علوم تربیتی

تجارب زیسته‌ی اساتید از چالش‌های ساختاری دروس کارورزی در دانشگاه فرهنگیان در دوران کرونا (مجازی)

https://doi.org/10.22055/edus.2023.44385.3488
دوره 30، شماره 2
دی 1402
صفحه 189-212
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

مظهر بابائی 1
ولی احمذکرماج 2

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

کارورزی
چالش‌ها
استاد راهنما
دانشگاه فرهنگیان

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
Aasir, A., & Khushi, M. (2018). Understanding the Role of Internship as an Activity Based Learning: A Case Study. Journal of Education and Educational Development, 5(2), 92-106.  
Bayerlein, L. & Jeske, D. (2018). The potential of computer-mediated internships for higher education. International Journal of Educational Management, 32(4), 526-537. http://dx.doi.org/10.1108/IJEM-11-2016-0254
Bukaliya, R. (2012). The potential benefits and challenges of internship programmes in an ODL institution: A case for the Zimbabwe Open University. International Journal on New Trends in Education and Their Implications, 3(1), 118-133.
Chennat, S. (2014). Internship in a pre-service teacher education program: A global perspective. Australian. Journal of Teachers Education, 15(1), 79-94.
Gault, J., Leach, E., & Duey, M. (2010). Effects of business internships on job marketability: the employers' perspective. Education + Training, 52(1), 76-88.
Hajizadeh, A., Azizi, G., & Keyhan, G. (2021). Analyzing the opportunities and challenges of e-learning in the Corona era: An approach to the development of e-learning in the post-Corona. Research in Teaching, 9(1), 204-174. https://dorl.net/dor/20.1001.1.24765686.1400.9.1.9.1 [Persian]
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798-812.
Jabarooti, N., & Bagherimajd, R. (2023). Canonical analysis of lifelong learning on teachers' professional development. Journal of Educational Scinces, 30(1), 127-144. [Persian]
Jafarikamangar, F., & Ehsani Tilami, S. (2021). Assessment of the Quality of Practicum Implementation at Farhangian University of Mazandaran. Educational and Scholastic studies, 9(4), 261-289. [Persian]
Jafariyan, V., & Mahmoodi, F. (2019). Phenomenology of Internship Guide Teachers' Experiences of New Internship Design at Tabriz Farhangian University. Research in Teaching, 7(2), 54-69. https://dorl.net/dor/ 20.1001.1.24765686.1398.7.2.4.4 [Persian]
Kaveshi, Z., & Soltani, A. (2018). A Comparative Study on Iranian and Indian Elements of Curriculum of Teacher Education systems. Research in Teacher Education (RTE), 2(1), 9-45. https://dorl.net/dor/ 20.1001.1.26457725.1397.2.1.1.5 [Persian]
Khorasgani, G., & Sadat, M. (2022). The Impact of Internship on Students' Individual and Professional Development: The Mediating Role of Skills. Journal of Educational Scinces, 29(1), 185-202. https://doi.org/ 10.22055/edus.2022.38867.3290 [Persian]
Khorooshi, D. P., Parishani, N., & Ghorbani, S. (2020). Investigating the problems of internship course from the perspective of Farhangian University teachers (Case study: Farhangian University of Isfahan). Research in Teacher Education (RTE), 3(1), 13-39. [Persian]
Manzar-Abbas, S., Lu, L. (2013). Keeping the practicum of Chinese Preservice Teacher Education in World’s Perspective. International Journal of Academic Research in Business and Social Sciences, 4(3), 172-186.
Mohammadian, M., Salehi-Omran, E., & Darzi, O. (2016). Internship system of Farhangian University: strength, weakness, opportunity, threat. 2National conference on management and humanistic science researches in Iran, 1(2), 1863-1875. ‎
Motamedi Mohammadabadi, M. (2022). Experience of Students from Virtual Internship Training in Pandemic of Covid-19. Pouyesh in Humanities Education, 8(28), 91-114. [Persian]
Parhizgar, M. M., & Etemadian, S. (2018). The Experiences of Transformational Leaders with Entrepreneurial Orientation and Innovative Performance in Making Customs Electronic (Colaizzi Descriptive Phenomenological Approach). Organizational Behaviour Studies Quarterly, https://dorl.net/dor/20.1001.1.23221518.1397.7.1.1.5 [Persian]
Parishani, N., Khoroshi, P., & Ghorbani, S. (2015). Pathology of the internship lesson from the perspective of Farhangian University professors (Case study: Fatemeh Zahra S. and Shahid Rajaei Campus of Isfahan). the second national teacher training conference. [Persian]
Parveen, S., & Mirza, N. (2012). Internship Program in Education: Effectiveness, Problems and Prospects. International Journal of Learning & Development, 2(1), 48. https://doi.org/10.5296/ijld.v2i1.1471
Ruggiero, D., & Boehm, J. D. (2017). Project-Based learning in a virtual internship program: A study of the interrelated roles between Intern, mentor, and client. Computers & Education, V. 110. https://doi.org/ 10.1016/j.compedu.2017.03.011
Safi, A. (2005). Teaching practice, management internship and counseling in schools and organizations. Tehran: Roshd. [Persian]
Ugalingan, G., Edjan, D., & Valdez, P. N. (2021). Online Internship Experiences among Pre-Service ESL Teachers in the Philippines: Challenges and Opportunities. TESL-EJ, 25(3), n3.
Vice-Chancellor of Education and Graduate Studies of Farhangian University (2016). The title of internship courses of continuous undergraduate courses / revised in 2016. [Persian]

صفحه اصلی

راهنمای نویسندگان

ارسال مقاله

داوران

تماس با ما