خلاصة:
هدف از پژوهش حاضر، بررسی و امکان‌سنجی اجرای مولفه‌های الگوی برنامه درسی کارورزی در دوره کارشناسی دانشگاه فرهنگیان بود. این پژوهش بر مبنای هدف از نوع کاربردی و از حیث روش به دست آوردن داده‌ها از نوع توصیفی- پیمایشی می‌باشد. جامعه آماری این پژوهش کلیه متخصصان برنامه‌ریزی‌درسی دانشگاه‌های شهر تهران و کارشناسان گروه‌های درسی دفتر تألیف و اساتید و معلمان راهنما کارورزی شهر تهران در سال تحصیلی 1400-1399 می‌باشند. با استفاده از جدول مورگان و روش تصادفی طبقه‌ای به ترتیب برای متخصصان برنامه‌ریزی درسی 52 نفر و برای استادان و معلمان 84 نفر برآورد گردیده است. ابزار این پژوهش، پرسشنامه محقق ساخته بود. روایی پرسشنامه، توسط 6 نفر از صاحب‌نظران حوزه برنامه درسی و اساتید تأیید شد. مقدار آلفای کرونباخ برای کل پرسشنامه 89/0 بود. نتایج آزمون t تک‌متغیری نشان داد که در کل میانگین مولفه‌ها و شاخص‌های برنامه درسی کارورزی دوره کارشناسی دانشگاه فرهنگیان با میانگین فرضی نمونه، در سطح معناداری 05/0 تفاوت معناداری وجود دارد (05/0p-value ≤). بنابراین می‌توان این چنین استنباط کرد که میزان «مولفه‌ها و شاخص‌های برنامه درسی کارورزی دوره کارشناسی دانشگاه فرهنگیان» در حد «پایین‌تر از میانگین» ارزیابی شده است. بنابراین وضعیت شاخص‌های برنامه درسی کارورزی دوره کارشناسی دانشگاه فرهنگیان در اجرا مساعد نیست.
The purpose of this study was to investigate and evaluate the feasibility of implementing the components of the internship curriculum model in the undergraduate course of Farhangian University. This research is applied based on the purpose and descriptive-survey in terms of method of obtaining data. The statistical population of this study is all the planning and curriculum specialists of Tehran universities and the experts of the departments of the author's office and the internship professors and teachers of Tehran in the academic year 2020-2021. Using Morgan table and stratified random sampling method, 52 people were estimated for curriculum specialists and 84 people for professors and teachers, respectively. The tool of this research was a researcher-made questionnaire. The validity of the questionnaire was confirmed by 6 curriculum experts and professors. Cronbach's alpha value for the whole questionnaire was 0.89. The results of univariate t-test showed that there is a significant difference in the mean of the components and indicators of the internship curriculum of Farhangian University with the hypothetical average of the sample, at the significance level of 0.05 (p-value ≤0.05). Therefore, it can be inferred that the amount of "components and indicators of Farhangian University undergraduate internship curriculum" is rated as "below average". Therefore, the status of the indicators of the internship curriculum of Farhangian University is not favorable in implementation.The general belief in the current era is that the knowledge and skills acquired in higher education institutions play an important role in the cultural, social and economic development of countries. The university is a scientific, social, cultural, economic and political institution that plays an important role in the development of societies (UNESCO Science, 2015). On the one hand, the university can be considered as a process indicator, indicating the status of promotion and the level of growth and development of society, and on the other hand, as a predictive indicator, the field of growth and development of society in the future. (Qahramani et al, 2012).Among higher education institutions, Farhangian University has a different role; Improving the general competencies of students to educate university-educated citizens on the one hand and providing the ground for their students to achieve professional qualifications and professional qualifications on the other hand, shows the position of this university in society, so this university can Considered one of the most sensitive and important components of the education system, because the success and failure of the transformation of the educational system depends on the creation of the necessary professional abilities and capabilities in teachers who are actually executors The main programs are in the real environment of education (Almasi et al, 2017).The teacher is the main agent of the education system and the spirit of the educational system of any country, and it is through his wise efforts that the lofty goals of the educational system are achieved. What children, adolescents and young people acquire in school is influenced by the characteristics, qualities, scientific, cultural, religious, social, moral and spiritual competencies of teachers, because it is not possible to achieve quality teachers without regard to quality teacher training. . In order to be as successful as possible, training is essential, in addition to intellectual capital (core job skills).Community Verified iconAdvanced such as how to use technology to share knowledge with others and understand the customer or build a system and spontaneous creativity (Noe, 2010). Empirical evidence has shown that insufficient preparation for teaching affects students' learning outcomes, teaching effectiveness, and teacher burnout rate (Chang & HO, 2019). Therefore, teacher training institutions and universities need to find a way to improve their educational services (Soltani, 2020, p. 187).In fact, the teacher's practice and attitude are influenced by the way of teaching and the quality of training courses in teacher training centers. The quality of curriculum and educational planning of teacher training, the content of textbooks, teaching methods, the performance of teachers in these centers and holding internships, strengthens the skills, beliefs and professional attitude of future teachers. . Hence, the nature of the performance of the teacher education system as an organization in preparing professional teachers with four personality and identity-building competencies (thematic competency, educational competency, thematic-competency competence, general competence) to work in The most sensitive part of society, namely education, is very important (Musapour and Ahmadi, 2018).What is important is the training of the teacher of thought, the specialty of the training of the teacher of thought, which itself requires well-thought-out and purposeful curricula to achieve desirability. Internship is an integral and vital part of the teacher training curriculum, which is the source of the student-teacher excellence journey from the "inexperienced" to the "experienced". If internship is a means and a teacher to think about the goal, then measures should be considered so that the device is as appropriate as possible to the goal and can provide arrangements to experience and practice the profession under the supervision of the student-teacher, under the guidance and coaching of various forms and Distinguish thinking to be consistent and mature. Quality assurance of teacher preparation including activities including admission,The rate of creation and development of professionalism in student-teachers, relationship with schools, management commitment to quality, creation and definition of standards and performance indicators, social accountability and competency evaluation system (Delshad and Iqbal, 2010).Accordingly, the teacher education system should emphasize its core, namely the interactions between faculty and student-teachers in the form of internship programs. This process, which is interpreted as the Achilles heel of quality (2014) Mehr Mohammadi, requires a model that this research intends to provide in a comprehensive and explanatory way. According to education experts, the competence of any educational system is equal to the competence of teachers trained in that system. Teacher competence refers to their ability to meet the needs and demands of the teaching profession by using an integrated set of knowledge, skills and attitudes so that this set is reflected in the teacher's performance and reflection. Good teaching is closely linked to the concept of teacher quality.Community Verified iconThe main agent in the implementation of good teaching is the teacher, part of the quality of which is provided through the way of training and education of the teacher during his preparation period in teacher training centers and units. One of the ways in which teachers are trained and professionally developed and is directly related to learning outcomes and reduce inequality is internships. Therefore, as a result, one of the main and effective challenges in accessing the quality of education is to improve the quality of teacher education (UNESCO, 2015).
ملخص الجهاز:
در بين مؤسسات آموزش عالي، دانشگاه فرهنگيان نقشي متفاوت از سايرين به عهده دارد؛ ارتقاء شايستگيهاي عمومي دانشجويان براي تربيت شهروندان تحصيل کرده دانشگاهي ازيک طرف و فراهم نمودن زمينه دستيابي دانشجويان خود به شايستگي و صلاحيت هاي حرفه اي معلمي از سوي ديگر، جايگاه اين دانشگاه را در جامعه به خوبي نشان ميدهد، لذا ميتوان اين دانشگاه را ازجمله حساس ترين و مهم ترين مؤلفه هاي نظام تعليم و تربيت دانست ، چرا که موفقيت و عدم موفقيت در ايجاد تحول در نظام آموزشي، منوط به ايجاد توانمنديها و قابليت هاي حرفه اي لازم در معلمان است که به واقع مجريان اصلي برنامه ها در محيط واقعي تعليم و تربيت هستند (-Zarei ,Almasi, H.
بنابراين باتوجه به منفي بودن آماره تي و پايين بودن ميانگين اين شاخص ها از ميانگين معيار، ميتوان چنين استنباط کرد که ميزان «شاخص هاي محتواي برنامه درسي کارورزي دوره کارشناسي دانشگاه فرهنگيان » در حد «پايين تر از ميانگين » ارزيابيشده است .
Explain the strategies and consequences of the realization of the internship system based on the training of thoughtful teachers in farhangian University, Quarterly Journal of Educational Leadership and Management, 14(1), 165-188.
Analysis of Farhangian University students' views on the problems of teacher training (internship), Educational Research Quarterly, 34, Spring and Summer, 60-74.
Practical guide to Farhangian University internship program with a thought-provoking teacher training approach.
Practical guide to Farhangian University internship program with a thought-provoking teacher training approach.
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