دوره کارشناسی‌ارشد مدیریت آموزشی در ترازوی تحلیل و نقد

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانش‌آموخته دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران،

2 دانشیار فلسفه تعلیم و تربیت، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

چکیده

هدف: اغلب بحران‌های تربیتی و مسائل آموزشی در خلأ دانشی تعلیم ‌و تربیت ریشه دارد. دانش تعلیم ‌و تربیت بیش از همه محصول فعالیت‌های علمی دوره‌های تحصیلات تکمیلی است. مدیریت آموزشی یکی از علوم تربیتی است که در چند دهه اخیر به‌لحاظ کمی رشد بسیار زیادی داشته و اغلب دانشکده‌های علوم تربیتی به تأسیس و اجرای دوره‌های ارشد و دکتری پرداخته‌اند. ولی پرسش این است که سهم رشته مدیریت آموزشی در پیشرفت دانش تعلیم ‌و تربیت و حل مسائل تربیتی کشور چیست. برای پاسخ به این پرسش در تحقیق حاضر تلاش شده وضعیت موجود برنامه‌درسی رشته مدیریت آموزشی در مقطع کارشناسی‌ارشد با رویکرد کیفی و با کمک روش تحقیق موردی، مورد بررسی قرار گیرد.
مواد و روش‌ها: جامعه تحقیق اعضای هیأت علمی و دانشجویان دکتری مدیریت آموزشی هستند که با روش نمونه‌گیری هدفمند و در دسترس، 11 نفر جهت مصاحبه کیفی و نیمه‌ساختاریافته انتخاب شدند. داده‌های حاصل با استفاده از روش تحلیل کیفی نظام‌مند اشتراوس و کوربین مورد تحلیل قرار گرفت.
بحث و نتیجه‌گیری: یافته‌های تحقیق بیانگر مسایل و چالش‌های متعددی است که از سطح آشکار اشتغال تصادفی و سردرگمی حرفه‌ای دانش‌آموختگان تا مسائل نظری و غیرملموس هم‌چون جایگاه و قلمرو نامشخص مدیریت آموزشی را شامل می‌شود. درخصوص بازنگری و اصلاح وضعیت موجود نیز بازنگری همه‌جانبه و راهبردی در مجموعه‌ای از عوامل متعدد برنامه‌درسی ضرورت پیدا می‌کند. از این‌رو، دوره‌های تحصیلات تکمیلی مدیریت آموزشی بایستی متوجه تربیت دانشجویانی باشند که در درک، تحلیل، نقد و طراحی و بازآفرینی نهادها و سیستم‌های آموزشی توانمند باشند.

کلیدواژه‌ها

عنوان مقاله [English]

Educational Administration Critical and Analytical Review of Master program

نویسندگان [English]

  • Amin Bagheri 1
  • Jamileh Alamolhoda 2
1 Ph.D. in Educational Adiministration, Department of Education, Faculty of Education and psychology, Shahid Beheshti University, Tehran, Iran.
2 Associate Professor, Philosophy of Education, Department of Education, Faculty of Education and psychology, Shahid Beheshti University, Tehran, Iran.
چکیده [English]

Objective: Most educational crises and issues are rooted in the knowledge weaknesses of education. The knowledge of education is the outcome of graduate courses. Educational administration is a branch of educational science that has been such quantitative development in recent years. However, what is the contribution of educational administration to the development of knowledge and solving educational problems?
Materials and methods: To answer this question, the case study method had been used to investigate the current status in the graduate course of educational administration. Population is the Ph.D. students and faculty members of educational administration major, in which a sample of them was selected through purposeful sampling and participated in qualitative and semi-structured interviews.
Result and discussion: Research findings reveal that issues and challenges include apparent level elements such as accidental occupation and professional confusion as well as theoretical and intangible issues such as uncertain scope and places of educational administration. A comprehensive and strategic review of multiple factors is required to refine the existing situation of the master course of educational administration. Thus, graduate courses should focus on educating students who are capable of understanding, analyzing, criticizing, designing, and recreating educational institutions and systems.

کلیدواژه‌ها [English]

  • Course review and modification
  • Curriculum
  • graduate courses of education
  • Educational Administration

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