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بررسی تطبیقی ساختار دانشگاه فرهنگیان ایران با نظامهای تربیت معلم در پنج کشور منتخب (فنلاند، سنگاپور، کره جنوبی، ژاپن و آلمان) | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقاله 6، دوره 5، شماره 2 - شماره پیاپی 9، اسفند 1404، صفحه 101-115 اصل مقاله (847.04 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.20035.1203 | ||
| نویسنده | ||
| علی مهدوی خواه* | ||
| دکتری برنامهریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: نظامهای تربیت معلم نقش تعیینکنندهای در تضمین کیفیت آموزشی دارند. این پژوهش با هدف تحلیل مسئله تمرکزگرایی و کمبود آموزش عملی در دانشگاه فرهنگیان ایران، در مقایسه با پنج کشور منتخب (فنلاند، سنگاپور، کره جنوبی، ژاپن و آلمان) انجام شد تا با شناسایی نقاط قوت و ضعف، راهکارهای عملی برای ارتقای تربیت معلم ارائه دهد. روشها: این مطالعة کیفی با روش تطبیقی-توصیفی و بر اساس الگوی چهارمرحلهای بردی (توصیف، تفسیر، همجواری و مقایسه) انجام شد. دادهها از اسناد دانشگاه فرهنگیان و منابع معتبر بینالمللی گردآوری و بر اساس 36 محور کلیدی با استفاده از تحلیل محتوای کیفی (کدگذاری و طبقهبندی) تحلیل شدند. یافتهها: دانشگاه فرهنگیان در مواردی مانند ساختار متمرکز، استخدام تضمینی و تأکید بر هویت ملی دارای ویژگیهای متمایزی است. اما در ابعاد کلیدی شامل کیفیت کارورزی (512 ساعت در مقابل میانگین 750 ساعت)، نسبت نامطلوب دانشجو به استاد (1:15 در مقایسه با 1:4 در فنلاند)، سهم ناکافی پژوهش (2 واحد در مقابل 15 واحد) و حجم بالای دروس نظری (65% در مقابل 40%) نیازمند بازنگری اساسی است. نتیجهگیری: تحول در سه حوزة کلیدی شامل کاهش تمرکزگرایی، ارتقای کیفیت کارورزی از طریق افزایش ساعات و بهبود نظارت، و استقرار نظام ارزیابی صلاحیتمحور پیشنهاد میشود. محدودیت اصلی، دشواری دسترسی به اسناد داخلی کشورها و انتخاب محققمحور نمونهها بود که با استفاده از منابع متعدد کاهش یافت. | ||
| کلیدواژهها | ||
| برنامه درسی؛ تربیت معلم؛ دانشگاه فرهنگیان؛ کارورزی؛ کیفیت آموزش؛ مطالعه تطبیقی؛ نظام آموزشی | ||
| عنوان مقاله [English] | ||
| Comparative Analysis of the Structure of Farhangian University in Iran with Teacher Education Systems in Five Selected Countries (Finland, Singapore, South Korea, Japan, and Germany) | ||
| نویسندگان [English] | ||
| Ali Mahdavikhah | ||
| PhD in Curriculum Development, Department of Educational Sciences, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: Teacher education systems play a pivotal role in ensuring educational quality. This comparative study aimed to analyze the structure of Farhangian University in Iran against five leading countries in teacher education to identify strengths and weaknesses of Iran's teacher training system. Methods: The study employed a qualitative, comparative-descriptive approach using Bereday's four-stage model. Data were collected from documents of Farhangian University and international sources, then analyzed across 36 key comparative indicators. Findings: Results revealed that Farhangian University has distinct features in centralized structure, guaranteed employment system, and emphasis on national identity. However, significant improvements are needed in practicum quality (512 hours compared to 750-hour average in leading countries), student-teacher ratio (1:15 vs. 1:4 in Finland), research focus (2 mandatory research units vs. 15 in Finland), and proportion of theoretical courses (65% vs. 40% in leading countries). The study highlights three critical gaps: 1) the limited 512-hour practicum versus 800-900 hours in benchmark countries, 2) the high student-teacher ratio impacting instructional quality, and 3) the imbalance between theoretical and practical coursework. Conclusions: The study proposes transformative reforms in three key areas: 1) decentralization of the organizational structure, 2) enhancement of practicum quality through extended duration and improved supervision systems, and 3) implementation of competency-based evaluation mechanisms. A primary limitation was the difficulty accessing some internal documents from the studied countries. These findings contribute to the ongoing discourse on teacher education reform by providing empirical evidence for policy improvements in Iran's teacher training system while considering international best practices. | ||
| کلیدواژهها [English] | ||
| Comparative study, Curriculum, Educational quality, Educational system, Farhangian University, Internship, Teacher education | ||
| مراجع | ||
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