دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

1 کارشناس ارشد برنامه‌ریزی درسی، گروه علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران

2 دانشیار برنامه‌ درسی، گروه علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران

3 استادیار برنامه‌ درسی، گروه علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران

چکیده

هدف: هدف پژوهش حاضر، بررسی تجربة زیستة اعضای هیأت علمی از راهبردهای تعامل استاد - دانشجو در محیط‌های دانشگاهی بود. روش شناسی: روش پژوهش پدیدارشناسی بود که طی آن ادراکات و فهم اعضای هیأت علمی از تعامل با‌ دانشجویان بررسی گردید. جامعه آماری شامل همه اعضایهیأت علمی دانشکده‌های علوم و فیزیک دانشگاه شهید باهنر کرمان در سال تحصیلی 98-1397 به تعداد 81 نفر بود. با نمونه‌گیری هدفمند و رسیدن به اشباع نظری، 18 نفر به عنوان نمونه پژوهش انتخاب شدند. از طریق بررسی عمیق پژوهش‌های انجام شده در موضوع تعامل استاد – دانشجو، سوالات مصاحبه تهیه گردید و مصاحبه‌ها به شکل نیمه‌ساختاریافته انجام شد. برای تجزیه و تحلیل داده‌ها نیز از شیوة کدگذاری سه مرحله‌ای باز، محوری و انتخابی استفاده شد.
یافته‌ها: نتایج نشان داد که شرایط شکل‌گیری تعامل استاد - دانشجو، شامل عوامل زمینه‌ساز و افزایش‌دهنده تعامل مانند درک موضوع درسی توسط دانشجو، برگزاری ساعات رفع اشکال و وجود انگیزه در استاد و دانشجو، و عوامل کاهش‌دهنده تعامل مانند ماهیت تئوری دروس، سطح علمی پایین دانشجو، حجم بالای کار عملی و تحقیقاتی، زمان محدود و عدم اعتماد به نفس دانشجو بودند. نتایج همچنین نشان داد که راهبردها و روش‌های تعامل با دانشجو شامل راهبردهای عام، شرایط‌مدار و دانشجومدار بودند. علاوه بر این، پیامدهای اتخاذ راهبردهای تعامل استاد - دانشجو نیز شامل پیامدهای مبتنی بر دانشجو مانند تاثیرات علمی، شخصیتی، اجتماعی، شغلی، و همچنین پیامدهای مبتنی بر استاد مانند کسب تجربه، به روز شدن اطلاعات و دانش استاد، احساس رضایت درونی، و دریافت بازخورد برای شناسایی نقاط قوت و ضعف بودند.
بحث و نتیجه‌گیری: نتایج حاصل دلالت‌های مهمی برای برنامه‌ریزان درسی آموزش عالی در راستای بهبود زمینه‌های تعامل استاد - دانشجو دارد. بر این اساس لازم است که از محتوای تعاملی با ماهیت عملی و مشارکتی، و شیوه‌های تدریس مبتنی بر راهبردهای تعاملی مختلف استفاده شود و برای دسترسی بیشتر دانشجو به استاد از طریق فعالیت‌های خارج از کلاس و فراهم آوردن فرصت ارتباط بیشتر دانشجو با استاد در سطحی شخصی‌تر برنامه‌ریزی گردد.

کلیدواژه‌ها

عنوان مقاله [English]

Faculty Members' Lived Experience of Faculty-Student Interaction in the Academic Environments

نویسندگان [English]

  • Azam Jafarzadeh 1
  • Asghar Soltani 2
  • Badrosadat Daneshmand 3

1 M.A. in Curriculum, Department of Education, Shahid Bahonar University of Kerman, Kerman, Iran

2 Associate Professor, Department of Education, Shahid Bahonar University of Kerman, Kerman, Iran

3 Assistant Professor, Department of Education, Shahid Bahonar University of Kerman, Kerman, Iran

چکیده [English]

Purpose: The purpose of the present study was to examine the faculty members' lived experience of faculty-student interaction strategies in the academic environments.
Methodology: The research method was phenomenology in which the faculty members' perceptions of interaction with students were examined. The statistical population of study consisted of 81 faculty members of the Faculties of Science and Physics of Shahid Bahonar University of Kerman during the 2018-2019 academic year. By purposeful sampling and theoretical saturation procedure, 18 individuals were selected as the sample. Interview questions were prepared through in-depth research on the subject of faculty-student interactionand the interviews were semi-structured. The three-step coding method including open, axial, and selective codingwas used for data analysis.
Results: The findings showed that the conditions for the formation of the student-student interaction included the contextual and enhancing factors such as student perception of the subject, holding of debugging hours, motivation in the faculty and student, and reducing factors such as the nature of course theory, the student's low academic level, high volume of practical work, limited time, and lack of self-confidence. The results also showed that student engagement strategies and methods were included general, conditioned, and studentinteraction strategies. In addition, the consequences of adopting faculty-student interaction strategies also includedstudent-centered outcomes such as scientific, personality, social, occupational, as well as faculty-based outcomes such as gaining experience, updating faculty’s information and knowledge, inner satisfaction, and feedback was provided to identify strengths and weaknesses. 
Conclusion: The results have important implications for higher education curriculum planners in order to improve the areas of faculty-student interaction. Accordingly, it is necessary to use interactive content with a practical and collaborative nature, and teaching methods based on different interactive strategies, and planning to provide more student access to the faculty through out-of-class activities and provide more opportunities for students to communicate with the faculty members on a more personal level.

کلیدواژه‌ها [English]

  • Faculty-student interaction
  • Faculty members
  • Student
  • University
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