تدوین مدل هویت حرفه‌ای اعضای هیات علمی (مورد مطالعه: اعضای هیات علمی دانشگاه های آزاد اسلامی استان فارس)

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 10، دوره 10، شماره 37 - شماره پیاپی 1، خرداد 1398، صفحه 217-242   

نوع مقاله: مقاله پژوهشی

نویسندگان

معین فروتن^{* 1}؛ حمیده رشادت جو²؛ سیامک سامانی³

¹استادیار گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد فیروزآباد، فیروزآباد، ایران

²استادیار دانشکده اقتصاد و مدیریت، دانشگاه آزاد اسلامی واحد علوم تحقیقات، تهران، ایران

³- دانشیار دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران

تاریخ دریافت: 17 شهریور 1396،  تاریخ بازنگری: 27 اردیبهشت 1398،  تاریخ پذیرش: 26 اسفند 1397 

چکیده

پژوهش حاضر از نظر طرح، جزء پژوهش‌های ترکیبی (کمّی و کیفی) است. مشارکت کنندگان بالقوه‌ی پژوهش، اعضای هیات علمی دانشگاه‌های کشور در حوزه‌ی علوم تربیتی و آموزش عالی بودند که با روش نمونه‌گیری هدفمند صاحب نظران کلیدی و در ادامه تکنیک اشباع نظری، 12 تن از اعضای هیات علمی دانشگاه‌های شیراز، تربیت مدرس، رازی کرمانشاه، یزد و علوم تحقیقات تهران انتخاب شدند. برای جمع آوری داده ها از دو ابزار"بررسی اسناد" و "مصاحبه نیمه ساختار یافته" استفاده گردید. با روش همسو سازی، اعتبارپذیری داده ها تایید شد. به منظور تحلیل داده ها، از روش تحلیل مضمون استفاده شد. پس از آن اقدام به کدگذاری داد‌ه‌ها برای شناخت عوامل، ملاک ها و نشانگرهای الگو گردید. سرانجام یافته‌ی اصلی پژوهش، طراحی مدل هویت حرف های اعضای هیات علمی با 5 مضمون فراگیر 1)زمینه ای 2) شخصی 3) فرهنگی اجتماعی 4) حرفه ای و 5) سیاسی اقتصادی بود. بر اساس مدل مستخرجه از شبکه مضامین، پرسشنامه سنجش هویت حرفه‌ای اعضای هیات علمی تدوین شده و جهت تعیین روایی و پایایی در اختیار 30 نفر از اعضای هیات علمی قرار گرفت. روایی پرسشنامه از طریق تحلیل گویه با ضریب 86/0 – 69/0 و پایایی آن نیز با آلفای کرانباخ و ضریب 76/0 به تایید رسید. در بخش کمّی پژوهش، پرسشنامه تدوین شده در اختیار 331 نفر از اعضای هیات علمی دانشگاه‌های آزاد اسلامی استان فارس که به صورت خوشه‌ای چند مرحله‌ای انتخاب شده بودند قرار گرفت. نتایج آزمون تحلیل واریانس اندازه‌گیری‌های مکرر نشان داد که از نظر اعضای هیات علمی، عوامل حرفه‌ای، شخصی، فرهنگی اجتماعی، زمینه‌ای و سیاسی اقتصادی به ترتیب بیشترین تا کمترین میزان تاثیر را بر رشد هویت حرفه ای آنان دارا می باشند. نتایج تحلیل واریانس چند متغیره نیز نشان داد که بین هویت حرفه‌ای اعضای هیأت علمی دارای مرتبه‌های علمی مختلف، تفاوت معناداری وجود ندارد.

کلیدواژه‌ها

"هویت حرفه ای"؛ "آموزش عالی"؛ "اعضای هیات علمی"؛ " دانشگاه آزاد اسلامی"

عنوان مقاله [English]

Formation of the Professional Identity Model of Faculty Members (Case study: faculty members of Islamic Azad University of Fars province)

نویسندگان [English]

moein foroutan¹؛ hamideh reshadatjoo²؛ siamak samani³

¹Islamic Azad Universitu Faculty member

²Assistant Professor, Faculty of Economics and Management, Islamic Azad University, Science and Research Branch, Tehran, Iran

³Associate Professor, Faculty of Psychology and Educational Sciences, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran

چکیده [English]

The present research is a component of quantitative and qualitative research. The research participants were faculty members of universities in the field of education and higher education. Twelve faculty members of Shiraz, Tarbiat Modarres, Razi, Yazd and Tehran sciences and research branch universities were selected by means of targeted sampling of key experts and following theoretical saturation technique. Data were collected using two tools: "Document Examination" and "Semi-structured interview". The data analysis method was used to data analysis. Finally, the main finding of the study was the design of a professional identity model of faculty members with 5 general themes: 1) background 2) personal 3) social culture 4) professional and 5) political-economic. Based on the selected model of the content network, a faculty member's professional identity questionnaire was developed and 30 faculty members were assigned to determine the validity and reliability. The validity of the questionnaire was analyzed by the Item analysis and its reliability with Cronbach's alpha. In a quantitative part of the study, a questionnaire was distributed to 331 faculty members of the Islamic Azad University of Fars province selected by multi-stage cluster sampling. The results of repeated measures of variance analysis indicated that faculty members, professional, personal, cultural, social, political and economic factors had the highest and the least impact on the growth of their professional identity, respectively. The results of multivariate analysis of variance also showed that there is no significant difference between the professional identity of faculty members with different scientific degrees.

کلیدواژه‌ها [English]

"professional identity", "higher education", "faculty member", "islamic azad university"

مراجع

• Adams, k. A. (2004).” What colleges and universities want in new faculty?” , Preparing Future Faculty occasional paper. Retrieved may 23,2004. from http://www.aacu edu.org/pff/pdfs/PFF-Adams.PDF
• Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum.
• Austin, A. E. (2002). “Creating a bridge to the future: Preparing new faculty to face changing expectations in a shifting context”, The Review of Higher Education, 26, 119- 144.
• Azizi, Nematollah,.(2006). The development of higher education in Iran with an emphasis on the humanities, Research Institute for Cultural and Social Studies, Ministry of Science, Research and Technology, First Edition.
• Baldwin, R. G. (Ed. ). (1985). “Incentives for Faculty Vitality”. New Directions for Higher Education, No. 51. San Francisco: Jossey-Bass.
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). “Reconsidering research on teachers’ professional identity”. Teaching and Teacher Education, 20, 107–128.
• Bland CJ, Wersal L, Vanloy W, Jacott W. (2002). “Evaluating faculty performance: a systematically designed and assessed approach”. Acad Med 2002, 77(1): 15-30
• Boyle P, Pettigrove M, Atkinson C. (2008). “Australian national university student evaluation of teaching ANUSET: a guide for academic staff”. 3rd ed. Canbera: AustralianNationalUniversity.
• Cheung, H.Y. (2008). “Measuring the professional identity of Hong Kong inservice teachers”, Professional Development in Education, 34(3), pp 375-390.
• Day, C., Elliot, B., & Kington, A. )2005(. “Reform, standards and teacher identity: Challenges of sustaining commitment”. Teaching and Teacher Education, 21(5): 563-567.
• Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). “The personal and professional selves of faculty: stable and unstable identities”. British Educational Research Journal, 32, 601-616.
• Faghihi, Asma,.(2013). "The factors (individual and background) affecting the identity of the faculty members of the universities of Shiraz, Master's Thesis, Payame Noor University of Fars Province, Faculty of Literature and Human Sciences.
• Hansen, J.T. (2010).  Consequences of the postmodernist vision:  Diversity as the guiding value for the teaching and counseling profession.  Journal of Counseling  and  Development, 88, 101-107.
• Karimiyan, Zahra, Abolghasemi, Mahmoud,.(2012). Education and education faculty members in medical science universities A look at the past, a vision from tomorrow, Higher Education Letter, New era, Year 5, No 17, Spring 2012, pp. 76-49.
• Kelchtermans, G. (2009). “De professionele ontwikkeling van leerkrachten basisonderwijs vanuit het biografisch perspectief (The professional development of elementary teachers from the biographical perspective)”. Leuven: University Press.
• Kommirovic, T & Zivkovic, P. (2012). “Teacher professional identity, creativity and cooperation: results of an empirical study”. Journal of educational and instructional studies in the world. Volume: 2
• Korthagen, F. (2004). “In search of the essence of a good teacher: Towards a more holistic approach in teacher education”. Teaching and Teacher Education 20: 77-97.
• Lamote, C., Engels, N. (2010). “The development of student teachers’ professional identity”. European Journal of Teacher Education, 33(1), 3-18.
•  Lanning, W.  (2007). “An educator/practitioner model for counselor education does ctoral programs”. Counselor Education and supervision, 30, 163 – 170.
• Mockler, N. (2011). “Becoming and being a teacher: understanding teacher professional identity”.Career Development International, 12, 584-595.
• Mohammadi, Mehdi, Mahmoudi, Yeganeh, Dehdari Rad, Tahereh. (2010). “The Relationship between n Faculty Members' Perception of Organizational Culture Types and their Preferences for Instruction and Counselling in Iranian College of Education and Psychology”. Procedia Social and Behavioral Sciences 5 (2010) 1841–1848.
• Mohammadi, Reza, Fathabadi, Jalil,.(2005). Quality assessment in higher education, Publication of the Organization for Assessment of Education, Second Edition.
• Moreno, Juan Manuel, (2007). “Do the initial and the continuous teachers’ professional development sufficiently prepare teachers to understand and cope with the complexities of today and tomorrow’s education?” Journal of Educational Change Vol. 8 , No. 2 June, Springer Netherlands.
• Nystrom, S. (2009). “The dynamics of professional identity formation: Graduates' transitions from higher education to working life.” Vocations and learning, 2, 1-18.
• Pratt, M. G., & Foreman, P. O. (2000).”Classifying managerial responses to multiple organizational identities”. The Academy of Management Review, 25(1), 18-42.
• Reid, A., Dahlgren, L. O., Petocz, P., & Abrandt Dahlgren, M. (2008). “Identity and engagement  for professional formation”. Studies in Higher Education, 33(6), 729-742.
•  Reynolds, C. (1996).” Cultural scripts for teachers: identities and their relation to workplace landscapes”. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: teachers’ professionalism, identities and knowledge (pp. 69–77). London: Falmer.
• Sachs, J. (2005). “Teacher education and the development of professional identity: Learning to be a teacher”. In P. M. Denicolo & M. Kompf (Eds.). Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5-21). London: Routledge.
•  Sweitzer, V. L. (2009).” Towards a theory of doctoral student  professional identity develoment: A developmental networks approach.” The Journal of Higher Education, 80(1), 1-33.