شناسایی مؤلفه‌های اثرگذار در تضمین کیفیت آماده‌سازی دانشجومعلمان در دانشگاه فرهنگیان: رویکرد کیفی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 1، دوره 10، شماره 38، شهریور 1398، صفحه 1-34   

نوع مقاله: مقاله پژوهشی

نویسندگان

مهدی نامداری پژمان^{* 1}؛ سیدمحمد میرکمالی²؛ جواد پورکریمی³؛ مقصود فراستخواه⁴

¹دانشگاه فرهنگیان، دکتری مدیریت آموزشی، گروه مدیریت و برنامه‌ریزی آموزشی، تهران، ایران.

²دانشگاه تهران، استاد گروه مدیریت و برنامه‌ریزی آموزشی، تهران، ایران.

³دانشگاه تهران، استادیار گروه مدیریت و برنامه‌ریزی آموزشی، تهران، ایران.

⁴مؤسسه پژوهش و برنامه‌ریزی آموزش عالی، دانشیار گروه آموزش عالی، تهران ایران.

تاریخ دریافت: 14 فروردین 1396،  تاریخ بازنگری: 18 خرداد 1396،  تاریخ پذیرش: 29 مهر 1398 

چکیده

هدف این پژوهش، شناسایی مؤلفه­ها و عناصر اثرگذار بر تضمین کیفیت آماده­سازی دانشجومعلمان در دانشگاه فرهنگیان بود. به این منظور، مطالعه کیفی با رویکرد نظریه برگرفته از داده­ها و طرح نو انجام شد. 11 نفر از صاحب­نظران، 9 نفر از مدیران و 8 نفر از دانشجویان خبره به روش نمونه­گیری هدف­مند انتخاب شدند. برای گردآوری داده­ها از مصاحبه نیمه ساختار یافته بهره گرفته شد. سؤالات اصلی پژوهش با تکنیک 5W1H طراحی و اجرا شدند. میزان پایایی بین کدگذاران 0.79، و پایایی کدگذاری مجدد 0.90به دست آمد. برای شناسایی مضامین و مقوله­های تضمین کیفیت آماده­سازی دانشجو-معلمان از روش تحلیل مضمون استفاده شد. در نهایت، 15 مؤلفه اثرگذار در تضمین کیفیت آماده­سازی دانشجومعلمان شناسایی شدند که عبارتند از کارورزی، برنامه درسی، برنامه غیر درسی، اعضای هیأت علمی، معلمان راهنمای کارورزی، مدیران، مربی­گری و الگوی نقش، فرایند یاددهی-یادگیری، هدف­گذاری، فرهنگ سازمانی، تمرکززدایی، سنجش و گزینش ورودی، نومعلمی، آینده­پژوهی و فراکنش­گری و نظام ارزیابی.

کلیدواژه‌ها

تضمین کیفیت؛ آماده‌سازی دانشجو-معلمان؛ دانشگاه فرهنگیان

عنوان مقاله [English]

Identify effective components in quality assurance in preparing of student-teachers at the Farhangian University: A Qualitative Approach

نویسندگان [English]

Mahdi Namdari Pejman¹؛ Sayyed Mohammad Mirkamali²؛ Javad Purkarimi³؛ m forsatkhah⁴

²Tehran University

³Tehran University

چکیده [English]

The aim of this study was to identify the components and elements affecting the quality assurance in preparing of teacher-students at the Farhangian University. For this purpose, a qualitative study with the approach of Grounded Theory and emerging design was implemented. Through purposeful sampling method selected 11 experts, 9 managers and 8 connoisseur student-teachers were selected. Semi-structured interviews were used to collect data. The main question were designed and implemented through 5W1H technique. The reliability of inter-coders was 0.79, and re-encoding reliability was obtained 0.90. Thematic analysis was used for identifying themes and categories of the quality assurance of student-teacher preparation. Finally, 15 components were identified affecting the student-teachers preparedness quality assurance, including practicum, curriculum, hidden curriculum, faculty, internship guide teachers, managers, coaching and role model, teaching-learning process, goal setting, organizational culture, decentralization, assessment and selection of input, induction, future study and proactioning, and evaluation system.

کلیدواژه‌ها [English]

quality assurance, preparation of student-teachers, Farhangian University

مراجع

 

• Ahmadi, G. (2011). Evaluation of the implemented and earned program a two-year courses Teacher Training Courses. Journal of Education, Issue 118, pp. 117-140 [in Persian].
• Barber, M., & Mourshead, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey Company.
• Barton, G. M., Hartwig, K. A., & Cain, M. (2015). International students’ experience of practicum in teacher education: An exploration through internationalisation and professional socialisation. Australian Journal of Teacher Education, Issue 40, No. 8, pp. 149-163.
• Basiri, B., Nasr, A., Mirshahjafari, S., & Mehrmohammadi, M. (2016). Explanation and Prioritization of Required Skills for Teaching in Farhangian University from Authorities and Professors’ Point of View. Mediterranean Journal of Social Sciences, Vol. 7, No. 3, pp. 221-230.
• Bazargan, A. (2014a). An introduction on qualitative and mixed methods research. Tehran: Didar [in Persian].
• Bazargan, A. (2014b). Educational evaluation (3^rd Ed). Tehran: SAMT [in Persian].
• Berings, D. (2009). Reflection on quality culture as a substantial element of quality management in higher education. Paper presented at the Fourth European Quality Assurance Forum (EQAF) of the European University Association (EUA), Copenhagen (19-21 November 2009)
• Billing, D. (2004). International comparisons and trends in external assurance of higher education: Commonality or diversity. Higher Education, Issue 47, No. 1, pp. 113-137.
• Bowen, C; Bowen, W. M. (2008). Content Analysis; In Kaifeng Yang and Gerald J. Miller, Handbook of research methods in public administration. New York: Taylor & Francis.
• Bryson, J. M. (2011). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement (4^th Ed). San Francisco: Jossey-Bass.
• Bsharat, A., & Rmahi, R. (2016). Quality Assurance in Palestine’s Teacher Education Programs: Lessons for Faculty and Program Leadership. American Journal of Educational Research, Vol. 4, No. 2A, pp. 30-36
• Burke, W. W. (2002). Organization change management: Theory and practice (3^rd Ed). California: Sage publications.
• Chauhan, A., & Sharma, P. (2015). Teacher education and Total Quality Management (TQM). The International Journal of Indian Psychology, Vol. 2, No. 2, pp. 80-85.
• Chong, S., Cheah, H. M. (2009). A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes. Australian Journal of Teacher Education, Issue 34, No. 3, pp. 1-17.
• Dahlke, A. (2006). Strategic Planning In a Supportive Organizational Culture. Riterived at site: http://www.arniedahlke.com/00_Strategic_Planning_in_an_Organizational_Context.pdf
• Dilshad, M., & Iqbal, H. M. (2010). Quality Indicators in Teacher Education Programmes. Pakistan Journal of Social Sciences, Vol. 30, No. 2, pp. 401-411.
• Dorraki, S. (2005). Analytical review of the current features of Iran teacher education system and compare the differences and similarities between the two countries, Germany and Japan. Journal of Education, No. 84, pp. 109-158[in Persian].
• ETS. (2015). Praxis Performance Assessment for Teachers: Candidate and Educator Handbook. United States: Praxis Series
• Farhangian University. (2015a). Teacher training curriculum of Islamic Republic of Iran [in Persian].
• Farhangian University. (2015b). Strategic master plan of Farhangian University [in Persian].
• Fazlalizade, R., Bagherzade, F., Fazlalizade, M. R. (2015). Capacity building to assess and improve the quality of higher education: national and international experience in the creation of an appropriate structure. Proceedings of the Second National Conference and the Ninth Congress of assessing the quality of educational systems. Farhangian University, Tehran [in Persian].
• Ghorooneh, D., Sanaeipoor, F., Eshratabadi, H. (2016). Faculty development as a mechanism to improve the quality of higher education. Proceedings of the Third National Conference and the tenth conference of academic higher education systems, Tarbiat Modarres University.
• Golverdi, M., Zarei Matin, H., Jandaghi, G. (2016). Identify factors of affecting the behavior of managers' succession: A qualitative approach. Journal of Human Resource Management, Vol. 2, No. 8, pp. 183-208 [in Persian].
• Hatch, M. & Cunliffe, A. L. (2012). Postmodern Organization Theory: Modern Symbol and Postmodern Perspectives (3^rd Ed). USA: Oxford University Press.
• Ho, P., & North, S. (2015). Evidencing teacher education: Strategies for assessment graduate teachers’ teaching competencies to inform program quality. Advances in Scholarship of Teaching and Learning, Vol. 2, No. 2, pp. 1-14.
• Holloway, I., & Wheeler, S. (2010). Qualitative research in nursing and healthcare. Oxford, UK: Blackwell.
• Hoy, W., Miskel, C. (2013). Educational Administration: Theory, Research, and Practice, (9th Ed). New York: McGraw-Hill.
• Ibrahim, A. B., Soufani, K., Poutziouris, P., Lam, J. (2004). Qualities of an effective successor: the role of education and training. Education + Training, Vol. 46, No. 8 & 9, pp. 474-480.
• IEA. (2013). TEDS-M 2008 Encyclopedia: A Guide to Teacher Education Context, Structure, and Quality Assurance in the Seventeen TEDS-M 2008 Countries. Wellington, New Zealand
• Izadi, S., SalehiOmran, E., Mansuri, S. (2012). Study of the competencies of high school teachers’ branch of the humanities based on constructivism approach. Journal of Teaching and Learning studies, Vol. 4, No. 1, pp. 1-28 [in Persian].
• Justis Group. (2011). Integrity solutions. Retrieved at site: http://www.justisgroup.com/files/pdfs/IntegCoachExecOver_6-5-11_.pdf
• Keykhanejad, M., Yaghoobi, S. M. (2015). A review of the indices of quality in higher education, especially at the Farhangian University. Proceedings of the Second National Conference and the Ninth Congress of assessing the quality of educational systems. Farhangian University, Tehran [in Persian].
• Khastar, H. (2009). Presenting a method for calculating the reliability of the coding of the interviews. Methodology of Social Science and Humanities, Vol. 15, No. 58, pp. 161-174 [in Persian].
• Kian, M., Mehrmohammadi, M. (2013). Review and evaluation of primary school teacher training program in the light of the qualifications demanded by the new arts curriculum. Journal of Curriculum Studies, Vol. 8, No. 30, pp. 119-142 [in Persian].
• Kulshrestha, A. K., & Pandey, K. (2013). Teachers training and professional competencies. Voice of Research, Vol. 1, No. 4, pp. 29-33.
• Law, E., Maurice G., Sally W. (2010). Distributed Curriculum Leadership in Action: A Hong Kong Case study. Educational Management, Administration & Leardship, Vol. 38, No. 3, pp. 38-48.
• McDonald, M., Kazemi, E., & Kavanagh, S.S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, Vol. 64, No. 5, pp. 378-386.
• Mehrmohammadi, M. (2013). Teacher training curriculum and participatory Administrative Template, change strategy to train teachers in Iran. Journal of Theory and Practice in Curriculum, Vol. 1, No. 1, pp. 5-26 [in Persian].
• Mehrmohammadi, M. (2014). Design the pattern of upside-down curriculum in higher education. Encyclopedia of curriculum [in Persian].
• Mirjalili, M. A. (2016). The study of Farhangian University Teachers professional development and empowerment of teachers on students' perceptions of the quality of teaching: A case ttudy of the Yazd Farhangian University.
• Mohammadipoor, N., Ja’fari, A., Bagheri, M. (2016). Position and role of formal and Non-formal curricula in achieving the competencies of teachers in teacher education. Proceedings of the 2^nd National Conference on Teacher Education, Farhangian University, Shahid Bahonar Branch, Isfahan.
• Mohammadpoor, A. (2013). Qualitative research method, anti-method. Tehran: Jame-e-shenasan[in Persian].
• Mukhopadhyay, R. (2014). Quality in teacher education: various parameters and effective quality management. IOSR Journal of Humanities and Social Science, Vol. 19, No. 2, pp. 66-71.
• Nickols, K. (2004). Strategic planning in higher education: A guide for heads of institutions. Senior managers and members of governing bodies, K. Nickils @ hefce.Ac. UK. 2004.
• Nieuwerburgh, C. (2012). Coaching in Education: Getting Better Results for Students, Educators and Parents. London: Karnac Books.
• Noori, A., Mehrmohammadi, M. (2011). A model for an efficient method of Grounded Theory in Educational Research. Journal of Curriculum Studies, Vol. 6, No. 23, pp. 8-35 [in Persian].
• Owusu, A. A., & Brown, M. (2014). Teaching practice supervision as quality assurance tool in teacher preparation: views of trainee teachers about supervisors in University of Cape Coast. International Journal of Research in Humanities, Arts and Literature, Vol. 2, No. 5, pp. 25-36.
• Sacilotto-Vasylenko, M. (2013). Bologna process and initial teacher education reform in France. International Perspectives on Education and Society, No. 19, pp. 3-24.
• Sain, S. K., & Kaware, S. S. (2014). The Challenges and Quality of Teacher Education in India at Present in Indian Educational Scenario. Journal of Education & Social Policy, Vol. 1, No. 1, pp. 13-18.
• Sanyal, B. C. (2013). Quality assurance of teacher education in Africa. Quality assurance of teacher education in Africa.
• Sarita, M., & Sonia, T. (2016). Quality assurance in teacher education: A critical issue. International Journal of Applied Research, Vol. 2, No. 8, pp. 735-739.
• Sayf, A. A. (2016). Modern educational psychology: Psychology of learning and instruction (7^th Ed). Tehran: Dowran [in Persian].
• Tajvar, A., Poortahmasabi, S., Poortahmasabi, E. (2012). Standards and competencies of teacher education program in 1404 view. National Conference on teacher mission in Iran 1404 view. Farhangian University, Babol [in Persian].
• Teacher Education Ministerial Advisory Group (TEMAG). (2015). Action now: Classroom ready teachers. Canberra, Australia: Commonwealth of Australia.
• Yousefi, R., Montazeri, M., Montazeri, Z., Ghahremanloo, H. (2015). Evaluate the impact of different elements in ensuring quality of higher education system. Proceedings of the Second National Conference and the Ninth Congress of assessing the quality of higher education systems. Farhangin University, Nusseibeh Branch, Tehran.