پداگوژی دانشگاهی: پدیده ای مغفول در نظام آموزش عالی ایران

نوع مقاله : علمی - پژوهشی

نویسندگان

1 علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران

2 استاد دانشکده علوم تربیتی و روانشناسی دانشگاه مازندران، مازندران، ایران

3 علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی، تهران، ایران

10.52547/mpes.2022.226028.1150

چکیده

هدف: پژوهش حاضر با هدف شناسایی و توصیف ابعاد پداگوژی دانشگاهی بعنوان پدیده-ای مغفول در نظام آموزش عالی ایران انجام گرفته است.
مواد و روش ها: پژوهش از لحاظ هدف، کاربردی- توسعه ای و از لحاظ اجرا پدیدار شناختی و از نظر گرد آوری داده‌ها روش کیفی بوده است. ابتدا با بهره گیری از ادبیات و پیشینه‌ی پژوهش، (ابعاد ده گانه پداگوژی دانشگاهی، یمنی، 1391). اقدام به شناسایی ابعاد پداگوژی دانشگاهی گردید و سپس گرد آوری داده ها از طریق مصاحبه نیمه ساختار‌یافته با خبرگان و متخصصان حوزه آموزش عالی به شیوه هدفمند از نوع گلوله برفی تا مرحله رسیدن به اشباع نظری ادامه پیدا کرده است. داده ها با تعداد 16 نفر خبره به اشباع نظری رسیده است و طی فرایند تحلیل داده ها با استفاده از تحلیل مضمون ابعاد و مولفه‌های پداگوژی دانشگاهی شناسایی گردید.
بحث و نتیجه گیری: پس از تحلیل مصاحبه ها، 194 مضمون پایه بازشناسی شد و در نهایت 54 مضمون سازمان دهنده در قالب 11 مضمون فراگیر بعنوان ابعاد پداگوژی دانشگاهی مضمون یابی شدند. یافته‌های پژوهش نشان داد که کنشگران دانشگاهی علاوه بر تأیید و تأکید بر ابعاد ده گانه ی پداگوژی دانشگاهی مطرح شده در چهارچوب نظری یعنی: - مفهوم سازی نظری راجع به جریان آموزش و پژوهش در موقعیت‌های یادگیری و سازماندهی آنها - چارچوب عملی برای اعضاء هیأت علمی، مدیران و کارشناسان دانشگاهی - ایجاد و تقویت ذوق و شوق یادگیری در دانشجویان - شناخت عملکرد دانشگاه (قوت‌ها و ضعف‌های سازمان دانشگاه) - بازاندیشی و سازماندهی مستمر فعالیت-های آموزشی، پژوهشی و خدماتی دانشگاه -راهنمایی نظری برای مدیریت فعالیت های دانشگاهی - فرهنگ دانشگاهی - ارزیابی مستمر فعالیت‌های آموزشی، پژوهشی و خدماتی دانشگاه در موقعیت‌های یادگیری - اسطوره ها و نماد‌های دانشگاهی - محیط دانشگاه، معتقد به تاثیرگذاری بعد یازدهم یعنی فناوری اطلاعات و ارتباطات نیز بودند. که در واقع این ابعاد سیستمی از عوامل و عناصر گوناگونند که با هم در تعاملند و منتج به بهبود یادگیری دانشجویان می‌شوند. یافته‌های این مطالعه از طریق شناسایی ابعاد پداگوژی دانشگاهی دستاورد‌های نظری و کاربردی مناسبی را در اختیار سیاستگذاران، برنامه‌ریزان و مدیران دانشگاه به منظور بهبود یادگیری دانشجویان قرار داده و می‌تواند بستر لازم را جهت ارتقای کیفیت آن فراهم نماید.

کلیدواژه‌ها


عنوان مقاله [English]

University of Pedagogy: A Neglected Phenomenon in Iranian Higher Education System

نویسندگان [English]

  • Khodayar Soleimani motlagh 1
  • Ibrahim Salehi omran 2
  • Mohammad Yamani douzi sorkhabi 3
  • Hojjat Saffar heidari 1
1 Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran University, Babolsar, Iran
2 Professor, Faculty of Educational Sciences and Psychology, Mazandaran University, Mazandaran, Iran: edpes60@hotmail.com
3 Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
چکیده [English]

 
Objectives: Learning is a topic that has always been of interest to university activist's numerous studies indicate the complexity of the subject of learning and the multiplicity and variety of factors influencing it. Given the multiplicity and diversity of variables involved in learning and the diversity of relationships between these variables, any knowledge of the concept of learning is relative. In addition, it cannot be recognized based on focusing on several specific factors, (Yamani, 2012, 156) the present study introduces a strategy that considers the learning phenomenon based on its transverse and longitudinal study. In addition, has a holistic view and expresses the factors and elements that are effective in shaping and improving student learning, and that is the strategy of university pedagogy.
Materials and methods:
The method of this research is applied development and in terms of performance is phenomenological, and it has a qualitative approach in terms of data collection. Data collection tools were structured interviews with experts First, using the literature and research background (ten dimensions of university pedagogy, Yemen, 2012). The dimensions of university pedagogy were identified and then data collection has continued through semi-structured interviews with experts and specialists in the field of higher education in a purposeful manner from the type of snowball to the stage of reaching theoretical ghosts. The data has reached theoretical saturation with 16 experts during the data analysis process, using Theme analysis, through three coding steps (Basic, organizing, and inclusive themes), the dimensions and components of university pedagogy were identified.
Discussion & Conclusions:
After analyzing the interviews, (194) basic themes were recognized and finally (54) organizing themes were found in the form of 11 comprehensive themes as dimensions of university pedagogy.Findings show that academic actors in addition to confirming and emphasizing the ten dimensions of university pedagogy proposed in the theoretical framework, namely: -Theoretical conceptualization of the flow of education and research in learning situations and their organization -Practical framework for faculty members, administrators and academic experts- Creating and strengthening the taste and enthusiasm of students in learning- Recognition of university performance (strengths and weaknesses of the University) - Continuous rethinking and organizing educational, research and service activities of the university - Theoretical guidance for the management of academic activities - University culture - Continuous evaluation of educational, research and service activities of the university in learning situations - Academic myths and symbols - University environment, They also believed in the influence of the eleventh dimension, namely information and communication technology. In fact, these dimensions are a system of various factors and elements that interact with each other and lead to improved student learning. The findings of this study, by identifying the dimensions of university pedagogy, provide appropriate theoretical and practical achievements for policy makers, planners and university administrators to improve student learning and can provide the necessary basis for improving its quality.

کلیدواژه‌ها [English]

  • Keywords: higher education
  • university pedagogy
  • dimensions of university pedagogy
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