پديد آورندگان :
صادقي، شراره دانشگاه كردستان - دانشكده علوم انساني و اجتماعي، سنندج , نصيري نيا، شهاب دانشگاه كردستان - دانشكده علوم انساني و اجتماعي، سنندج , صالحي، مهدي دانشگاه كردستان - دانشكده علوم انساني و اجتماعي، سنندج
كليدواژه :
روايت پژوهي , تجربه‌ي كارورزي , مشاركت كنندگان , مدارس , رهبري مدرسه
چكيده فارسي :
پژوهش حاضر با رويكردي تفسيري و كيفي و با راهبرد روايتپژوهي انجام شد. هدف پژوهش تحليل ابعاد مختلف رهبري مدرسه از طريق بازنمايي تجارب كارورزي مشاركتكنندگان در مدارس بود. به‌منظور جمعآوري دادهها از يك پروتكل مصاحبه ي واقعه گرا به شيوۀ نيمه ساختارمند استفاده شد. مشاركتكنندگان بالقوۀ اين پژوهش مشاركت كنندگان و فارغ‌التحصيلان رشته‌هاي دبيري و علوم تربيتي از دانشگاه فرهنگيان كردستان و دانشگاههاي دولتي، پيام نور و آزاد اسلامي واقع در شهر سنندج بودند كه تجربه‌ي گذراندن حداقل يك ترم دوره‌ي كارورزي را در طول تحصيل خود داشتند نمونه گيري به‌صورت هدفمند و ملاكي انجام شد. پس از مصاحبه با 30 نفر دادهها به شكل استقرايي و بر اساس تحليل مضموني با استفاده از نرمافزار Nvivo10 دسته‌بندي و مورد تحليل قرار گرفت. تحليلها نشان داد كه تجربه كارورزي در مدارس علاوه بر توسعه‌ي مهارتهاي تدريس و مديريت كلاس ديدگاهي نو دربارۀ مديريت و رهبري مدرسه را براي دانشجويان در پي داشت. همچنين مشاركتكنندگان به رشد مهارتهاي حرفهاي معلمي و ارتباطات انساني دست پيدا كردند و ارتباط و همكاري مشاركتكنندگان با يكديگر، با معلمان و مديران در فعاليتهاي مدرسه اي و همچنين انجام فعاليتهاي يادگيري، توسعۀ حرفهاي و تلاش براي توسعۀ مهارتهاي رهبري در مدارس از اين جملهاند. توصيه مي‌شود كه با توجه به تأثيرگذاري كارورزي در مدارس براي آماده سازي رهبران آموزشي، برنامه ريزي دقيقتري ازلحاظ سرفصل‌هاي درسي از سوي وزارت آموزش‌وپرورش و دانشگاهها انجام شود و جريان تصميم گيري و هدايت اين فرايند توسط افرادي كه از قبل براي اين كار آموزش لازم را ديدهاند و متخصص و داراي رشته ي مرتبط هستند پيش برود. درنهايت مفهوم رهبري مدرسه حول هفت مضمون اصلي شامل مديريت كلاس درس، خودبهسازي حرفهاي، تربيت‌معلم فكور، تربيت مدير بينشمند، تحمل محرك‌هاي فشارزا، يادگيري رهبري مدرسه و تربيت‌معلم پژوهنده توسط كارورزان بازنمايي شد.
چكيده لاتين :
the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field.
the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field.
the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field.
the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field
