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روایت یک شکاف: تحلیل تجارب دانشجومعلمان زبان و ادبیات فارسی از بافت آموزشی دانشگاه فرهنگیان | ||
| مطالعات بین رشته ای در آموزش | ||
| مقاله 3، دوره 5، شماره 3 - شماره پیاپی 16، مهر 1405، صفحه 44-73 اصل مقاله (718.4 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/ise.2026.21581.1504 | ||
| نویسندگان | ||
| هادی دهقانی یزدلی1؛ زهرا مرعشی2؛ محمدرضا پاشایی* 3 | ||
| 1گروه آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان،تهران، ایران. | ||
| 2دانشجوی کارشناسی ارشد آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران. | ||
| 3گروه آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: روایت‌ها از دیرباز ابزاری بنیادین برای آشکارساختن تجربه‌های انسانی بوده‌اند. هستۀ هر روایت، رخدادهایی است که تجربه زیستۀ راوی را از منظر پدیدارهای انسانی بازمی‌نماید. این آشکارگی، زمینه‌ای برای ارزیابی اندیشه‌ها، رفتارها و کنش‌های فردی و اجتماعی فراهم می‌آورد. روش‌ها: پژوهش حاضر، با تکیه بر رویکرد روایت‌پژوهی، به بررسی کیفیت بافت آموزشی در دانشگاه فرهنگیان پرداخته است. هدف، شناخت سویه‌های مؤثر و تأثیرگذار بافت آموزشی بر تجربۀ زیستۀ دانشجویان رشتۀ آموزش زبان و ادبیات فارسی است تا از نتایج آن، در مسیر بهبود آموزش دانشگاهی بهره گرفته شود. جامعهۀ آماری این پژوهش، دانشجومعلمان ورودی سال ۱۳۹۸ دانشگاه فرهنگیان استان تهران در رشتهۀ آموزش زبان و ادبیات فارسی در مقطع کارشناسی است. داده‌ها شامل ۶۰ روایت دانشجویی است که پس از گردآوری روشمند با رویکرد روایت‌پژوهی تحلیل شده‌اند. راویان در روایت‌های خود به رخدادها و تجربه‌های اساسی در بافت آموزشی دانشگاه پرداخته‌اند. یافته‌ها: نتایج تحلیل روایت‌ها نشان می‌دهد تفاوت چشمگیری میان میزان رضایت‌مندی و نارضایتی دانشجومعلمان از مؤلفه‌های موردمطالعه وجود دارد. مجموع بسامد رضایت‌مندی در کل روایت‌ها ۲ مورد و مجموع نارضایتی ۲۲ مورد گزارش شده است. در میان روایت‌های پسران، بیشترین نارضایتی مربوط به ناکارآمدی واحدهای درسی با بسامد ۸ است و در میان روایت‌های دختران، بیشترین نارضایتی به دانش ارائه‌شده استادان و واحدهای ناکارآمد درسی (هر کدام با بسامد ۴) اختصاص دارد. همچنین بالاترین میزان رضایت‌مندی، هم در میان دختران و هم در میان پسران، به کیفیت دانش ارائه‌شده با بسامد ۱ مربوط است. نتیجه‌گیری: پژوهش حاضر با تأکید بر اهمیت تجربه‌های زیستۀ دانشجومعلمان نشان می‌دهد که اصلاح برنامه‌ریزی درسی و ارتقای کیفیت آموزشی در دانشگاه فرهنگیان ضرورتی اساسی برای تحقق اهداف تربیت معلم است. | ||
| کلیدواژه‌ها | ||
| روایت‌پژوهی؛ تجربه زیسته؛ تربیت معلم؛ دانشگاه فرهنگیان؛ بافت آموزشی؛ رضایت‌مندی دانشجویان | ||
| عنوان مقاله [English] | ||
| A Narration of the Gap: Exploring Teacher Students’ Experiences of the Educational Context in Farhangian University | ||
| نویسندگان [English] | ||
| Hadi Dehghani yazdeli1؛ Zahra Marashi2؛ Mohammad Reza Pashaei3 | ||
| 1. | ||
| 2. | ||
| 3. | ||
| چکیده [English] | ||
| Background and objectives: Narrative and storytelling have served as fundamental tools for transferring experience, culture, and values throughout human history, with people constructing and comprehending the world through their own narratives. Narratology, as a scientific discipline, has a relatively short history and was first introduced by Tzvetan Todorov. Narrative plays a pivotal role across all spheres of life, particularly in education, where it facilitates the understanding of complex concepts. A core concept within narrative is the "critical event", an unpredictable occurrence that bring about profound shifts in individuals' attitudes and worldviews, proving essential for personal growth and transformation. This research focuses on the educational context of Farhangian University, which is responsible for teacher training in Iran. Employing a narrative inquiry approach, this study aims to analyze the impact of critical events on the attitudes of student-teachers specializing in Persian Language and Literature toward the educational system. The primary objective is to identify the existing strengths and gaps within this university based on the students' lived narratives. A review of the existing literature reveals that previous studies have largely concentrated on quantitative and structural aspects, often neglecting the lived experiences of these specific student-teachers. Although domestic studies (e.g., Haqkhah, Seraji, Azimi) and international ones (e.g., Henson, Shield) have addressed the role of narrative in education, a clear research gap remains concerning critical events in the experience of Persian Literature students at Farhangian University. By employing a descriptive-analytical method, this research seeks to provide a deeper understanding of how the professional attitudes of student-teachers are formed, ultimately aiming to enhance the quality of curricula and train more competent educators. Given the irreversible and undeniable role of teachers in the educational cycle, identifying the strengths and weaknesses of Farhangian University within its educational component is an undeniable necessity to pave the way for their professional development. Methods: This study employs a narrative inquiry approach to investigate the function of critical events within the lived experiences of student-teachers majoring in Persian Language and Literature at Farhangian University. The data were collected from the narratives of final-semester students (entering cohort of 2019) in Tehran Province, who were selected from four campuses: Shahid Mofateh and Shohadaye Makkeh for male students, and Zeynabiyeh and Shahid Bahonar for female students. The rationale for selecting this group was their exposure to both in-person and virtual education methods throughout their studies, which enriched their narratives. Sampling was conducted using a convenience method and continued until theoretical saturation was achieved. Data analysis proceeded in several stages: narratives were initially categorized, followed by repeated re-readings and thematic coding to extract core themes. Concurrently with the narrative analysis, researchers consulted books, articles, and reputable scholarly sources to enrich their theoretical framework and utilize it for a more precise interpretation of the findings. The central aim of the research is to elucidate the role and function of critical events in shaping the professional attitudes and identity of student-teachers. Finally, the findings derived from these analyses were systematically compiled and concluded. To enable precise referencing of participants' narratives, a specific coding system based on campus and class has been designed. For instance, the code (B.M.A) indicates a student narrative from the male campus of Shahid Mofateh, Class A, while the code (Kh. B) denotes the narrative of female students at Shahid Bahonar Campus; additionally, each narrative has been assigned its own unique number to ensure clarity and transparency in citations during the analysis. Findings: The research findings, addressing how critical events influence students' attitudes toward Farhangian University's educational context, are categorized into two main themes: first, "weakness in professors' knowledge," and second, "inefficiency of course units." Regarding the first theme, the majority of narratives reflect students' deep dissatisfaction due to professors' insufficient mastery of their specialized fields. Many instructors teach courses unrelated to their academic expertise, leading to student confusion and distrust. Students enter university hoping to acquire up-to-date knowledge, yet encounter professors whom they sometimes evaluate as even weaker than their secondary school teachers. This gap between expectation and reality fosters a sense of frustration and disengagement. However, contrasting these negative narratives, instances of expert, committed, and charismatic professors were also recorded. The narratives demonstrate that a knowledgeable and well-mannered professor can instantly shatter negative stereotypes, transform a student's perspective on the entire educational system, and restore lost trust. This explicit contradiction underscores that reforming the system of recruitment, selection, and faculty promotion is a vital necessity for this university. In the second theme, the narratives point to serious challenges in curriculum planning. The first challenge concerns the internship (practicum) units. Students believe that in the first and second semesters, these crucial courses are limited solely to observation and writing theoretical reports, and they are not given the opportunity for practical teaching, classroom management, or administrative familiarity until the final semesters. This delay in entering the practical field dramatically reduces the program's effectiveness; moreover, the noticeable difference in internship quality solely based on a change of supervisor highlights the decisive role of human factors in the successful implementation of the program. The second challenge within this theme is the denial of students' autonomy in selecting courses, professors, and class schedules. Comparisons with other universities intensify this feeling of deprivation. Students perceive this lack of choice not merely as an administrative limitation but as an obstacle to forming an independent professional identity and self-efficacy. They believe that granting even a minimum level of choice can increase motivation, foster academic competition among professors, and ultimately enhance educational quality. In conclusion, the narratives reveal a deep disconnect between high-level policy documents and the lived experiences of student-teachers. Restoring the prestige of Farhangian University depends on a fundamental revision of faculty recruitment policies and a flexible redesign of the curricula. Conclusion: The teacher is the most valuable asset of the educational system, and in the age of technology, the knowledge and skills of professors have taken on a vital role. Research findings indicate that deficiencies in the specialized knowledge of some professors are structurally rooted and not merely limited to individual performance. Farhangian University, as the main institution for teacher training, requires scientific planning and continuous evaluation to fulfill its mission. An analysis of 60 narratives from student-teachers revealed three major concerns: quality of life and nutrition (with the highest frequency), the knowledge level of professors (10 narratives expressing dissatisfaction versus only 2 expressing satisfaction), and the inefficiency of course units (with 12 repetitions). The inefficiency of practical courses, such as internships, stems more from poor implementation and the role of supervising professors than from flawed program design. Furthermore, restrictions on course and professor selection diminish students' sense of independence and self-efficacy. Accordingly, enhancing the teacher training system requires fundamental reforms along three dimensions: (1) Enhancing professors' professional competencies, (2) efficiently revising curricula, and (3) improving students' welfare conditions. The narratives of student-teachers are invaluable tools for uncovering hidden educational realities. Attention to these narratives, along with reforms in the three aforementioned axes, will assist Farhangian University in training capable, motivated, and committed teachers. | ||
| کلیدواژه‌ها [English] | ||
| Narrative inquiry, lived experience, teacher education, Farhangian University, educational context, student satisfaction | ||
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