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| تعداد مقالات | 4,433 |
| تعداد مشاهده مقاله | 7,386,070 |
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شناسایی عوامل، ملاک ها و نشانگرهای کیفیت تدریس اساتید در آموزش عالی: مرور نظام مند | ||
| مطالعات بین رشته ای در آموزش | ||
| مقاله 2، دوره 5، شماره 3 - شماره پیاپی 16، مهر 1405، صفحه 15-43 اصل مقاله (1.07 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/ise.2026.20957.1449 | ||
| نویسندگان | ||
| زهرا حاجی میرزاآقائی یزدی1؛ مرضیه دهقانی* 2؛ خاتون علیپور3 | ||
| 1کارشناسی‌ارشد ارزشیابی آموزشی، گروه روش‌ها و برنامه‌ریزی آموزشی و درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، | ||
| 2دانشیار گروه روش ها و برنامه ریزی درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران. | ||
| 3دانشجوی دکتری برنامه ریزی درسی، گروه روش ها و برنامه ریزی آموزشی و درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: طی چند دهه اخیر نقش کیفیت تدریس در ارتقای کیفیت آموزش عالی افزایش یافته است. از این رو، پژوهش حاضر با هدف شناسایی عوامل، ملاک‌ها، و نشانگرهای مرتبط با کیفیت تدریس در آموزش عالی شکل گرفت. روش‌ها: این مطالعه یک مرور نظام‌مند است که با مدل هفت‌مرحله‌ای رایت انجام شد. جستجو در پایگاه‌های داده داخلی (SID، Magiran و Noormags) و بین‌المللی (Google Scholar و Scopus) انجام شد. معیارهای ورود شامل مقالات پژوهشی چاپ شده در نشریات معتبر و مرتبط با کیفیت تدریس در آموزش عالی در بازه زمانی ۲۰۱۴-۲۰۲۵ (۱۳۹۰-۱۴۰۴ هجری شمسی) بود. مقالات منتشرشده در مجموعه مقالات همایش‌ها، یادداشت‌های سردبیر و مطالعات فاقد روش‌شناسی روشن از جمله مواردی بودند که بر اساس معیارهای خروج از مرور حذف شدند و در نهایت، ۳۱ مقاله برای تحلیل نهایی انتخاب شدند. برای اعتباربخشی نتایج از تکنیک توافق میان‌کدگذاران استفاده گردید. داده‌ها با استفاده از روش تحلیل محتوای کیفی تحلیل شدند. یافته‌ها: تحلیل مطالعات به شناسایی ۳ عامل اصلی (استاد، دانشگاه و دانشجو)، ۱۲ ملاک و ۶۱ نشانگر منجر شد. تحلیل فراوانی نشان داد که عامل استاد با اختلاف، بیشترین فراوانی را در مطالعات داشت و ملاک مهارت‌های حرفه‌ای در حین تدریس پرتکرارترین ملاک بود. عوامل دانشگاه و دانشجو نیز به‌ترتیب به عنوان دومین و سومین عامل پرتکرار شناسایی شدند. نتیجه‌گیری: کیفیت تدریس سازه‌ای چندبعدی است که در ادبیات عمدتاً با شایستگی استاد مفهوم‌پردازی شده است، در حالی که حمایت سازمانی دانشگاه نیز عاملی مهم بوده است. یافته‌ها شکاف پژوهشی در نقش فعال دانشجو و ضرورت حرکت به سمت رویکردهای یادگیرنده‌محور را نشان می‌دهند. | ||
| کلیدواژه‌ها | ||
| کیفیت تدریس؛ آموزش عالی؛ توسعه حرفه‌ای اعضای هیئت علمی؛ ارزشیابی آموزشی؛ شایستگی‌های تدریس | ||
| عنوان مقاله [English] | ||
| Identifying Factors, Criteria, and Indicators Associated with Teaching Quality in Higher Education: A Systematic Review | ||
| نویسندگان [English] | ||
| Zahra Haji Mirza Aghaee Yazdi1؛ Marzieh Dehghani2؛ Khatoon Alipour3 | ||
| 1M.Sc. in Educational Evaluation, Department of Educational Methods and Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. | ||
| 2Associate Prof, Department of Educational Methods and Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. | ||
| 3Ph.D Student in Curriculum Planning, Department of Educational Methods and Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: The role of higher education in national development, from fostering economic growth to promoting social equity, is undeniable. At the heart of this system lies the quality of teaching, a critical determinant of educational outcomes and the development of a skilled workforce. As higher education institutions face increasing demands for accountability and excellence, understanding the factors affecting teaching quality has become a paramount concern for policymakers and educators worldwide. While "quality" is a multidimensional concept, the teaching process, as a dynamic interaction between professors and students, constitutes its core operational component. Despite the consensus on its importance, there is a lack of a comprehensive, evidence-based framework that systematically synthesizes factors, criteria, and indicators associated with teaching quality. This gap poses a significant challenge for designing effective faculty professional development programs and robust quality assurance systems. This study aims to address this gap by conducting a systematic review of the existing literature to identify and categorize these factors, criteria, and indicators in higher education. Methods: This research was conducted using a systematic review methodology based on the seven-step model proposed by Wright et al. (2007). To identify relevant literature, a comprehensive search was performed in domestic databases (SID, Magiran, and Noormags) for the period 2011–2025 (1390–1404 Hijri Shamsi) and international databases (Google Scholar and Scopus) for the period 2014–2025. The search strategy employed keywords such as "effective teaching criteria" and "higher education." Inclusion criteria stipulated that studies must be peer-reviewed articles focusing on factors related to teaching quality in higher education. Articles published in conference proceedings, editorial notes, and studies lacking a clear methodology were among the materials excluded from the review. The study selection process was conducted in accordance with the PRISMA guidelines, resulting in a final corpus of 31 articles for analysis. Furthermore, to ensure the validity and reliability of the findings, a methodological quality assessment of the selected articles and an inter-coder agreement procedure were employed. Data extracted from the articles were synthesized using qualitative content analysis, where concepts were coded and organized into a hierarchical structure of factors, criteria, and indicators. A frequency analysis was also conducted to determine the prominence of each identified theme in the literature. Findings: The systematic synthesis of the articles yielded a conceptual framework comprising 3 core factors, 12 criteria, and 61 indicators associated with teaching quality. The findings reveal a clear hierarchy of importance within the existing literature, with the "Professor" factor emerging as the dominant theme. Specifically, within this instructor-centric dimension, "Professional skills during teaching" was the most frequently cited criterion (identified in 24 articles), followed by "Specialized and individual competencies" (19 articles), "Communication and ethical skills" (18 articles), and "Having the essential prerequisites for teaching" (17 articles). The second most prominent factor, the "University," highlighted the critical role of institutional context. Within this theme, "Organizational policies and support" (18 articles) was reported more frequently than "Facilities and physical/technological infrastructure" (11 articles), underscoring the greater emphasis placed on the university’s facilitating and policy-making role than on the mere provision of facilities. Finally, the "Student" factor, despite having a vital role, received comparatively less attention. Research in this area primarily focused on students' "Academic and behavioral roles and responsibilities" (11 articles) and, to a lesser extent, their "Foundational and motivational competencies" (8 articles). This frequency distribution not only highlights the prevailing instructor-centric focus in current research but also points to a potential research gap concerning the active, co-creative role of students in the educational process. Conclusion: This systematic review indicates that teaching quality in higher education is a multidimensional construct, yet the existing body of research is heavily professor-centric. The findings show that the professor’s practical skills, specialized knowledge, and ethical conduct are consistently identified as central components of teaching quality. However, this study also highlights that a skilled professor cannot operate effectively in a vacuum. The strong emphasis on the “University” factor, particularly organizational policies and support, suggests that institutional commitment through faculty development programs, fair evaluation systems, and incentive structures may be a critical enabler of high teaching quality. The relatively low frequency of the “Student” factor is a noteworthy finding, suggesting that the student’s active role in co-creating the educational experience may be underrepresented in the literature. This points to a potential gap and an opportunity for future research to explore the student’s role more deeply, moving toward a "Students as Partners" paradigm. In conclusion, fostering high teaching quality calls for a holistic approach that simultaneously empowers professors, builds a supportive institutional environment, and recognizes students as active participants in the learning process | ||
| کلیدواژه‌ها [English] | ||
| Teaching quality, higher education, faculty professional development, educational evaluation, teaching competencies | ||
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