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تدوین و اعتبارسنجی چارچوب سیاستی شایستگی‌های دانشجومعلمان برای به‌کارگیری مسئولانه هوش مصنوعی مولد در برنامه کارورزی | ||
| مطالعات سیاست گذاری تربیت معلم | ||
| مقاله 6، دوره 8، شماره 2، مرداد 1405، صفحه 95-111 اصل مقاله (790.48 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/edup.2026.24474.1505 | ||
| نویسندگان | ||
| علیرضا افرا* 1؛ محمدرضا فیروزی2؛ علیرضا نجفی کوه جردی3 | ||
| 1کارشناسی‌ارشد روان‌شناسی تربیتی، گروه روان شناسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه یاسوج، یاسوج، ایران | ||
| 2دانشیار روان شناسی تربیتی، گروه روان شناسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه یاسوج، یاسوج، ایران | ||
| 3کارشناسی‌ارشد مشاوره خانواده، گروه مشاوره، دانشگاه آزاد اسلامی واحد استهبان، استهبان، ایران | ||
| چکیده | ||
| پیشینه و اهداف: این پژوهش با هدف تدوین و اعتبارسنجی چارچوب شایستگی‌های دانشجومعلمان برای به‌کارگیری مسئولانه هوش مصنوعی مولد در کارورزی انجام شد.روش‌ها: در بخش کیفی پژوهش آمیخته، با تحلیل مضمون قیاسی بر پایه چارچوب یونسکو، مضامین استخراج شد. در بخش کمی، روایی محتوایی چارچوب و بسته آموزشی با شاخص‌های CVR، CVI و ضریب کندال توسط ۱۵ متخصص ارزیابی گردید. یافته‌ها: یافته‌ها نشان داد چارچوب نهایی شامل ۴ بعد اصلی، ۱۵ مضمون سازمان‌دهنده و ۴۲ مضمون پایه است. ابعاد اصلی چارچوب عبارتند از: ۱) شایستگی شناختی - انتقادی، ۲) شایستگی فنی - پداگوژیکی، ۳) شایستگی اخلاقی - حرفه‌ای، و ۴) عاملیت و هویت حرفه‌ای. همچنین بسته آموزشی پیشنهادی شامل ۱۲ جلسه کارگاهی بود که تمامی جلسات از نظر روایی محتوایی مورد تأیید قرار گرفتند؛ به‌طوری‌که مقادیر CVR بین ۰/۶۰ تا ۱/۰۰و مقادیر CVI بین ۰/۹۱ تا ۰/۹۶به‌دست آمد. ضریب هماهنگی کندال نیز برابر با ۰/۵۱۲ (۰/۰۰۱>p)محاسبه شد که نشان‌دهنده توافق آماری معنادار و قوی ارزیابان دربارهٔ مؤلفه‌ها و توالی بسته است. نتیجه‌گیری: نتایج نشان داد که به‌کارگیری مسئولانه هوش مصنوعی مولد در کارورزی، مستلزم تلفیق هم‌زمان دانش انتقادی، مهارت فنی، حساسیت اخلاقی و حفظ عاملیت حرفه‌ای دانشجومعلم است. | ||
| کلیدواژه‌ها | ||
| هوش مصنوعی مولد؛ شایستگی حرفه‌ای؛ دانشجومعلم؛ کارورزی؛ اعتبارسنجی محتوایی | ||
| عنوان مقاله [English] | ||
| Developing and Validating a Policy Framework of Student Teachers’ Competencies for Responsible Use of Generative AI in the Practicum Program | ||
| نویسندگان [English] | ||
| Alireza Afra1؛ Mohammad Reza Firouzi2؛ Alireza Najafi Koohjerdi3 | ||
| 1M.A. in Educational Psychology, Department of Psychology, Faculty of Humanities, University of Yasouj, Yasouj, Iran | ||
| 2Associate Professor, Department of Psychology, Faculty of Humanities, University of Yasouj, Yasouj, Iran. | ||
| 3M.A. in Family Counseling, Department of Counseling, Islamic Azad University, Estahban Branch, Estahban, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: This study aimed to develop and validate a competency framework for the responsible use of generative AI by student-teachers in the practicum.Methods: Employing a sequential mixed-methods design, deductive thematic analysis based on the UNESCO framework identified core themes qualitatively. Quantitatively, a panel of 15 experts evaluated content validity using CVR, CVI, and Kendall’s coefficient (w).Findings: The validated framework encompasses 4 dimensions (cognitive-critical, technical-pedagogical, ethical-professional, and agency-identity), 15 organizing themes, and 42 basic themes. Statistical analysis confirmed robust content validity: CVR (0.60–1.00), CVI (0.91–0.96), and Kendall’s w (0.512, p<0.001).Conclusion: Responsible AI integration in clinical practicum requires balancing critical discernment, pedagogy, data ethics, and human teacher agency. | ||
| کلیدواژه‌ها [English] | ||
| Generative Artificial Intelligence (GenAI), Professional Competency, Student-Teachers, Internship(Practicum), Content Validation | ||
| مراجع | ||
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