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تحلیل و شناسایی مؤلفههای کلیدی تدریس نوآورانه: ( تدریس نوآورانه اساتید در حوزه آموزش عالی) | ||
تدریس پژوهی | ||
مقاله 1، دوره 7، شماره 4، دی 1398، صفحه 23-1 اصل مقاله (966.04 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): https://doi.org/10.34785/J012.2019.376 | ||
نویسندگان | ||
مریم خدارحمی* 1؛ محبوبه خسروی2؛ صابر عبدالملکی3 | ||
1دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبایی تهران | ||
2استادیار رشته برنامه ریزی درسی گروه علوم تربیتی دانشکده روان شناسی و علوم تربیتی دانشگاه علامه طباطبائی تهران | ||
3دانشجوی دکتری برنامهریزی درسی دانشگاه علامه طباطبائی | ||
چکیده | ||
هدف: هدف پژوهش حاضر شناسایی مؤلفههای کلیدی تدریس نوآورانه در میان اساتید حوزه آموزش عالی است. روش پژوهش حاضر کیفی از نوع گرندد تئوری بود. روش: روش نمونهگیری هدفمند بود که در آن اساتیدی که شرایط نمونه موردنظر را داشتند با استفاده از مصاحبه نیمهساختارمند و اکتشافی مورد مصاحبه قرار گرفتند و با رسیدن به اشباع نظری یافتهها تعداد نمونههای پژوهش به هفت نفر رسید. برای تجزیهوتحلیل دادههای حاصل از مصاحبه از روشهای سه مرحلهای کدگذاری (باز، محوری و انتخابی) استراس و کوربین (1992) استفاده شد. یافتهها: نتایج تحلیل دادهها نشان داد مؤلفههای تدریس نوآورانه عبارتند از: پیوند دانش و تجربه، یادگیرنده بودن، جهانبینی، توانایی آفرینندگی، طرح مسئله، تعامل هوشمندانه، منش حرفهای و یادگیری معنیدار. همچنین یافتهها بیانگر این بود که تدریس نوآورانه لزوماً توأم با نوآوری، ابداع و انجام کاری غیرمتعارف نیست و توانایی آفرینندگی که ناشی از بعد خلاقیت تدریس نوآورانه است، تنها یکی از ویژگیهای استاد نوآور و تدریس نوآورانه است نه همه آن؛ و مهمترین مؤلفه در تدریس نوآورانه که سایر مؤلفهها حول محور آن میچرخند پیوند میان دانش و تجربه در عمل است. | ||
کلیدواژهها | ||
نوآوری؛ تدریس نوآورانه؛ آموزش عالی؛ اساتید | ||
مراجع | ||
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