تحلیل و ارائه مولفه‌های استاد اثربخش در تربیت معلمان با رویکرد گراندد تئوری

نوع مقاله : مقاله پژوهشی

نویسنده

گروه آموزش علوم اجتماعی، دانشگاه فرهنگیان، صندوق پستی 14665-889 تهران، ایران

10.48310/rsse.2025.19977.1280

چکیده

پیشینه و اهداف: در نظام آموزش معلمان، استادان نقش محوری در فرایند تربیت و توانمندسازی دانشجومعلمان ایفا می‌کنند. این پژوهش با هدف شناسایی و تحلیل مؤلفه‌های استاد اثربخش در تربیت معلمان و تأثیر آن‌ها بر ارتقای شایستگی‌های حرفه‌ای دانشجومعلمان، انجام شده است. روش‌ها‌: این پژوهش از نوع کیفی بوده و با رویکرد نظریه‌ زمینه‌ای انجام شد. داده‌ها از تجارب ۲۷ دانشجومعلم در پردیس‌های استان البرز در سال تحصیلی ۱۴۰۳ جمع‌آوری شد. برای تحلیل داده‌ها از نرم‌افزار MAXQDA 24 استفاده گردید و فرآیند سه‌مرحله‌ای کدگذاری باز، محوری و انتخابی به‌کار گرفته شد. در نهایت ۱۲۴ کد اولیه در قالب ۱۸ مقوله اصلی سازمان‌دهی گردید. یافته‌ها:: نتایج نشان داد که اثربخشی استادان به سه دسته عوامل اصلی وابسته است: عوامل علّی شامل ویژگی‌های شخصیتی، تسلط علمی، مهارت‌های تدریس و مدیریت کلاس است. عوامل زمینه‌ای به تعامل مثبت با دانشجومعلمان، شناخت نیازهای آنان و ابعاد روانشناختی یادگیری، پویا اشاره دارد. همچنین، عوامل مداخله‌گر نظیر نوآوری در روش‌های تدریس، ارائه بازخورد سازنده و مسئولیت‌پذیری استادان نقش مهمی در این زمینه ایفا می‌کنند. استادان اثربخش با طراحی برنامه‌های آموزشی مبتنی بر نیازهای دانشجومعلمان، ایجاد انگیزه در یادگیری و توانمندسازی آنان، زمینه را برای ارتقای شایستگی‌های حرفه‌ای و آماده‌سازی دانشجومعلمان برای ورود به حرفه معلمی فراهم می‌کنند. نتیجه‌گیری:: مقوله مرکزی پژوهش تحت عنوان «تدریس همه‌جانبه و توانمندساز» شناسایی شد که مدلی مفهومی برای ارتقای عملکرد استادان در فرایند تربیت معلمان ارائه می‌دهد که می‌تواند در طراحی برنامه‌های تربیت معلم و بهبود کیفیت آموزشی اثربخش باشد

کلیدواژه‌ها


عنوان مقاله [English]

Analyzing the Components of Effective Professors in Teacher Education with a Grounded Theory Approach

نویسنده [English]

  • , mohamad solimannejad
Department of Social Sciences Education, Farhangian University, Tehran, Iran
چکیده [English]

Background and Objectives:Teachers play a pivotal role in enhancing the teaching and learning processes for student-teachers within teacher education systems. This study aimed to identify and analyze the components of effective teaching faculty in teacher education systems and their impact on improving the professional competencies of student-teachers. Methods: This qualitative study employed a grounded theory approach. Data were collected from the experiences of 27 student-teachers across teacher education campuses in Alborz Province during the academic year 1403. The data analysis was conducted using MAXQDA 24 software and involved a three-stage coding process: open, axial, and selective coding. Ultimately, 124 initial codes were organized into 18 main categories. Findings: The results revealed that faculty effectiveness is influenced by three main categories of factors. Causal factors include personal traits, academic mastery, teaching skills, and classroom management. Contextual factors emphasize positive interactions with student-teachers, understanding their needs, and Cognitive and Affective Aspects of Learning. Intervening factors, such as innovative teaching methods, constructive feedback, and faculty accountability, also play significant roles. Effective faculty members design educational programs based on student-teachers’ needs, foster learning motivation, and empower them, thereby facilitating the enhancement of professional competencies and preparing student-teachers for their future roles as educators. Conclusion: The central theme of the study was identified as “Comprehensive and Empowering Instruction.” A conceptual model for improving faculty teaching practices was developed, offering valuable insights for designing teacher education programs and promoting effective educational quality.

کلیدواژه‌ها [English]

  • Effective
  • Professors. Professional
  • Competencies
  • Learning
  • Environments
  • Teacher
  • Education System
  • Grounded Theory
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