نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

شناسایی ادراک اساتید دانشگاه فرهنگیان از فرهیختگی و عوامل زمینه‌ساز آن درراستای تقویت مبانی فرهنگی برنامه درسی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه اموزشی علوم تربییتی، دانشگاه فرهنگیان، تهران،ایران.
2 - دانشجوی کارشناسی ارشد روان‌شناسی و آموزش کودکان استثنایی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.
چکیده
هدف پژوهش، شناسایی ادراک اساتید دانشگاه فرهنگیان از فرهیختگی و عوامل زمینه‌ساز آن درراستای تقویت مبانی فرهنگی برنامه‌درسی بود. برای دستیابی به این هدف، از پارادایم تفسیری با رویکرد کیفی و کاربست تحلیل مفهومی از نوع تفسیر مفهوم و روش‌های اسنادی-کتابخانه‌ای، توصیفی-تحلیلی و جُستار نظریه‌پردازانه، بهره برده شد. جامعه مطالعه، شامل 11 نفر از اساتید دانشگاه فرهنگیان استان کردستان در سال 1403-1402 با استفاده از نمونه‌گیری هدفمند معیارمحور بود. ابزار گردآوری داده‌ها، مصاحبه‌ی عمیق نیمه‌ساختاریافته محقق‌ساخته بود. یافته‌ها در دوبخش ادراک اساتید از فرهیختگی، شامل ادراک کلی (7 مورد) و ادراک خاص فرهیختگی (9 مورد) و بخش بایستگی‌های آن، شامل چهارزمینه‌ی: فردی (2 مورد)، اجتماعی (4 مورد)، آموزشی (5 مورد) و موقعیتی (1 مورد)، ارائه شد. نتایج نشان داد، درراستای تقویت مبانی فرهنگی برنامه‌درسی، در کنار برنامه‌ریزی برای علم‌پروری و مهارت‌پروری، توجه به اخلاق‌پروری نیز جهت کسب مدارج بالای فرهیختگی، ضروری است. دراین‌راستا، می‌توان زمینه‌ی فرهیختگی فراگیران را فراهم ساخت.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Identifying Farhangian University professors' perception of being educated and its underlying factors in order to strengthen the cultural foundations of the curriculum

نویسندگان English

Mazhar Babaee 1
parastoo salehi 2
1 Department of Educational Sciences, Farhangian University, Tehran, Iran.
2 Master's student in psychology and education of exceptional children, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.
چکیده English

The purpose of the research was to identify the perception of the professors of Farhangian University about being educated and its underlying factors in order to strengthen the cultural foundations of the curriculum. The interpretation paradigm was used with a qualitative approach to achieve this goal, and conceptual analysis of the concept interpretation type and documentary-library, descriptive-analytical, and Speculative Easy methods were applied. The study population included 11 Farhangian University of Kurdistan province professors in 1402-1403 using criteria-based purposeful sampling. The data collection tool was a researcher-made semi-structured in-depth interview. Findings in two parts of professors' perception of being educated, including general perceptions (7 cases) and specific perceptions of education (9 cases) and its merits, including four fields: individual (2 cases), social (4 cases), educational (5 cases), and situational (1 case), were presented. The results showed that in order to strengthen the cultural foundations of the curriculum, along with planning for science and skill development, it is necessary to pay attention to moral education in order to obtain high levels of being educated. In this way, it is possible to provide the background for being educated of the learners.

کلیدواژه‌ها English

cultural foundations of the curriculum
being educated
perceptions
underlying factors
Farhangian University professors
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