چکیده:
یکی از رسالتهای اساسی مراکز تربیت معلم و دانشگاه فرهنگیان، آمادهکردن و تربیت معلمان و مربیان مصلح اجتماع و فرهنگ میباشد. معلمان و مربیانی که دامنه تأثیرگذاری عمل تدریس، اندیشه و منش معلمی آنها، مرزهای کلاس درسشان را درنوردد و اجتماع محلی و ملی زیستبوم تربیتیشان را در طول تاریخ، متأثرسازد. تاریخ نهاد تعلیم و تربیت در هر کشوری، از ردپای قلم و قدم چنین معلمان مصلحی سرشار است. به نظر میرسد دانشگاهنوپای فرهنگیان در ایران، برای تربیت چنین معلمان و مربیان مصلح اجتماع، با چالشهای زیرساختی و روساختی جدی مواجه است. هدف این پژوهش کیفی پدیدارشناسانه، ارزیابی نقش و عملکرد دانشگاه فرهنگیان در تحقق این رسالت مهم و چالشهای پیشپای آن از منظر دانشجومعلمان میباشد. بدین منظور تجارب زیسته 70 دانشجومعلم دانشگاه فرهنگیان کرمان، با روش پدیدارشناسی، مورد بررسی قرارگرفتهاست. نتایج تحلیل و روایت تجریهزیسته دانشجومعلمان در این موردحکایت از وجود ۹ چالش اصلی و ۳۷ چالش فرعی پیشپای دانشگاه دارد. از این رو، براساس پدیدارشناسی تجربه زیسته دانشجومعلمان طی دوران دانشجوییشان در دانشگاه فرهنگیان کرمان میتوان گفت که دانشگاه نتوانستهاست در راستای این رسالت اساسی خود تأثیرماندگاری بر دانشجویان بگذارد. سهلانگاری اهمیت آموزش دانش تخصصی در رشتههای مختلف معلمی و دبیری، عدم الگوپردازی معلمان مصلح ایران در تربیت رسمی و غیر رسمی دوران دانشجویی، انگیزه زدایی از دانشجویان، حضور کمرنگ فضای نقدسازنده، پراهمیتبودن «حاشیه» نسبت به «متن» در دوران دانشجویی، و ... برخی از مهمترین چالشهای فراروی دانشگاه فرهنگیان در تربیت معلمان و مربیان مصلح اجتماع از نگاه دانشجومعلمان میباشند.
AbstractOne of the main missions of teacher training centers and Farhangian University is to train teachers and educators who are engaged in culturally and socially benevolent works. Such teachers can engage in humanitarian work beyond their teaching practice, ideas, and character and transcend the boundaries of their classroom to influence the local and national community throughout history. The history of the educational system in each country is replete with practical and theoretical influences of such teachers. It seems that Farhangian University as a fledgling educational institution in Iran is facing serious infrastructural and structural challenges in training such benevolent and philanthropist teachers. To this end, this phenomenological qualitative aimed to evaluate the role and performance of Farhangian University in fulfilling this important mission and the challenges faced by the university from the perspective of student-teachers. For this purpose, the lived experiences of 70 student-teachers of the Farhangian University of Kerman were explored using a phenomenological approach. The analysis narrations and lived experiences of the participants revealed 9 main challenges and 37 sub-challenges faced by the university in training benevolent and philanthropist teachers. Therefore, following the phenomenological analysis of the lived experience of student-teachers at the Farhangian University of Kerman, it can be argued that the university has failed to have a lasting impact on students in line with this basic mission. The negligence of the importance of offering specialized knowledge in various fields teacher training programs, the failure to present a role model for benevolent and philanthropist teachers in formal and informal educational programs, demotivating students, the non-existence of an atmosphere to welcome constructive critiques, and the dominance of trivial matters over educational issues among students during their academic studies were some of the most important challenges faced by Farhangian University in training benevolent and philanthropist teachers as evident in the student teachers’ experiences. AbstractChallenges faced by Farhangian University in training benevolent and philanthropist teachers from student teachers’ perspectiveOne of the main missions of teacher training centers and Farhangian University is to train teachers and educators who are engaged in culturally and socially benevolent works. Such teachers can engage in humanitarian work beyond their teaching practice, ideas, and character and transcend the boundaries of their classroom to influence the local and national community throughout history. The history of the educational system in each country is replete with practical and theoretical influences of such teachers. It seems that Farhangian University as a fledgling educational institution in Iran is facing serious infrastructural and structural challenges in training such benevolent and philanthropist teachers. To this end, this phenomenological qualitative aimed to evaluate the role and performance of Farhangian University in fulfilling this important mission and the challenges faced by the university from the perspective of student-teachers. For this purpose, the lived experiences of 70 student-teachers of the Farhangian University of Kerman were explored using a phenomenological approach. The analysis narrations and lived experiences of the participants revealed 9 main challenges and 37 sub-challenges faced by the university in training benevolent and philanthropist teachers. Therefore, following the phenomenological analysis of the lived experience of student-teachers at the Farhangian University of Kerman, it can be argued that the university has failed to have a lasting impact on students in line with this basic mission. The negligence of the importance of offering specialized knowledge in various fields teacher training programs, the failure to present a role model for benevolent and philanthropist teachers in formal and informal educational programs, demotivating students, the non-existence of an atmosphere to welcome constructive critiques, and the dominance of trivial matters over educational issues among students during their academic studies were some of the most important challenges faced by Farhangian University in training benevolent and philanthropist teachers as evident in the student teachers’ experiences. AbstractChallenges faced by Farhangian University in training benevolent and philanthropist teachers from student teachers’ perspectiveOne of the main missions of teacher training centers and Farhangian University is to train teachers and educators who are engaged in culturally and socially benevolent works. Such teachers can engage in humanitarian work beyond their teaching practice, ideas, and character and transcend the boundaries of their classroom to influence the local and national community throughout history. The history of the educational system in each country is replete with practical and theoretical influences of such teachers. It seems that Farhangian University as a fledgling educational institution in Iran is facing serious infrastructural and structural challenges in training such benevolent and philanthropist teachers. To this end, this phenomenological qualitative aimed to evaluate the role and performance of Farhangian University in fulfilling this important mission and the challenges faced by the university from the perspective of student-teachers. For this purpose, the lived experiences of 70 student-teachers of the Farhangian University of Kerman were explored using a phenomenological approach. The analysis narrations and lived experiences of the participants revealed 9 main challenges and 37 sub-challenges faced by the university in training benevolent and philanthropist teachers. Therefore, following the phenomenological analysis of the lived experience of student-teachers at the Farhangian University of Kerman, it can be argued that the university has failed to have a lasting impact on students in line with this basic mission. The negligence of the importance of offering specialized knowledge in various fields teacher training programs, the failure to present a role model for benevolent and philanthropist teachers in formal and informal educational programs, demotivating students, the non-existence of an atmosphere to welcome constructive critiques, and the dominance of trivial matters over educational issues among students during their academic studies were some of the most important challenges faced by Farhangian University in training benevolent and philanthropist teachers as evident in the student teachers’ experiences. One of the main missions of teacher training centers and Farhangian University is to train teachers and educators who are engaged in culturally and socially benevolent works. Such teachers can engage in humanitarian work beyond their teaching practice, ideas, and character and transcend the boundaries of their classroom to influence the local and national community throughout history. The history of the educational system in each country is replete with practical and theoretical influences of such teachers. It seems that Farhangian University as a fledgling educational institution in Iran is facing serious infrastructural and structural challenges in training such benevolent and philanthropist teachers. To this end, this phenomenological qualitative aimed to evaluate the role and performance of Farhangian University in fulfilling this important mission and the challenges faced by the university from the perspective of student-teachers. For this purpose, the lived experiences of 70 student-teachers of the Farhangian University of Kerman were explored using a phenomenological
خلاصه ماشینی:
به نظر ميرسد از تحليل مضامين اين سند ميتوان استدلال نمود که دانشگاه فرهنگيان به دنبال تربيت نسلي از معلمان و مربيان آينده ايران است که رسالت آن ها فراتر از فعاليت صرف تدريس روزانه ، تحول آفريني، اصلاحگري و کنشگري اجتماعي در حيطه کلاس درس ، مدرسه ، اجتماع محلي، ملي و بين المللي باشد.
بر اين اساس ، در اين پژوهش تلاش شده است تا فهم مشترک تجربه هاي زيسته دانشجومعلمان در مورد چالش هاي پيش پاي دانشگاه فرهنگيان در تربيت معلمان مصلح اجتماع ، بازيابي و روايت شود.
Colaizzi قسمت ، نتايج اوليه و نهايي حاصل از تحليل و کدگذاري داده ها براساس طرح کولايزي(١٩٧٨)، روايت دانشجومعلمان از چالش هاي پيش پاي دانشگاه در تربيت معلمان مصلح و کنشگر اجتماع ، بيان ميشوند و سپس مورد تبيين و بررسي قرار ميگيرند.
Obstacles facing in education of thoughtful teacher from the perspective of student-teachers of Farhangian University of Kerman; Biographical research.
Provincial Conference on Qualitative Research in Teacher Education, Kerman: Farhangian University.
Provincial Conference on Qualitative Research in Teacher Education, Kerman: Farhangian University.
Study the effect of teaching physics with a modeling approach on improving students' learning and eliminate misconception 4 Abolfazl Azizi*1, FatemeAhmadi2, Javid Zamiranvari3, reza rashedi دريافت مقاله : ١٤٠٠/٠۵/٣٠ پذيرش مقاله : ١٤٠٠/١٠/٢٦ Accepted Date: 2021/02/15 Received Date: 2021/08/21 Abstract: Purpose: All human developments and accomplishment are resulted from learning.
The present paper sought to answer this question whether modeling teaching method can result in educational progress of the students and remove their misconceptions or not.