چکیده:
پژوهش حاضر با رویکردی تفسیری و کیفی و با راهبرد روایتپژوهی انجام شد. هدف پژوهش تحلیل ابعاد مختلف رهبری مدرسه از طریق بازنمایی تجارب کارورزی مشارکتکنندگان در مدارس بود. بهمنظور جمعآوری دادهها از یک پروتکل مصاحبهی واقعهگرا به شیوۀ نیمهساختارمند استفاده شد. مشارکتکنندگان بالقوۀ این پژوهش مشارکتکنندگان و فارغالتحصیلان رشتههای دبیری و علوم تربیتی از دانشگاه فرهنگیان کردستان و دانشگاههای دولتی، پیام نور و آزاد اسلامی واقع در شهر سنندج بودند که تجربهی گذراندن حداقل یک ترم دورهی کارورزی را در طول تحصیل خود داشتند نمونهگیری بهصورت هدفمند و ملاکی انجام شد. پس از مصاحبه با 30 نفر دادهها به شکل استقرایی و بر اساس تحلیل مضمونی با استفاده از نرمافزار Nvivo10 دستهبندی و مورد تحلیل قرار گرفت. تحلیلها نشان داد که تجربه کارورزی در مدارس علاوه بر توسعهی مهارتهای تدریس و مدیریت کلاس دیدگاهی نو دربارۀ مدیریت و رهبری مدرسه را برای دانشجویان در پی داشت. همچنین مشارکتکنندگان به رشد مهارتهای حرفهای معلمی و ارتباطات انسانی دست پیدا کردند و ارتباط و همکاری مشارکتکنندگان با یکدیگر، با معلمان و مدیران در فعالیتهای مدرسهای و همچنین انجام فعالیتهای یادگیری، توسعۀ حرفهای و تلاش برای توسعۀ مهارتهای رهبری در مدارس از این جملهاند. توصیه میشود که با توجه به تأثیرگذاری کارورزی در مدارس برای آمادهسازی رهبران آموزشی، برنامهریزی دقیقتری ازلحاظ سرفصلهای درسی از سوی وزارت آموزشوپرورش و دانشگاهها انجام شود و جریان تصمیمگیری و هدایت این فرایند توسط افرادی که از قبل برای این کار آموزش لازم را دیدهاند و متخصص و دارای رشتهی مرتبط هستند پیش برود. درنهایت مفهوم رهبری مدرسه حول هفت مضمون اصلی شامل مدیریت کلاس درس، خودبهسازی حرفهای، تربیتمعلم فکور، تربیت مدیر بینشمند، تحمل محرکهای فشارزا، یادگیری رهبری مدرسه و تربیتمعلم پژوهنده توسط کارورزان بازنمایی شد.
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.
خلاصه ماشینی:
در دانشکدة علوم تربيتي دانشگاه وسترن آنتاريو از کشور کانادا١ (٢٠١٦) کارورزي دانشجو معلمان از سه جزء شامل ؛ تمرين تدريس در مدارس ، تجربۀ ميداني در سال دوم و اجراي کارگاه هاي آموزشي براي حمايت از کار حرفه اي با 1 University of Western Ontario: UWO, Canada School of Education برنامه ريزي هفتگي براي کسب صلاحيت معلمي ١ تشکيل شده است .
هدف پژوهش حاضر آن است که روايت هاي مشارکت کنندگان از تجربۀ کارورزي در مدارس باهدف بازنمايي ابعاد مختلف رهبري مدرسه تحليل شود.
با توجه به اين که هدف پژوهشگران بازنمايي تجارب ، احساسات و ذهنيت هاي مشارکت کنندگان و فارغ التحصيلان رشته هاي دبيري و علوم تربيتي از تجربۀ کارورزي در مدارس دربارة مفهوم مديريت و رهبري مدرسه بود از راهبرد روايت پژوهي استفاده شد.
Badri et al، ٢٠١٤ ,Laboski) هماهنگ است ؛ نتايج به دست آمده از اين پژوهش ها نشان مي دهد که اجتماعات حرفه اي متشکل از دانشجويان ، استادان کارورز، معلمان راهنما جهت تبادل اطلاعات و تجارب از فعاليت هاي کلاس درس و مسائل آموزشي ، تربيتي و راه حل مسائل در کارورزي موجب توسعه شايستگي معلمي مي شود و زمينه ي رشد مهارت تفکر انتقادي مشارکت کنندگان در برخورد با مسائل را فراهم مي کند.
The Impact of Reflection on Practice on Critical Thinking of Students in Tabriz Teacher Training Centers, Journal of Educational Studies and Psychology, 11(1), 189-210.
Third National Teacher Training Conference, School of Educational Sciences and Psychology, Shiraz University.
The Journal of Research in Teacher Education at Farhangian University, 1 (1), 101-125.