توسعه برنامه درسی پاسخگوی رشته علوم تربیتی: مطالعه کیفی عوامل بازدارنده و تسهیل‌کننده

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه علوم‌تربیتی، دانشکده علوم انسانی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران

2 استادیار، گروه علوم تربیتی، دانشکده علوم انسانی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران

3 استادیار، گروه علوم‌تربیتی، دانشکده علوم انسانی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران

10.22034/cipj.2025.62556.1134

چکیده

هدف: این تحقیق با هدف شناسایی عوامل بازدارنده و تسهیل‌کننده توسعه برنامه درسی پاسخگو در رشته علوم تربیتی انجام شد.
روش پژوهش: برای نیل به هدف موردنظر، پژوهشگر از رویکرد کیفی از نوع تحلیل مضمون استفاده نمود. مشارکت‌کنندگان پژوهش اعضای هیأت علمی متخصص و صاحب‌نظر در حوزه برنامه‌ریزی درسی و خبرگان حوزه برنامه‌ریزی آموزش عالی و دانشگاه بودند که از این میان، 18 نفر به عنوان نمونه هدفمند انتخاب شدند. ابزار گردآوری داده‌ها مصاحبه نیمه ساختار یافته بود. برای تجزیه و تحلیل داده‌ها از روش کدگذاری تحلیل مضمون و به منظور اعتباریخشی داده‌ها، از روش کینگ و هاروکس استفاده شد.
یافته‌ها: یافته‌ها نشان داد که در مجموع 46 کد اولیه، 13 مضمون پایه، 5 مضمون سازمان‌دهنده، ذیل دو مضمون فراگیر عوامل بازدارنده توسعه برنامه درسی پاسخگو و عوامل تسهیل‌کننده برنامه درسی پاسخگو قرار گرفتند.
نتیجه‌گیری: بر اساس یافته‌ها، دانشگاه‌ها و موسسات آموزش عالی و رشته علوم تربیتی برای حرکت به سمت و سوی برنامه درسی پاسخگو، می‌بایست مجموعه عوامل بازدارنده و تسهیل‌کننده را در تدوین، توسعه و اجرای برنامه درسی رشته علوم تربیتی مورد توجه قرار گیرد چراکه توسعه برنامه درسی پاسخگو به‌صورت موازی نیازمند رفع عوامل بازدارنده و تقویت و توجه به عوامل تسهیل کننده است؛ ضمن اینکه هرگونه اقدام و سیاست‌گذاری در این زمینه نیازمند نگاه نظام‌مند و چندبعدی با در نظر گرفتن تمامی عناصر و ابعاد ساختاری، فنی، راهبردی، فرهنگی، اجتماعی است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Development of a Responsive Curriculum in the Field of Educational Sciences: A Qualitative Study of Inhibiting and Facilitating Factors

نویسندگان [English]

  • Mohammadhassan Hassani 1
  • Haiedeh Ashouri 2
  • Fatemeh Ahmadbeigi 3
  • Marzieh Ramezani 3
1 PhD student, Department of Educational Sciences, Faculty of Humanities, North Tehran Branch, Islamic Azad University, Tehran, Iran
2 Assistant Professor, Department of Educational Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
3 Assistant Professor, Department of Educational Sciences, Faculty of Humanities, North Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

Objective: This research aimed to identify factors that inhibit and facilitate the development of a responsive curriculum in the field of educational sciences.
Method: To achieve the desired goal, the researcher used a qualitative approach of thematic analysis. The participants of the research were expert faculty members and experts in the field of curriculum planning and experts in the field of higher education and university planning, of which 18 people were selected as a purposive sample. The data collection tool was a semi-structured interview. Thematic analysis coding method was used to analyze the data and King and Harrocks method was used to validate the data
Results: The results showed that a total of 46 primary codes, 13 basic themes, 5 organizing themes, under two overarching themes of inhibiting factors and facilitating factors of curriculum development were included.
Conclusion: Based on the findings, universities and higher education institutions and the field of educational sciences, in order to move towards a responsive curriculum, should consider a set of inhibiting and facilitating factors in the formulation, development, and implementation of the curriculum of the field of educational sciences, because the development of a responsive curriculum requires in parallel the elimination of inhibiting factors and the strengthening and attention to facilitating factors; in addition, any action and policy-making in this field requires a systematic and multidimensional view, taking into account all structural, technical, strategic, cultural, and social elements and dimensions.

کلیدواژه‌ها [English]

  • curriculum
  • educational science
  • responsive
  • responsive curriculum
  • university

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سابقه مقاله

  • تاریخ دریافت: 29 تیر 1403
  • تاریخ بازنگری: 10 بهمن 1403
  • تاریخ پذیرش: 29 بهمن 1403
  • تاریخ اولین انتشار: 01 تیر 1404
  • تاریخ انتشار: 01 تیر 1404

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