تحلیل تجارب زیستة دانشجو معلمان دانشگاه فرهنگیان از چالش‌های ساختاری دروس کارورزی مجازی

نوع مقاله : مقاله پژوهشی اصیل

نویسندگان

1 گروه اموزشی علوم تربییتی، دانشگاه فرهنگیان، تهران،ایران.

2 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان

چکیده

هدف این پژوهش، بررسی تجارب زیسته دانشجو معلّمان از چالش‌های ساختاری دروس کارورزی مجازی در دانشگاه فرهنگیان بود. روش‌ها‌: برای دستیابی به این هدف، از پارادایم انتقادی، رویکرد کیفی و استراتژی پدیدارشناسی هفت‌مرحله‌ای کلایزی، استفاده شد ابزار پژوهش، مصاحبة عمیق نیمه‌ساختاریافته بود. میدان پژوهش، شامل کلیة دانشجو معلّمان دانشگاه فرهنگیان در استان کردستان در سال تحصیلی ۱۴۰۰-۱۳۹۹ بودند که با استفاده از نمونه‌گیری هدفمند ملاک دار و بر اساس قاعده اشباع یافتگی نسبی داده‌ها، با ۱۰ نفر مصاحبه انجام شد. ملاک انتخاب دانشجویان، داشتن تجربة کارورزی مجازی و یا در حال گذراندن کارورزی به‌صورت مجازی و تمایل به شرکت در مصاحبه بود. یافته‌ها: یافته‌ها در دودسته مزایا و چالش‌های کارورزی مجازی به دست آمد. مزایای آن در دو مقوله ۱.رفع محدودیت زمانی و مکانی و ۲. توسعه مهارت‌های فناورانه، دسته‌بندی شد که در این راستا هفت مفهوم حاصل شد. چالش‌های نیز در سه مقوله اصلی:۱. چالش‌های ساختاری، ۲.اجرایی و ۳.محتوایی، دسته‌بندی شدند که در این زمینه ۲۳ مفهوم حاصل شد. نتیجه‌گیری: بنا بر نتایج پژوهش، اگرچه دانشجو معلّمان در کارورزی مجازی از مزایایی مانند توسعه مهارت‌های فناورانه و رفع محدودیت زمانی و مکانی برخوردار بودند، امّا بیشتر از مزایا، با چالش‌های کارورزی مجازی مواجه بودند. لذا کارورزی مجازی به‌تنهایی نمی‌تواند پاسخگوی نیازهای دانشجو معلّمان و آماده‌سازی آن‌ها برای کسب مهارت‌ها و شایستگی‌های معلّمی باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Analysis of the lived experiences of student teachers at Farhangian University regarding the structural challenges of virtual internship courses

نویسنده [English]

  • vali ahmadkermaj 1
1 Department of Educational Sciences, Farhangian University, Tehran, Iran.
2
چکیده [English]

Background and Objectives: The purpose of this study was to examine student teachers' lived experiences of the structural challenges of virtual internship courses at Farhangian University.Methods: To achieve this goal, the critical paradigm, qualitative approach, and Claise's seven-step phenomenological strategy were used. The research tool was a semi-structured in-depth interview. The research field included all students and teachers of Farhangian University in Kurdistan Province in the academic year 1399-1400, who were interviewed using criterion-based purposive sampling and based on the principle of relative data saturation. The criteria for selecting students were having experience in virtual internships or undergoing virtual internships and willingness to participate in the interview. Findings: The findings were obtained in two categories of advantages and challenges of virtual internships. Its advantages were classified into two categories: 1. Removing time and place constraints and 2. Developing technological skills, which resulted in seven concepts. The challenges were also classified into three main categories: 1. Structural, 2. Implementation, and 3. Content challenges, which resulted in 23 concepts.. Conclusion: According to the results of the study, although student teachers enjoyed benefits such as developing technological skills and eliminating time and place constraints in virtual internships, they faced more challenges than benefits. Therefore, virtual internships alone cannot meet the needs of student teachers and prepare them to acquire teaching skills and competencies.

کلیدواژه‌ها [English]

  • Challenges
  • student teachers
  • Farhangian University
  • Structural dimension.internship
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  • تاریخ دریافت: 24 دی 1403
  • تاریخ بازنگری: 18 اسفند 1403
  • تاریخ پذیرش: 19 فروردین 1404
  • تاریخ اولین انتشار: 19 فروردین 1404
  • تاریخ انتشار: 01 فروردین 1404