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مطالعۀ پدیدارشناسانۀ تجارب کسبشدۀ دانشجومعلمان از برنامۀ درسی روایتپژوهی | ||
مطالعات آموزشی و آموزشگاهی | ||
دوره 11، شماره 3 - شماره پیاپی 32، آبان 1401، صفحه 308-267 اصل مقاله (2.09 M) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسندگان | ||
فرهاد سراجی1؛ زهره کرمی* 2 | ||
1استاد، گروه علوم تربیتی، دانشگاه بوعلی سینا، همدان، ایران | ||
2استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران | ||
تاریخ دریافت: 08 فروردین 1399، تاریخ بازنگری: 19 شهریور 1400، تاریخ پذیرش: 08 مهر 1400 | ||
چکیده | ||
هدف پژوهش حاضر، مطالعۀ تجارب کسبشدۀ دانشجومعلمان از برنامۀ درسی روایتپژوهی بود. این پژوهش به شیوۀ کیفی و از طریق روش پدیدارشناسی انجام گرفت. سؤال اصلی پژوهش این بود که دانشجومعلمان از طریق برنامۀ درسی روایتپژوهی، چه تجاربی کسب کردهاند. جامعۀ پژوهش، دانشجومعلمان دانشگاه فرهنگیان، پردیس شهید باهنر همدان (ترم 4 رشتة آموزش ابتدایی) بودند که در مرحلۀ اجرای طرح از میان این گروه، به صورت هدفمند یک گروه 42 نفره به عنوان نمونۀ پژوهش انتخاب شده بودند و به مدت یک نیمسال با استفاده از برنامۀ درسی روایتپژوهی طراحیشده آموزش دیدند. در این مرحله، تجارب کسبشدۀ دانشجومعلمان از طریق مشاهده، مصاحبه و بررسی پروژههای روایتی آنها مورد مطالعه قرار گرفت. تحلیل دادهها با استفاده از روش تحلیل مضمون نشان داد از طریق الگوی برنامۀ درسی روایتپژوهی، دانشجومعلمان، تجارب متنوعی در حوزۀ دانشی (دانش محتوایی، دانش تربیتی، دانش فناورانه، دانش محتوایی تربیتی، دانش محتوایی تربیتی فناورانه)، و در حوزۀ مهارتی (دانش تربیتی در عمل، دانش محتوایی تربیتی در عمل، دانش محتوایی تربیتی فناورانه در عمل) کسب کردند؛ همچنین، در حوزۀ نگرشی، نگرش آنها نسبت به تدریس، یادگیری و یادگیرنده بهبود یافت. به طور کلی، دانشجومعلمان در سه حوزۀ دانشی، مهارتی و نگرشی، تجارب با ارزشی کسب کردند. یافتههای حاصل از این مطالعه میتواند در برنامهریزی توسعۀ حرفهای دانشجومعلمان دانشگاه فرهنگیان مورد استفاده قرار گیرد. | ||
کلیدواژهها | ||
برنامۀ درسی روایت پژوهی؛ توسعۀ حرفه ای؛ دانشجومعلمان؛ دانشگاه فرهنگیان | ||
عنوان مقاله [English] | ||
A Study of the Learned Experiences of Student-teachers from Narrative Inquiry Curriculum | ||
نویسندگان [English] | ||
farhad seraji1؛ Zohreh Karami2 | ||
1Professor, Department of Educational Sciences, Bu-Ali Sina University, Hamadan, Iran | ||
2Assistant Professor, Department of Educational Sciences, Farhangian university, Tehran, Iran | ||
چکیده [English] | ||
The purpose of this study was to investigate the learned experiences of student-teachers from the narrative inquiry curriculum. This research was carried out in a qualitative way and through the phenomenological method. The main question of the study was “What experiences did the student-teachers learn from the narrative inquiry curriculum?” The statistical population included the student-teachers of Farhangian University at Shahid Bahonar Campus in Hamadan (4th semester of elementary education) that during the implementation phase of the project, a group of 42 student-teachers were selected purposefully as the research sample and were trained for one semester using a narrative-based curriculum. At this stage, the learned experiences of student-teachers was studied through observation, interview, and review of their narrative projects. Data analysis using thematic analysis method showed that, through a model of narrative inquiry curriculum, the student-teachers learned diverse experiences in the knowledge domain (content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological-pedagogical content knowledge), and in the skills domain (content knowledge in practice, pedagogical content knowledge in practice and technological-pedagogical content knowledge in practice) Furthermore, in the attitude domain, their attitude toward teaching, learning, and learner improved. In general, student-teachers gained valuable experiences in three areas of knowledge, skills and attitudes. The findings of this study can be used for planning the professional development of student-teachers at the Farhangian University. | ||
کلیدواژهها [English] | ||
Farhangian University, Narrative inquiry curriculum, Professional development, Student-teachers | ||
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