بررسي دلايل عدم مشاركت معلمان راهنما در اجراي طرح كارورزي دانشجو- معلمان دانشگاه فرهنگيان: مورد رشته علوم تربيتي

A study of reasons for Non-Cooperative behavior by Mentor Teachers in implementation of Internship Course

ﻫﺪف از اﻧﺠﺎم اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺮرﺳﯽ ﻋﻮاﻣﻞ ﻣﻮﺛﺮ ﺑﺮ ﻋﺪم ﭘﺬﯾﺮش داﻧﺸﺠﻮ- ﻣﻌﻠﻤﺎن ﺑﻪ ﻋﻨﻮان ﮐﺎرورز در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1394-1395 از ﺳﻮي ﻣﻌﻠﻤﺎن و ﻣﺪﯾﺮان ﻣﺪارس اﺳﺖ. اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ روﯾﮑﺮد ﮐﯿﻔﯽ و ﺑﻪ روش ﻣﻄﺎﻟﻌﻪ ﻣﻮردي اﻧﺠﺎم ﺷﺪ. ﺑﺮاي ﺟﻤﻊ آوري اﻃﻼﻋﺎت، ﻋﻼوه ﺑﺮ ﻣﺸﺎﻫﺪات ﭘﮋوﻫﺸﮕﺮان، از ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎزﻣﺎن ﯾﺎﻓﺘﻪ ﻧﯿﺰ اﺳﺘﻔﺎده ﺷﺪ. ﺟﺎﻣﻌﻪ ﻣﻮرد ﺑﺮرﺳﯽ 55 ﺗﻦ ﺷﺎﻣﻞ اﺳﺘﺎدان راﻫﻨﻤﺎي داﻧﺸﺠﻮﯾﺎن ﮐﺎرورزي در رﺷﺘﻪ ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ از ﯾﮏ ﻃﺮف و ﻣﺪﯾﺮان و ﻣﻌﻠﻤﺎن راﻫﻨﻤﺎي اﯾﺸﺎن در ﻣﺪارس، از ﻃﺮف دﯾﮕﺮ ﺑﻮدﻧﺪ ﮐﻪ ﺗﻮﺳﻂ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ از ﻧﻮع ﻣﺘﺠﺎﻧﺲ ﺗﺠﺎرب 37 ﻧﻔﺮ از آﻧﻬﺎ ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘﻪ ﻫﺎي ﺑﻪ دﺳﺖ آﻣﺪه ﻧﺸﺎن داد ﮐﻪ ﭘﻨﺞ ﮔﺮوه ﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪه در ﻃﺮح ﮐﺎرورزي ﺷﺎﻣﻞ: اﺳﺎﺗﯿﺪ راﻫﻨﻤﺎ، ﻣﻌﻠﻤﺎن راﻫﻨﻤﺎ، ﻣﺪﯾﺮان ﻣﺪارس، داﻧﺸﺠﻮ- ﻣﻌﻠﻤﺎن و ﻧﯿﺰ ﻣﺴﺌﻮﻟﯿﻦ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن، ﻫﺮﯾﮏ ﺑﻪ ﻧﻮﻋﯽ ﻣﯽ ﺗﻮاﻧﻨﺪ در زﻣﯿﻨﻪ ﻋﺪم ﭘﺬﯾﺮش ﮐﺎرورزان در ﻣﺪارس ﺗﺎﺛﯿﺮﮔﺬار ﺑﺎﺷﻨﺪ. دﻻﯾﻞ ﻣﺮﺑﻮط ﺑﻪ اﯾﻦ ﭘﻨﺞ ﮔﺮوه در ﻗﺎﻟﺐ دوازده ﻣﻘﻮﻟﻪ ﻗﺮار داده ﺷﺪ. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از اﯾﻦ ﭘﮋوﻫﺶ ﺑﯿﺎﻧﮕﺮ آن ﺑﻮد ﮐﻪ اﺳﺎﺗﯿﺪ راﻫﻨﻤﺎ در اﯾﺠﺎد ﯾﺎ رﻓﻊ ﻣﺸﮑﻞ ﻋﺪم ﭘﺬﯾﺮش ﮐﺎرورزان در ﻣﺪارس، داراي ﺑﯿﺸﺘﺮﯾﻦ ﺳﻬﻢ ﻧﺴﺒﺖ ﺑﻪ ﭼﻬﺎر ﮔﺮوه دﯾﮕﺮ ﻫﺴﺘﻨﺪ. در واﻗﻊ اﺳﺘﺎدان راﻫﻨﻤﺎ ﺑﻪ ﻋﻠﺖ ﺗﻮاﻧﺎﯾﯽ اﺛﺮﮔﺬاري ﻣﺴﺘﻘﯿﻢ و ﻏﯿﺮﻣﺴﺘﻘﯿﻢ ﺑﺮ دﯾﮕﺮ ﮔﺮوه ﻫﺎي ﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪه در ﻃﺮح ﮐﺎرورزي، از ﻧﻘﺶ ﺑﺴﺰاﯾﯽ ﺑﺮﺧﻮردارﻧﺪ؛ ﺑﻪ ﻧﺤﻮي ﮐﻪ آﻧﻬﺎ ﺑﻪ ﻋﻨﻮان راﺑﻂ ﻣﯿﺎن ﻣﺴﺌﻮﻟﯿﻦ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن، ﻣﺪﯾﺮان، ﻣﻌﻠﻤﺎن و داﻧﺸﺠﻮ- ﻣﻌﻠﻤﺎن" ﻣﯽ ﺗﻮاﻧﻨﺪ ﺑﺎ اراﺋﻪ ﺗﻮﺿﯿﺤﺎت، ﺗﻮﺟﯿﻬﺎت و ﺑﺎزﺧﻮردﻫﺎي ﻣﻨﺎﺳﺐ ﺧﻮد، ﺑﻪ اﯾﻦ ﭼﻬﺎرﮔﺮوه، از ﺑﻪ وﺟﻮد آﻣﺪن ﻣﺸﮑﻞ ﻋﺪم ﭘﺬﯾﺮش ﮐﺎرورزان در ﻣﺪرﺳﻪ ﺑﻪ ﺧﻮﺑﯽ ﺟﻠﻮﮔﯿﺮي ﮐﻨﻨﺪ.

The purpose of this study was to examine the main factors having impact on the rejecting of intern teachers by school principals and mentor teachers, in 2015-2016 academic year. The qualitative method used in this study was case study. Data were gathered through an unstructured interview and observation by researchers. The statistical population consisted of 55 university supervisors in Education field and also mentor teachers and school principals. A total of 37 participants including university supervisors, mentor teachers and school principals were selected via purposeful sampling. Findings revealed that each of five participant groups (university supervisors, mentor teachers, school principals, intern teachers and Farhangian University authorities) involved in internship, could have an impact on interns’ acceptance in schools. Reasons explained by participants were classified into 12 exploratory categories. Also, the findings of the study show that the university supervisors have more significant role than that of the other four groups in creating or eliminating the problem of interns’ acceptance in schools. In fact, university supervisors are able to directly or indirectly influence other participants. This means they can act as a link between Farhangian University authorities, principals, mentor teachers and intern teachers.