آسیب شناسی عوامل آموزشی مؤثر بر انتقال یادگیری دانشجویان در برنامه کارورزی دانشگاه فرهنگیان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف اصلی این پژوهش، آسیب شناسی عوامل آموزشی مؤثر بر انتقال یادگیری دانشجویان در برنامه کارورزی دانشگاه فرهنگیان است. روش پژوهش ازنظر هدف، کاربردی و ازنظر شیوه گردآوری داده ها، کیفی با استفاده از روش پدیدارشناسی است. ابزار استفاده شده مصاحبه است که روایی سازه ای، درونی و بیرونی آن تأمین و پایایی آن از روش بررسی اعضا، بررسی همکار و ناظر بیرونی تأیید شد. برای شناسایی آسیب های عوامل آموزشی انتقال یادگیری، دیدگاه ها و تجارب30 نفر از ذی نفعان در برنامه کارورزی با رویکرد هدفمند و معیار اشباع نظری از طریق مصاحبه نیمه ساختارمند بررسی شد. سپس با استفاده از تکنیک تحلیل مضمون، داده ها تحلیل شدند. برای تحلیل داده ها از فن تحلیل موضوعی (تم) استفاده و روایی یافته های پژوهش با استفاده از روش های بررسی توسط اعضا و چند سویه نگری منابع داده ها تضمین شد؛ همچنین به منظور سنجش پایایی کدگذاری های انجام شده از روش پایایی باز آزمون و توافق درون موضوعی استفاده شد. پس از مرور و سازمان دهی متون مصاحبه ها 37 کد در قالب 7 مؤلفه در بعد عوامل آموزشی انتقال یادگیری استخراج شد. براساس نتایج به دست آمده مهم ترین موانع مربوط به عوامل آموزشی انتقال یادگیری در برنامه درسی کارورزی شامل نیازسنجی آموزشی، اهداف آموزشی، محتوا، راهبردهای آموزشی، زمان، مکان و ارزشیابی بود؛ بنابراین ضرورت دارد، مثلث انسانی «دانشجو معلم، معلم راهنما و استاد راهنما» در خدمت نزدیکی عرصه نظر و عمل قرار گیرد تا برای تحقق اهداف برنامه درسی کارورزی و انتقال یادگیری دانشجویان در محیط واقعی کار به درستی عمل کند.Pathology of educational factors affecting the transfer of students' learning in Farhangian University's internship program
The main goal of this research was to analyze the educational factors of learning transfer in the internship curriculum of Farhangian University. The research method is practical in terms of its purpose and qualitative in terms of data collection using the phenomenological method. The used tool is the interview, whose structural, internal and external validity was ensured and its reliability was confirmed by the method of member review, peer review and external observer. In order to identify the harms of the educational factors of learning transfer, the views and experiences of 30 beneficiaries in the internship program were investigated with a targeted approach and theoretical saturation criteria through semi-structured interviews. Then, the data were analyzed using thematic analysis technique. For data analysis, thematic analysis (theme) technique was used and the validity of the research findings was guaranteed by using methods of review by members and biasing of data sources. Also, in order to measure the reliability of the done coding, re-test reliability method and intra-subject agreement were used. After reviewing and organizing the texts of the interviews, 37 codes were extracted in the form of 7 components in the dimension of educational factors of learning transfer. Based on the obtained results, the most important obstacles related to the educational factors of learning transfer in the internship curriculum include; educational needs assessment, educational goals, content, educational strategies, time, place and evaluation. Therefore, it is necessary for the human triangle of "student teacher, internship guide teacher and internship instructor" to be at the close service of the field of opinion and practice so that they can act correctly in order to fulfill the goals of the internship curriculum and transfer students' learning in the real work environment.IntroductionOne of the most important prerequisites for the effectiveness of training is the possibility of transferring learning during training to the real work environment, which can lead to better performance of job duties and improvement of the job performance of people in the organization (Asgari et al., 2018, p. 106). The transfer of learning is defined as the continuous and effective application of the knowledge and skills acquired in the training to the work environment by the intern. This definition explicitly or implicitly emphasizes the three concepts of applicability, maintenance and generalization of the information acquired by the trainee in the training program (Chestrom, 2017). The issue of learning transfer includes a wide range of individual, educational and organizational factors that may be favorable or unfavorable in guaranteeing the effectiveness of learning (Yozbashi et al., 2016, p. 159). Identifying factors affecting learning transfer is the main pillar of learning transfer management and a prerequisite for its effective realization (Abbaspour et al., 2017). Researchers say that one of the most important variables in learning transfer is educational factors. In the conducted studies, needs assessment, learning objectives, appropriate content, educational policies and methods are among the effective educational factors in learning transfer (Chauhan et al., 2017). In the internship program at Farhangian University, educational factors include need assessment, educational goals, content, time, place, educational strategies and evaluation that are very important roles in transferring the learnings of student teachers to the educational environment as well as their professional strengthening. Therefor, clarifying the current and desired situation of the internship curriculum requires the pathology of effective educational factors in the transfer of student teachers' learning in the internship program.Since at Farhangian University, the internship curriculum is to make changes in the knowledge, attitude and skills of student-teachers; It is very important to be aware of the factors underlying the effective transfer of learning in internship programs. Therefore, considering the importance of the subject of internship and considering the importance of the learnings and goals foreseen in the notified documents in strengthening the professional practice of student teachers, the present study was conducted with the aim of identifying the educational factors affecting the transfer of students' learning in the internship curriculum. has taken. In order to achieve the goal of the research, the research question is stated as follows:- What barriers exist in the transfer of learning in the internship curriculum in the educational dimension? Research methodIn terms of design, the present research is part of applied designs and in terms of method; it is part of qualitative research using phenomenological method. The participants in this research included all internship teachers; Guidance teachers and final year students (elementary education major) of Farhangian University in the academic year of 2019-2020. In order to sample lecturers, guidance teachers and student interns, the purposeful sampling method of the desired type were used. Participants were selected with a specific purpose (familiarity with the internship structure and process). In this research, library documents and research reports and information databases were used, as well as the interview tool with the method of directing generalities and asking follow-up questions. To analyze the collected data, the theme analysis method was used, which includes three stages of obtaining basic, organizing and inclusive themes. Research findingsAt this stage, during the interview process, it was investigated and identified the weaknesses of learning transfer of internship curriculum in Farhangian University. According to the qualitative method at this stage and data analysis in the form of thematic analysis, the coding results are summarized and presented in the form of learning transfer injuries in the internship curriculum of Farhangian University. During the analysis of the results of the interview, there were a total of 37 weaknes in the educational dimension of learning transfer in the internship curriculum of students in 7 core components including; 1- Needs assessment 2- Educational objectives 3- Content 4- Time 5- Place 6- Educational strategies 7- Evaluation were presented as effective educational components on learning transfer in internship curriculum and each of the interviewees. ConclusionFrom findings of this research, it was concluded that the transfer of learning in the internship curriculum of Farhangian University in the educational dimension includes 7 components; need assessment, educational goals, content, time, place and educational strategies of evaluation are damaged. The present study tried to provide practical solutions in the implementation of internship programs by examining the theoretical foundations and the findings obtained from the interviewees and remove the damages of educational factors in the transfer of students' learning in the internship curriculum. To achieve such a goal, the following suggestions are presented:by conducting needs assessment studies of internship beneficiaries, the needs assessment model should be developed in the internship curriculum and used to transfer learning and professional development of student teachers;In compiling the goals of the internship curriculum, according to the principles and scientific methods of curriculum planning, such as paying attention to the hierarchy of goals, their relationship with each other, and paying attention to all dimensions of the goals (knowledge, skills, attitudes) in line with the job needs and interests of students;In order to acquire the professional competences of student teachers, a field should be provided to gain experience from all kinds of schools (multi-grade, mixed, gifted, etc.) so that students can apply their theoretical learning in real classes;In order to improve the transfer of students' learning, curricular units (teaching methods, educational design, evaluation, etc.) should be implemented based on a holistic practice-oriented approach;because evaluation is the most important element in any curriculum; The evaluation of students in the internship course should be based on certain criteria and components, continuously and continuously with the greater participation of the guidance teacher and the use of various methods, such as self-evaluation, peer evaluation, and portfolio work.
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