تدوین چارچوب برنامه درسی هدایت تحصیلی شغلی در نظام آموزش وپرورش ایران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف تدوین چارچوب برنامه درسی هدایت تحصیلی شغلی در نظام آموزش وپرورش ایران با استفاده از رویکرد آمیخته (کیفی کمّی) طی دو گام انجام شده است. در گام اول، به منظور شناسایی و تبیین عناصر و مؤلفه های چارچوب برنامه درسی هدایت تحصیلی شغلی، با استفاده از روش مرور نظام مند، 81 منبع مطالعاتی بین المللی از بین کلیه کتاب ها، مقاله ها، گزارش های پژوهشی، اسناد معتبر در حوزه برنامه درسی هدایت تحصیلی در بازه زمانی بین 2022-2001 به عنوان نمونه انتخاب شدند. در گام دوم، به منظور سنجش روایی با استفاده از روش پیمایشی، 15 نفر از خبرگان با شیوه روش نمونه گیری در دسترس انتخاب شدند. ابزار گردآوری داده ها در گام اول کاربرگ فیش برداری بود و و در گام دوم از کاربرگ روایابی پژوهشگرساخته استفاده شد. تحلیل داده ها نیز در گام اول با استفاده از روش کوربین و اشترواس طی سه مرحله کدگذاری باز، محوری و گزینشی انجام شد. داده های روایابی چارچوب تدوین شده نیز با استفاده از روش کمی و با استفاده از آماره های توصیفی (میانگین و انحراف استاندارد) و استنباطی (آزمون های ناپارامتریک خی دو و آزمون یومن وایت نی) تحلیل شد. یافته های پژوهش عناصر و مؤلفه های چارچوب برنامه درسی هدایت تحصیلی شغلی در نظام آموزش وپرورش ایران را در 6 عنصر و 17 مؤلفه شامل منطق (چرایی، چیستی)، اهداف (توسعه بینش تحصیلی، شغلی، فردی اجتماعی)، محتوا (حوزه های یادگیری، الگوی سازمان دهی محتوا، ملاک انتخاب محتوا)، اجرا (زمان، معلم مشاور، رویکرد و فعالیت های یادگیری، زیرساخت ها و الزامات)، ارزشیابی (نقش، فرایند، ابزارها و تکنیک ها) و برون دادهای یادگیری (خودآگاهی، کاوش و اقدام تحصیلی شغلی) نمایان کرد. در نهایت، تحلیل نظرات متخصصان موضوعی، روایی هر یک از عناصر و مؤلفه ها را به تفکیک و همچنین، روایی چارچوب نهایی برنامه درسی هدایت تحصیلی شغلی در نظام آموزش وپرورش ایران را با 12 شاخص شامل جامع بودن، کلان نگری، آینده نگری، مبتنی بر نیاز بودن، بومی بودن، سازگاری درونی، قابلیت توصیف گری، قابل درک بودن، راهنمای عمل و اقدام، بهینه سازی فرایند، نظم بخشی و قابلیت به روز رسانی و توسعه تأیید کرد. نتایج پژوهش حاکی از آن است که با توجه به ضرورت آماده سازی و تجهیز دانشی، مهارتی و نگرشی دانش آموزان برای انتخاب رشته تحصیلی شغلی، چارچوب تدوین شده برنامه درسی می تواند جایگزینی مناسب برای برنامه فعلی هدایت تحصیلی شغلی در نظام آموزش وپرورش باشد و از این طریق چالش های موجود در این زمینه را برطرف کند.Developing an Educational-career guidance Curriculum Framework in the Iran's Education system
The current research was carried out with the aim of developing the curriculum framework of educational-career guidance in Iran's education system using a mixed approach (qualitative-quantitative) in two stage. In the first step, in order to identify and explain the elements and components of the educational-career guidance curriculum framework, using the systematic review method, 81 international study sources from among all the books, articles, research reports, reliable documents in the field of academic guidance curriculum between 20001- 2022 were selected as sample. In the second step, 15 experts were selected using available sampling method to measure validity of a survey method. In the first step, the data collection tool was the Note worksheet, and in the second step, the researcher-made verification worksheet was used. In the first step, data analysis was done using the Corbin & Strauss method during three stages of open, axial and selective coding. The findings of the research, the elements and components of the educational-career guidance curriculum framework in Iran's education and training system in 6 elements and 17 components including; Logic (why, what), goals (development of educational, career, individual-social insight), content (learning areas, content organization pattern, content selection criteria), implementation (time, teacher-consultant, learning approach and activities, infrastructure and requirements) ), evaluation (role, process, tools and techniques) and learning outcomes (self-awareness, exploration and educational -career). Finally, the analysis of subject experts' opinions, the validity of each of the elements and components separately, as well as the validity of the final curriculum framework of academic-career guidance in Iran's education system with 12 indicators including; Comprehensiveness, macroscopic view, foresight, need-based, being native, internal consistency, descriptive ability, comprehensibility, action guide, process optimization, regularization and update and development capability were confirmed. Results of the research indicate that due to the necessity of preparing and equipping the students with knowledge, skills and attitudes to choose the educational-career field, the developed curriculum framework can be a suitable alternative for the current educational-career guidance program in the education system and through this, the challenges in clear this field. IntroductionNowadays, the issue of the quality of educational-career guidance and its effectiveness is one of the most important concerns of the educational system and development decision makers in every country (Claudia et al., 2019). The educational -career guidance program plays the main role in schools by providing students with the tools they need to succeed in school, work, and everyday life (Ontario, 2006). The problem in this research is that the students have knowledge, attitude and skills such as; they do not know the interests, abilities, needs of the labor market, the career future of the fields of study, and choose a specific field of study that will lead to a job in the future only based on social and environmental factors such as family pressure and the results of aptitude and Interest tests, or by keep up with the Joneses. Therefore, it is necessary to search for a tool or a program so that students can be equipped with the knowledge, attitude and skills of choosing and making educational -career decisions. Among the most important of these tools, are curricula. Through formulating the educational -career guidance curriculum framework with a continuous time approach and systematic steps, it is possible to realize the learning outcomes through which students are expected to experience a positive choice of educational-career field in Iran's public education system. In other words, since the educational-career guidance curriculum in Iran's public education system is a null curriculum, the main problem of this research is to answer the following questions;What are the elements and components of the educational -career guidance curriculum framework with an emphasis on learning outcomes in Iran's public education system? And,Is the developed curriculum framework of educational -career guidance with emphasis on learning outcomes in Iran's public education system sufficiently valid? MethodologyThe current research design was mixed (qualitative-quantitative). According to the goals and approach of the research, it was done in two steps. In the first step, the elements and components of the curriculum framework of educational-career guidance were identified and in the second step, the developed framework of the educational-career guidance curriculum was verified, so in accordance with these steps, systematic review and survey methods were used. In the first step, using the proposed steps (Higgins & Green, 2011) and through the logic of systematic review sampling, a total of 81 studies (documents) were selected and analyzed from 70265 studies (documents). In the second step, through the convenience sampling from among the experts who have the criteria of the research (sufficient scientific knowledge, educational and research records, managerial and expert records, executive experience in the field of educational-career guidance in the general education system, expertise in the field of curriculum). Data analysis was done in the systematic review section, using data analysis steps through open, axial and selective coding (Corbin & Strauss, 1990). The analysis of the validation data was also done according to the quantitative data collected using descriptive and inferential statistical tests.FindingsFindings of the research indicated that the elements and components of the academic-career guidance curriculum framework in Iran's general education system have 6 elements and 17 components including; Logic (why, what), goals (development of academic, career, individual-social insight), content (learning areas, content organization pattern, content selection criteria), implementation (time, teacher-consultant, learning approach and activities, infrastructure and requirements), evaluation (role, process, tools and techniques) and learning outcomes (self-awareness, exploration and educational - career action). Analyzing the opinions of the experts, the validity of each of the elements and components separately, as well as the validity of the whole educational-career guidance curriculum framework in Iran's general education system with 12 indicators including; Comprehensiveness, macroscopic view, foresight, need-based, naiveness, internal consistency, descriptive ability, comprehensibility, action guide, process optimization, regularization and update and development capability were confirmed.Discussion and conclusionResults of the research indicated that due to the necessity of preparing and equipping the students with knowledge, skills and attitudes to choose the educational-career field, the compiled curriculum framework can be a suitable alternative for the current educational-career guidance program in the Iran's public education system, and through this, the challenges will be solved in this field. At the end, according to the results of the research, the following suggestions are presented;Considering the necessity of preparing and equipping the students with knowledge, skills and attitudes to choose the educational-career field, the compiled curriculum framework with the three goals of development of academic, career, individual-social insight should replace the current educational-career guidance program in the public education system;An integrated approach should be used in developing the content of the educational - career guidance curriculum and the content and activities of the teaching-learning curriculum of educational -career guidance should be selected in accordance with the developmental characteristics of students at each age (for example: the content area of " educational-career self-awareness" for the primary level by introducing the concepts and topics of self-awareness in all educational aspects using from discussions and small groups, games, projects, short plays, etc.);Continuity of activities and processes of educational -career guidance in the education system (all levels of education) considering the scope of the subject and the need for sufficient time in order to implement it accurately and effectively;In order to strictly implement educational-career guidance curricula, it is suggested to train a teacher-counselor.By adopting a learner-centered approach and through teaching-learning activity methods such as; Problem-oriented learning, self-directed learning, work experience or job shadowing, to provide a platform for students to acquire learning experiences;Communication with higher education institutions, service institutions, employers and other centers and stakeholders of the society in order to participate in activities and support the implementation processes of educational-career guidance curriculum;Anticipating and providing all the necessary executive equipment and necessities, including information and communication technology, manuals, media, etc., in order to implement flawlessly and enrich teaching-learning activities;Application and use of efficient evaluation process, tools and techniques, including; concept map, self-evaluation, class activities, in the field of providing information on academic progress and providing feedback to students;Pay attention to the learning outcomes of the students in the implementation of the educational-career curriculum. Therefore, the information-oriented approach should be avoided and the competence-based approach should be used.
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