جایگاه تربیتی دروس معرفت شناختی در دانشگاه فرهنگیان (از دیدگاه دانشجو معلمان)

نوع مقاله : مقاله پژوهشی اصیل

نویسندگان

1 استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران

2 دانشجوی دکتری دانشجوی دکتری رشته فلسفه تعلیم و تربیت اسلامی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات تهران، تهران: ایران

3 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

10.48310/istt.2026.22592.1220

چکیده

پیشینه و اهداف: معرفت شناسی به تفکر و دانش و جهت دهی فکری معلمان کمک می‌نماید و برای اثربخشی معلمان ضروری است که همواره به یادگیری بهتر دانش‌آموزان می‌انجامد. بنابراین هدف پژوهش حاضر مشخص نمودن جایگاه تربیتی دروس معرفت‌شناختی در دانشگاه فرهنگیان از دیدگاه دانشجو معلمان است. روش‌ها‌: محقق جهت توصیف تجارب دانشجومعلمان دانشگاه فرهنگیان تهران از نظر تاثیرپذیری از باورهای معرفت‌شناختی از روش کیفی با رویکرد پدیدارشناسی استفاده نموده است. جامعه مورد مطالعه شامل دانشجو معلمان واقع در دانشگاه فرهنگیان تهران بوده است که با نمونه‌گیری هدفمند با 20 نفر انتخاب شد و جهت گردآوری اطلاعات از مصاحبه نیمه‌ساختار‎یافته استفاده شده است برای تجزیه و تحلیل یافته‌های کیفی از روش کدگذاری استفاده شد. یافته‌ها: نتایج حاصل از تحلیل و تفسیر اطلاعات بیانگر این است که عمده مقولات استخراج شده از فرآیند کدگذاری اولیه، ثانویه و محوری عبارتند از نوع نگاه به فلسفه، استرس-های شغلی دانشجومعلمان، ترم ارائه دروس معرفت‌شناسی، دیدگاه و باور مدرس نسبت به دروس معرفت‌شناسی، جایگاه معرفت‌شناسی، وضعیت دانشگاه، ارزش‌های انسانی و اخلاقی، افزایش آگاهی درباره مباحث فلسفی، فرهنگ‌‌سازی، افزایش سواد معرفت‌شناسی، تعامل بیشتر با افراد ذی‌صلاح، بهبود چگونگی آموزش، ارتقا باورها و ارزش‌ها، بهبود ویژگی‌های فردی، ارتقا تعهد و مسئولیت‌پذیری، عدم کفایت باور به فلسفه دروس معرفت‌شناسی، عدم انجام مطالعات کافی در این زمینه، کمبود منابع آموزشی. نتیجه‌گیری: این مقولات طبق مدل استخراج شده در زیر بخش روش‌ها، برنامه، اصول و اهداف تربیتی تعریف شده در دروس معرفت‎شناختی قرار می‌گیرند که در ارتقای کیفیت تربیت دانشجو معلمان نققش دارد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The educational status of epistemological courses at Farhangian Universityom the perspective of student teachers

نویسندگان [English]

  • Salahedin Ebrahimi 1
  • Ramtin Tahoorihamrah 2
  • Abdollah Ali Shirmard 3
1 Assistant Professor, Department of Educational Management, Farhangian University, Tehran, Iran
2 PhD student in the field of Philosophy of Islamic Education, Islamic Azad University, Tehran Science and Research Unit, Tehran: Iran
3 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
چکیده [English]

Background and Objectives: Epistemology helps teachers' thinking, knowledge, and intellectual orientation, and is essential for teachers' effectiveness, which always leads to better student learning. Therefore, the aim of the present study is to determine the educational position of epistemological courses at Farhangian University from the perspective of student teachers. Methods: The researcher used a qualitative method with a phenomenological approach to describe the experiences of student teachers at Farhangian University of Tehran in terms of being influenced by epistemological beliefs. The study population consisted of student teachers at Farhangian University of Tehran, who were selected through purposive sampling with 20 people, and semi-structured interviews were used to collect information. The coding method was used to analyze the qualitative findings. Findings: The results of the analysis and interpretation of the data indicate that the main categories extracted from the primary, secondary, and central coding process include the type of view on philosophy, student teachers' job stress, the term of presenting epistemology courses, the instructor's perspective and belief on epistemology courses, the status of epistemology, the status of the university, human and moral values, increasing awareness of philosophical issues, culture building, increasing epistemological literacy, greater interaction with competent individuals, improving the way of teaching, promoting beliefs and values, improving personal characteristics, promoting commitment and responsibility, insufficient belief in the philosophy of epistemology courses, lack of sufficient studies in this field, and lack of educational resources. Conclusion: According to the extracted model, these categories are placed in the subsection of methods, program, principles, and educational goals defined in epistemology courses, which are effective in improving the quality of student teacher education.

کلیدواژه‌ها [English]

  • Education
  • Student Teachers
  • Farhangian University
  • Epistemology Courses
  • Epistemology
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  • تاریخ دریافت: 18 اسفند 1404
  • تاریخ بازنگری: 19 اردیبهشت 1405
  • تاریخ پذیرش: 15 خرداد 1405
  • تاریخ اولین انتشار: 15 خرداد 1405
  • تاریخ انتشار: 01 خرداد 1405