واکاوی ابعاد و مؤلفه‌های پیامدهای تربیت معلم کارآفرین؛ یک مطالعه آمیخته

ساعی مهربان, رضا; حجازی, اسد; حسینی, سید رسول; عزیزی, محمد

doi:10.30495/jedu.2023.31301.6275

انتقال سامانه مجلات به سامانه سند (سکوی نشر دانش)

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	واکاوی ابعاد و مؤلفه‌های پیامدهای تربیت معلم کارآفرین؛ یک مطالعه آمیخته
دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی
مقاله 3، دوره 14، شماره 3 - شماره پیاپی 61، مرداد و شهریور 1402، صفحه 47-25 اصل مقاله (1.17 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.30495/jedu.2023.31301.6275
نویسندگان
رضا ساعی مهربان¹؛ اسد حجازی^* ²؛ سید رسول حسینی²؛ محمد عزیزی³
¹دانشجوی دکتری کارآفرینی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران.
²دانشیار، گروه مدیریت آموزشی، پردیس شهید چمران تهران، دانشگاه فرهنگیان، تهران، ایران.
³دانشیار، گروه توسعه کارآفرینی، دانشگاه تهران، تهران، ایران
تاریخ دریافت: 15 آذر 1401، تاریخ بازنگری: 27 خرداد 1402، تاریخ پذیرش: 27 اسفند 1401
چکیده
هدف: هدف پژوهش حاضر واکاوی ابعاد و مؤلفه‌های پیامدهای تربیت معلم کارآفرین با استفاده از روش آمیخته بود. روش‌شناسی پژوهش: روش اجرای این پروژه آمیخته اکتشافی بود که به صورت کیفی و کمی به بررسی و شناسایی ابعاد و مؤلفه‌های پیامد تربیت معلم کارآفرین در ایران پرداخت. جامعه آماری بخش کیفی 20 نفر از مدیران، استادان و صاحب‌نظران تربیت معلم و علوم تربیتی و کارآفرینی بود که داده‌های مربوط به مصاحبه نیمه‌ساختاریافته از آنان جمع‌آوری شد؛ سپس در بخش کمی از 149 نفر از مدیران و استادان تربیت معلم و کارآفرینی در دانشگاه‌های فرهنگیان و شهید رجایی، وزارت تعاون، کار و رفاه اجتماعی و وزارت آموزش‌وپرورش بودند که به روش نمونه‌گیری خوشه‌ای تصادفی برای جمع‌آوری اطلاعات مربوط به پرسشنامه‌های تحقیق انتخاب شدند. برای تجزیه‌وتحلیل اطلاعات در بخش کیفی از روش کدگذاری و نرم‌افزار MAXQDA، و در بخش کمی به صورت معادلات ساختاری از نرم‌افزار SmartPLS استفاده شد. یافته ها: یافته‌های پژوهش نشان داد ابعاد و مؤلفه‌های پیامد تربیت معلم کارآفرین در ایران شامل؛ دبیر کارآفرین (شایستگی و روحیه کارآفرینی، مهارت‌های معلمی و مهارت‌های تخصصی)، دانش‌آموز کارآفرین (دانش کارآفرینی و روحیه کارآفرینی) و مدرسه کارآفرین (فرهنگ کارآفرینی، رهبری آموزشی کارآفرینانه و ساختار کارآفرینانه) هستند. مقدار ضریب آلفای کرونباخ 7/0، پایایی ترکیبی 7/0 و AVE، 5/0 بود لذا پایایی و روایی همگرا مورد تأیید قرار گرفت. روایی واگرای بر اساس روش فورنل و لارکر و معیار HTMT نیز تأیید شد. مقادیر T بیشتر از 96/1 بود، بنابراین فرضیه‌های پژوهش در سطح اطمینان 95/0 تأیید شد. معیارهای R²، Q² و F² برای متغیرهای وابسته قوی به دست آمد. مقدار 711/0 برای GOF نیز نشان از برازش مناسب مدل داشت. بحث و نتیجه گیری: بنابراین نتایج این پژوهش می‌تواند در زمینه سیاست‌گذاری، برنامه‌ریزی به منظور اجرای فرایند توسعه کارآفرینی در تربیت معلم مفید و سودمند باشد.
کلیدواژه‌ها
پیامدها؛ تربیت معلم کارآفرین؛ دبیر کارآفرین؛ دانش‌آموز کارآفرین؛ مدرسه کارآفرین
عنوان مقاله [English]
Analyzing the dimensions and components of the consequences of entrepreneurship teacher training: A mixed study
نویسندگان [English]
reza Saie mehraban¹؛ Asad Hejazi²؛ Seyyed Rasoul Hosseini²؛ Mohammad Azizi³
¹Ph.D. candidate Entrepreneurship, Qazvin Branch, Islamic Azad University, Qazvin, Iran.
²Associated Professor, Department of Educational Management, Shahid Chamran Campus, Farhangian University, Tehran, Iran.
³Associated Professor, Department of Entrepreneurship Development, University of Tehran, Tehran, Iran
چکیده [English]
Introduction: The aim of the current research was to analyze the dimensions and components of the consequences of training an entrepreneur teacher using a mixed method. Research methodology: The implementation method of this project is a mixed discovery that qualitatively and quantitatively investigates and identifies the dimensions and components of the consequences of the entrepreneur teacher training in Iran. The statistical population of the qualitative section was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, from whom data related to semi-structured interviews were collected; Then, in a small part of 149 managers and professors of teacher training and entrepreneurship in Farhangian and Shahid Rajaei universities, the Ministry of Cooperation, Labor and Social Welfare and the Ministry of Education were selected by a random cluster sampling method to collect information related to the research questionnaires. To analyze information in the qualitative part, the coding method and MAXQDA software were used, and in the quantitative part, SmartPLS software was used in the form of structural equations. Findings: The findings of the research showed that the dimensions and components of the consequences of entrepreneurship teacher training in Iran include the entrepreneur teacher (competence and entrepreneurial spirit, teaching skills and specialized skills), the entrepreneurial student (entrepreneurship knowledge and entrepreneurial spirit) and the entrepreneurial school (Entrepreneurial culture, entrepreneurial educational leadership and entrepreneurial structure). Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R², Q² and F² measures were obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model. Conclusion: Therefore, the results of this research can be useful and fruitful in the field of policy making and planning for the implementation of the entrepreneurship development process in teacher education.
کلیدواژه‌ها [English]
Consequences, Entrepreneur teacher training, Entrepreneur teacher, Entrepreneur student, Entrepreneur school

مراجع
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واکاوی ابعاد و مؤلفه‌های پیامدهای تربیت معلم کارآفرین؛ یک مطالعه آمیخته

Ahanchian, M. R., & Ghorooneh, D. (2019). Educational Entrepreneurship. The Organization for Researching and Composing University Textbooks in the Islamic Sciences and the Humanities (SAMT). [In Persian]

Ahmadi, A., Mohammadkazemi,R., & Mohammadi Elyasi, Gh. (2017). Identification of Entrepreneurship Teaching Methods in Affective Domain of Learning Through Edutainment Approach. Journal of Entrepreneurship Development, 10(36), 201-220. [In Persian]

Ahmed, T., Chandran, V. G. R., Klobas, J. E., Liñán, F., & Kokkalis, P. (2020). Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy. The International Journal of Management Education, 18(1), 100327.

Arasti, Z., Ghoddosi, S., & Bagheri, A. (2017). The Effect of entrepreneurship education by storytelling on Entrepreneurial Attitude of Primary School students. Journal of Entrepreneurship Development, 9(4), 593-612. [In Persian]

Arruti, A., & Paños-Castro, J. (2020). International Entrepreneurship Education for Pre-Service Teachers: A Longitudinal Study. Education & Training, 62(7-8), 825-841.

Asghar, M. Z., & Iqbal, M. Z. (2015). Policy Paper: Technical and Vocational Teacher Education for Promoting Entrepreneurship among Students. Journal of Poverty, Investment and Development, 8, 172-178.

Azim, M. T., & Al-Kahtani, A. H. (2015). Designing Entrepreneurship Education and Training Program: In Search of a Model. Journal of Economics and Sustainable Development, 6(22), 112-127.

Azizi, M., & Goodarzi, A. (2016). Identifying the key Competencies of Business Coaches. Journal of Entrepreneurship Development, 9(2), 317-336. [In Persian]

Baggen, Y., Lans, T., & Gulikers, J. (2021). Making Entrepreneurship Education Available to All: Design Principles for Educational Programs Stimulating an Entrepreneurial Mindset. Entrepreneurship Education and Pedagogy, 5(3), 2515127420988517.

Bashokooh Ajirloo, M., Heydari Anari A., & Moradi, M. (2015). Investigating organizational factors affecting the idea of entrepreneurship among secondary school teachers in Ardabil city. Journal of school psychology, 4(1), 38-51. [In Persian]

Bischoff, K., Volkmann, C. K., & Audretsch, D. B. (2018). Stakeholder collaboration in entrepreneurship education: An analysis of the entrepreneurial ecosystems of European higher educational institutions. The Journal of Technology Transfer, 43(1), 20-46.

Blimpo, M. P., & Pugatch, T. (2019). Entrepreneurship education and teacher training in - Rwanda. Journal of Development Economics, 140(C), 186-202

Brüne, N., & Lutz, E. (2020). The effect of entrepreneurship education in schools on entrepreneurial outcomes: a systematic review. Management Review Quarterly, 70 (2), 275-305.

Delavare, A. (2017). Research method in psychology and educational sciences. Tehran: Ravan. [In Persian]

Deveci, I., & Seikkula-Leino, J. (2018). A review of entrepreneurship education in teacher education. Malaysian Journal of Learning and Instruction, 15(1), 105 -148.

Fayolle, A, & Degeorge, J. M. (2006). Attitudes, intentions, and behaviour: New approaches to evaluating entrepreneurship education. International Entrepreneurship Education. Chapters, in: Alain Fayolle (ed.). International Entrepreneurship Education, chapter 5, Edward Elgar Publishing.

Fayolle, A. (2013). Personal views on the future of entrepreneurship education. Entrepreneurship & Regional Development, 25(7-8), 692-701.

Fayolle, A., & Gailly, B. (2015). The impact of entrepreneurship education on entrepreneurial attitudes and intention: Hysteresis and persistence. Journal of Small Business Management, 53(1), 75-93.

Fayolle, A., Gailly, B., & Lassas-Clerc, N., (2006). Assessing the impact of entrepreneurship education programmes: a new methodology. Journal of European Industrial Training, 30(9), 701-720.

Fayolle, A., Lamine, W., Mian, S., & Phan, P. (2021). Effective models of science, technology and engineering entrepreneurship education: current and future research. The Journal of Technology Transfer, 46(2), 277-287.

Gautam, M. K., & Singh, S.K. (2015). Entrepreneurship Education: concept, characteristics & implications for teacher Education. Shaikshik Parisamvad (An International Journal of Education), 5(1), 21-35.

Ghulam N, Holden R (2008). Graduate Entrepreneurship: intentions, education and Training Tournal. Education-Training, 50 (7), 555-541.

Atienza-Sahuquillo, C., Barba-Sánchez, V., & Matlay, H. (2016). The development of entrepreneurship at school: the Spanish experience. Educ Train, 58(7/8), 783-796.

Graeli Sheikh, R., & Parsa, A. (2011). Examining the teacher's role in developing students' entrepreneurial personality traits. The first national education conference in Iran 1404, Tehran. [In Persian]

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