. Journal of Education, (138), 83–105.
Saffarnavadeh, M., Musapour, N., Azhari, M., & Mohammadshafiei, A. S. (2019). Lived experience of Farhangian University student-teachers regarding the new teacher education internship program in Iran. Journal of Curriculum Studies in Higher Education, 10(19), 149–169.
Sarıçoban, A. (2010). Problems encountered by student teachers during their practicum studies. Procedia-Social and Behavioral Sciences, 2(2), 707–711.
Steffens, K. (2023). The practicum in teacher education at the University of Cologne (Germany). Revista Prácticum, 8(2), 7–16. https://doi.org/10.24310/rep.8.2.2023.17580
Tuli, F., & File, G. (2009). Review article: Practicum experience in teacher education: Ethiopian. Journal of Education and Sciences, 5(1).
Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72(3), 481–546.
| ||
|
آمار تعداد مشاهده مقاله: 400 تعداد دریافت فایل اصل مقاله: 262 |
||