پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 535 |
| تعداد مقالات | 4,202 |
| تعداد مشاهده مقاله | 6,675,317 |
| تعداد دریافت فایل اصل مقاله | 3,343,668 |
میزان دستیابی به مهارتهای نرم از طریق برنامه درسی دانشگاه فرهنگیان : مطالعه موردی: دانشگاه فرهنگیان -پردیس شهید هاشمینژاد مشهد | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 11، دوره 13، شماره 4 - شماره پیاپی 41، اسفند 1403، صفحه 187-214 اصل مقاله (855.49 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.15579.4371 | ||
| نویسندگان | ||
| مهدیه رحیمی1؛ رضوان حکیم زاده* 2؛ محمد جوادی پور3 | ||
| 1کارشناسی ارشد برنامهریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران. | ||
| 2استاد گروه روشها و برنامههای درسی و آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران | ||
| 3دانشیار گروه روشها و برنامههای درسی و آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران | ||
| چکیده | ||
| هدف مقاله حاضر، بررسی میزان دستیابی دانشجو معلمان به مهارتهای نرم از طریق برنامه درسی دانشگاه فرهنگیان و همچنین بررسی میزان اهمیت و ترتیب اولویت این مهارتها از نظر آنان بود که با استفاده از روش پژوهش پیمایشی انجام شد. بدین منظور، جامعه آماری که شامل کلیه دانشجومعلمان رشته آموزش ابتدائی ورودی سالهای 1400-1398 دانشگاه فرهنگیان مشهد به تعداد 237 نفر بودند، درنظر گرفته شد و با استفاده از فرمول کوکران تعداد 173 نفر به طور تصادفی به عنوان نمونه انتخاب شدند. پرسشنامه استاندارد سنجش مهارتهای نرم دانشجومعلمان (الحولی و الخیاط، 2020) به عنوان ابزار پژوهش مورد استفاده قرار گرفت و سپس یافتههای حاصل از تحلیل دادهها که با استفاده از آزمون t تک نمونهای تحلیل شد. نتایج نشان داد که از منظر دانشجومعلمان میزان مهارتهای نرم کسب شده آنان از طریق برنامه درسی دانشگاه در هر 5 مهارت نرم کم بوده است. با این وجود، از نظر آنان از میان این پنج کلان مهارت نرم به ترتیب از بیشترین به کمترین، مهارت حل مسئله (96/1)، مهارت شغلی (94/1)، مهارت اجتماعی (92/1)، مهارت تحصیلی (90/1) و مهارت خود مدیریتی (69/1) را از طریق برنامه درسی دانشگاه کسب کردهاند. بخش دیگری از نتایج پیرامون اهمیت و الویت مهارتهای نرم نیز نشان داد که از منظر دانشجومعلمان، هر پنچ مهارت نرم کلان از جمله مهارتهای نرم مهم و مورد نیاز در حرفه معلمی به حساب میآیند. در مجموع، میزان دستیابی محدود دانشجومعلمان به مهارتهای نرم از طریق برنامه درسی دانشگاه فرهنگیان نیاز به اقدام هدفمندتر پیرامون پرورش مهارتهای نرم را برجسته میسازد. | ||
| کلیدواژهها | ||
| برنامه درسی؛ آموزش ابتدائی؛ دانشگاه فرهنگیان؛ دانشجومعلمان؛ مهارت های نرم | ||
| عنوان مقاله [English] | ||
| Attainment of Soft Skills through the Farhangian University Curriculum: Farhangian University - Shahid Hashemi Nejad Campus, Mashhad | ||
| نویسندگان [English] | ||
| mahdiye rahimi1؛ Rezvan Hakimzadeh2؛ Mohamad Javadipour3 | ||
| 1Master of Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Iran. | ||
| 2Professor of the Department of Educational Methods and Curriculum, Faculty of Psychology and Educational Sciences, University of Tehran, Iran | ||
| 3Associate Professor, Department of Educational Methods and Curriculum, Faculty of Psychology and Educational Sciences, University of Tehran, Iran | ||
| چکیده [English] | ||
| The purpose of this article was to investigate the extent to which student teachers acquire soft skills through the curriculum of Farhangian University, as well as to investigate the importance and order of priority of these skills from their point of view, which was carried out using a survey research method. the statistical population, which included all the students and teachers of the entry elementary education field in 2018-1400 of Farhangian University of Mashhad, numbering 237 people, was considered, and using the Cochran formula, 173 people were randomly selected as a sample. The standard questionnaire for assessing the soft skills of student teachers was used as a research tool and its reliability was obtained based on Cronbach's alpha then the findings from the data analysis were analyzed using a one-sample t-test. The results showed that from the perspective of student teachers, the amount of soft skills they acquired through the university curriculum was lower than the average in all 5 soft skills. Another part of the results regarding the importance and priority of soft skills also showed that from the perspective of student teachers, all five macro soft skills are considered important and needed soft skills in the teaching profession | ||
| کلیدواژهها [English] | ||
| Curriculum, Elementary education, farhangian University, student teachers, soft skills | ||
| مراجع | ||
|
Abarro, J. O. (2017). Employability of BSE and BEE graduates of University of Rizal System, Antipolo City. International Journal of Advanced Research, 5(12), 1499–1504. https://doi.org/10.21474/IJAR01/6095
Agçam, R., & Dogan, A. (2021). A Study on the Soft Skills of Pre-Service Teachers. International Journal of Progressive Education, 17(4), 35-48. https://doi.org/10.29329/ijpe.2021.366.3
Ahmadi, A., & Musapour, N. (2017). The macro (architectural) design of the teacher education curriculum (the national teacher education curriculum of the Islamic Republic of Iran). Tehran: Farhangian University Publishing. [In Persian]
Akbari, Z. (2018). The need to develop and incorporate the soft skills (general) courses into the educational curriculum of medical sciences students. Medical Education and Development, 13(2), 114–139. [In Persian].
AlHouli, A. I., & Al-Khayatt, A. K. A. (2020). Assessing the Soft Skills Needs of Teacher Education Students. International Journal of Education and Practice, 8(3), 416-431. https://doi.org/10.18488/journal.61.2020.83.416.431
Amini, D., Hemmati Sabet, A., & Hemmati, M. (2013). The effect of EQ training on social skills and the methods of stress management in female students of Shahed secondary high schools in Hamedan. Educational and Scholastic Studies, 2(2), 1–15. [In Persian].
Berkman, E. T., Hutcherson, C. A., Livingston, J. L., Kahn, L. E., & Inzlicht, M. (2017). Self-control as value-based choice. Current Directions in Psychological Science, 26(5), 422–428. https://doi.org/10.1177/0963721417704394
Bermúdez, J. P. (2021). The skill of self-control. Synthese 199, 6251–6273. https://doi.org/10.1007/s11229-021-03068-w
Biscante, D. D. S., Clemencio, K. E., & Negado, K. L. E. (2019). Tracer study of the teacher education graduates. Aloha International Journal of Education Advancement (AIJEA), 1(3), 51–58. https://doi.org/10.11594/ijmaber.03.03.12
Caggiano, V., Schleutker, K., Petrone, L., & González-Bernal, J. (2020). Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups. Sustainability, 12(10), 4031. https://doi.org/10.3390/su12104031
Caingcoy, M. (2021). Scoping review on employability skills of teacher education graduates in the Philippines: A framework for curriculum enhancement. International Journal of Education & Literacy Studies, 9(4), 182–188. https://doi.org/10.7575/aiac.ijels.v.9n.4p.182
Cottrell, S. (2019). The study skills handbook. Bloomsbury Publishing.
Deep, S., Salleh, B. M., & Othman, H. (2019). Study on problem-based learning towards improving soft skills of students in effective communication class. Innovation and Learning, 25(1), 17–34. https://doi.org/10.1108/IJILT-01-2018-0005
Erlini, N., Wilujeng, I., Panjaitan, M. H., & Haristy, D. R. (2021). Profile about initial soft skills understanding of pre-service science teachers. In 6th International Seminar on Science Education (ISSE 2020) (pp. 744–751). Atlantis Press. https://doi.org/10.2991/assehr.k.210326.107
Fernández-Arias, P., Antón-Sancho, Á., Vergara, D., & Barrientos, A. (2021). Soft Skills of American University Teachers: Self-Concept. Sustainability, 13(22), 12397. https://doi.org/10.3390/su132212397
García, M. D. R. V., Tobar, F. R. L., Delgado, V. M. V., & Gómez, M. N. M. (2017). Habilidades sociales. Revista salud y ciencias, 1(2), 8-15.
Hallaji, M. (2022). Examine the implications of the upstream documents of the Farhangian University on the teacher characteristics. Educational and Scholastic Studies, 11(2), 221–246. https://dorl.net/dor/20.1001.1.2423494.1401.11.2.9.3 [In Persian].
Hosseini, S. A., & Allah Karami, A. (2024). Challenges and opportunities of virtual education from the viewpoint of student teachers of Farhangian University (Case study: Farhangian University of Kurdistan). Educational and Scholastic studies, 13(2), 225-245. https://doi.org/10.48310/pma.2023.3026 [In Persian].
Huda, S. A., Arifi, A., Putranta, H., & Azizah, A. N. M. (2021). Experiences of participants in teacher professional education on obtaining soft skills: A case study in Indonesia. European Journal of Educational Research, 10(1), 313-325. https://doi.org/10.12973/eu-jer.10.1.313
Irannezhad, M., Aliasgari, M., Musapoor, N., & Niknam, Z. (2020). Induction Needs of Beginning Teachers of Primary Schools: Unmatched Challenges. Journal of higher education curriculum studies, 10(20), 289-308. https://dorl.net/dor/20.1001.1.25382241.1398.10.20.13.3 [In Persian]
Jasim Mohammed, Z., Jasim Alsadaji, A., Fadhil Al-Saadi, S., Al-Fayyadh, S. (2023). Components of Soft Skills for University Students in the 21st Century: An Overview of Literature Review. Medical Education Bulletin, 4(1), 601-9. https://doi.org/10.22034/MEB.2023.389121.1076.
Khaleghkhah, A., & Najafi, H. (2018). Extraction the components of administrators soft skills by exploratory mixed method (Design of measurement tool). Journal of New Approaches in Educational Administration, 9(33), 26–44. https://dorl.net/dor/20.1001.1.20086369.1397.9.33.2.1 [In Persian].
Kniaz, H., & Chukhno, O. (2021). English trainee teachers’ perspective on soft skills development in Ukraine. Arab World English Journal (AWEJ) Special Issue on CALL, (7), 299–313. https://doi.org/10.24093/awej/call7.21
Manasia, L., Dima, G., Sanz, C. B., Mula, A., Riccio, A., Nebot, A. P. & Dovaliene, A. (2021). Soft skills assessment guidelines. University POLITEHNICA of Bucharest
Maren, M. S., Salleh, U. K. M., & Zulnaidi, H. (2021). Assessing prospective teachers’ soft skills curriculum implementation: Effects on teaching practicum success. South African Journal of Education, 41(3), 18-28. https://doi.org/10.15700/saje.v41n3a1923
Naibaho, L. (2021). Pre-service teachers’ soft skills and achievement. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(10), 491-496.
Ngang, T. K., Yunus, H. M., & Hashim, N. H. (2015). Soft skills integration in teaching professional training: Novice teachers’ perspectives. Procedia-Social and Behavioral Sciences, 186, 835–840. https://doi.org/10.1016/j.sbspro.2015.04.209
Patacsil, F. F., & Tablatin, C. L. S. (2017). Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis. Journal of Technology and Science Education, 7(3), 347–368. https://doi.org/10.3926/jotse.271
Pereira, O. P., & Costa, C. A. A. T. (2017). The importance of soft skills in the university academic curriculum: The perceptions of the students in the new society of knowledge. International Journal of Business and Social Research, 7, 25-34. https://doi.org/10.18533/ijbsr.v7i6.1052
Pourkarimi, J., Seyfi, A., Ghaemi, F., & Namdari Pejman, M. (2022). Designing a Competency Model for Applicants of Primary Education Program at Farhangian University. Educational and Scholastic studies, 11(1), 17-46. https://dorl.net/dor/20.1001.1.2423494.1401.11.1.1.3
Qari, S. (2015). Constructing and validating teachers' soft skills questionnaire. [Master's thesis], Shahid Chamran University of Ahwaz. [In Persian]
Ragusa, A., Caggiano, V., Trigueros Ramos, R., González-Bernal, J. J., Gentil-Gutiérrez, A., Bastos, S. A. M. C., González-Santos, J., & Santamaría-Peláez, M. (2022). High Education and University Teaching and Learning Processes: Soft Skills. International Journal of Environmental Research and Public Health, 19(17), 10699. https://doi.org/10.3390/ijerph191710699
Redomero, T., Caggiano, V., Poza-Lujan, J. L., & Piccione, V. A. (2019). Fostering and assessing soft skills of engineering students. International Journal of Engineering Education, 35(5), 1656–1666.
Seyfi, A., Pourkarimi, J., & Namdari Pejman, M. (2023). Designing a model of professional competencies for internship mentore’s of Farhangian University. Educational and Scholastic studies, 12(4), 423-459. https://doi.org/10.48310/pma.2023.3458 [In Persian]
Tang, K. N. (2020). The importance of soft skills acquisition by teachers in higher education institutions. Kasetsart Journal of Social Sciences, 41(1), 22-27. https://doi.org/10.1016/j.kjss.2018.01.002
Triwidyati, E. & Pangastuti, R. L. (2021). Mediation Effect of Work Motivation on Relationship of Soft Skill and Hard Skill on Employee Performance in Denpasar Marthalia Skincare Clinical. Journal Ekonomi dan Bisnis Jagaditha, 8(2), 136-145. https://doi.org/10.22225/jj.8.2.2021.136-145
Ulanday, M. L. P. (2021). Tracer study and employability skills acquisition of teacher education graduates. Psychology and Education, 58(4), 1678–1683.
Vithanapathirana, M. V. (2018). Embedding soft skills to the teacher education undergraduate curriculum: Perceptions of faculty and students. University of Colombo, Sri Lanka. https://doi.org/10.13140/RG.2.2.23233.92005
Yorke, M. (2006) Employability in Higher Education: What It Is-What It Is Not: Learning & Employability Series 1. The Higher Education Academy, York. | ||
|
آمار تعداد مشاهده مقاله: 724 تعداد دریافت فایل اصل مقاله: 330 |
||