واکاوی نقش دانشگاه فرهنگیان در توسعه ایده آموزشی مایکل کانلی با عنوان «مدارس به‌عنوان مکان‌های عملی

نوع مقاله : مقاله پژوهشی

نویسنده

گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

چکیده
پژوهش حاضر با هدف بررسی اولویت‌های آموزشی دانشگاه فرهنگیان در بسط ایده مدارس به‌عنوان مکان‌های عملی در چارچوب اندیشه‌های فکری مایکل کانلی انجام گرفت. رویکرد تحقیق کیفی از نوع تحلیل محتوای استقرایی با تأکید بر ماهیت موضوعی آن بود. در این راستا 12 نفر از اساتید دانشگاه فرهنگیان در سال تحصیلی 1404-1403 با استفاده از مصاحبه‌های کانونی از طریق نمونه‌گیری هدفمند از نوع مطلوب موردمطالعه قرار گرفتند. برای اعتبارپذیری داده‌ها از روش خود بازبینی محقق و کنترل مشارکت‌کنندگان و برای تأییدپذیری داده‌ها از روش مقایسه نظام‌مند استفاده شد. یافته‌ها نشان داد که 7 مؤلفه زیست‌پذیری آموزشی، تلفیق برنامه درسی، دانش‌پروری، تعامل‌گرایی، فرهنگ معلم عملی، خودکاوی آموزشی و کارآفرینی کدهای اصلی هستند که با 18 کد محوری و 97 کد اولیه چارچوب مدارس با کارکرد عملی را از طریق آموزش‌های دانشگاهی فراهم می‌سازند. نتایج نشان می‌دهد که دانشگاه فرهنگیان باید مدارس را به‌عنوان بستر فعالیت‌های آموزشی دانشجو معلمان با درجه آزمایشی در نظر بگیرد. به‌عبارت‌دیگر مدارس با شبیه‌سازی تفکرات دانشجویان در قالب مدارس آزمایشگاهی معیار تصمیم‌گیری‌های آموزشی تلقی شده و شاخصی برای برآورد تحقق اهداف دانشگاه فرهنگیان به شمار آید.

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کلیدواژه‌ها

موضوعات

عنوان مقاله English

Analyzing the Role of Farhangian University in the Development of Michael Connelly Educational Idea Titled "Schools as Practical Places"

نویسنده English

Reza Masouminejad
Department of Educational Sciences, University of Farhangian, Tehran, Iran
چکیده English

The present study was conducted to examine the educational priorities of Farhangian University in expanding Michael Connelly’s idea of schools as practical places. The research employed a qualitative approach using inductive content analysis with an emphasis on its thematic nature. Accordingly, 12 faculty members of Farhangian University in the 2023–2024 academic year were studied through focus group interviews, selected via purposive sampling of the desirable type. To ensure data validity, the researcher’s self-review and participant checking were used, and systematic comparison was employed to confirm data reliability. The findings indicated that seven components—educational liveability, curriculum integration, knowledge cultivation, interactionism, practical teacher culture, educational self-exploration, and entrepreneurship—constitute the main codes that, along with 18 axial codes and 97 initial codes, shape the framework of schools with practical functions through university-based training. The results further suggest that Farhangian University should regard schools as a platform for the educational activities of student teachers at an experimental level. In other words, by simulating students’ professional thinking within laboratory school environments, schools can serve as a basis for educational decision-making and as an indicator for evaluating the extent to which the goals of Farhangian University are being achieved.

کلیدواژه‌ها English

Farhangian University
schools
practical places
Michael Connelly
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