نوع مقاله : علمی- پژوهشی

نویسندگان

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

2 استادیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

چکیده

مجازی‌شدن دوره‌های کارورزی چالش‌های زیادی را به وجود آورد که علی‌رغم آن موجب کسب تجارب ارزشمندی از سوی اساتید این دوره‌ها شد. ازاین‌رو پژوهش حاضر باهدف توصیف، تحلیل و احصاء آسیب‌های مترتب بر ساختار دوره کارورزی از منظر اساتید راهنمای آن صورت‌گرفته است. به اقتضای هدف، از روش پژوهش کیفی با رویکرد پدیدارشناسی توصیفی استفاده گردید. میدان پژوهش شامل اساتید راهنمای دانشگاه فرهنگیان در استان کردستان در سال تحصیلی 1400-1399 بودند که به روش نمونه‌گیری هدف‌مند ملاک دار و با تعداد 10 نفر به اشباع‌ رسید. ابزار پژوهش مصاحبه‌ی عمیقِ نیمه‌ساختاریافته محقق ساخته بود و تجزیه‌وتحلیل داده‌ها بر اساس مدل هفت‌مرحله‌ای کلایزی صورت گرفت. بر اساس نتایج حاصل از تجارب زیسته‌ی اساتید از کارورزی مجازی، دو تم، شش مقوله و 32 مفهوم به دست آمد. مزایای کارورزی مجازی شامل سه مقوله تسهیل دسترسی به مدرسه محل خدمت، تنوّع در محتوا و آموزش و رفع محدودیت زمانی می‌باشد و مهم‌ترین چالش‌های استخراج شده در سه مقوله‌ی چالش‌های ساختاری، اجرایی و محتوایی دسته‌بندی شدند. در نهایت بر اساس یافته‌ها می‌توان نتیجه گرفت که عدم زیرساخت‌های لازم برای دوره‌های کارورزی مجازی سبب ناکارآمدی آن نسبت به کارورزی حضوری شده است؛ لذا پیشنهاد می‌شود از تلفیق و ترکیب کارورزی مجازی و حضوری جهت بهره‌وری و اثربخشی بیشتر دوره کارورزی بهره گرفت.

کلیدواژه‌ها

عنوان مقاله [English]

Analysis of Professors' Lived Experiences of the Structural Challenges of Internship Courses at Farhangian University during the Corona Era (Virtual)

نویسندگان [English]

  • Mazhar Babaee 1
  • Vali Ahmmad Kermaj 2

1 Assistant Professor, Department of Educational Sciences, Farhangian University. Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, Farhangian University. Tehran, Iran.

چکیده [English]

Introduction
The virtualization of internship courses can bring many challenges, which can be turned into gaining experience from these courses despite it. Therefore, the current research was carried out with the aim of describing, analyzing, and calculating the damages caused by the structure of the internship period from the point of view of its guiding professors.
 
Method
According to the objective, a qualitative research method with a descriptive phenomenological approach was used. The field of research included guidance professors of Farhangian University in Kurdistan province in the academic year of 2019-2020, which reached saturation with the method of targeted sampling with the number of 10 people. The research tool was an in-depth semi-structured interview made by the researcher and the data analysis was based on the seven-step Claysey model.
 
Results
Based on the results of the professors' lived experiences from the virtual internship, two themes, Six categories, and 32 concepts were obtained. Some of the benefits of virtual internships include easier access to resources and reduced costs and the most important challenges extracted were categorized into three categories: structural, executive, and content challenges.
Discussion
Finally, based on the findings, it can be concluded that the lack of necessary infrastructure for virtual internships has made it ineffective compared to face-to-face internships. Therefore, it is suggested to take advantage of the integration and combination of virtual and in-person internships for more productivity and effectiveness during the internship period. Finally, according to the findings, it is suggested that the teacher training program in the internship course during the university period should be reviewed. According to the findings of the second question, it can be said that holding virtual internships faces major challenges; Therefore, Farhangian University should not substitute virtual internships for face-to-face internships; rather, it should make virtual internships a complement to face-to-face internships in order to increase internship efficiency.

کلیدواژه‌ها [English]

  • Internship
  • challenges
  • supervisor
  • Farhangian University
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