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طراحی الگوی مفهومی سنجش بهرهوری آموزشی مدرسین دانشگاه فرهنگیان به روش تحلیل مضمون | ||
| تدریس پژوهی | ||
| مقاله 10، دوره 14، شماره 1 - شماره پیاپی 44، فروردین 1405، صفحه 225-241 اصل مقاله (1.02 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/trj.2026.143955.2194 | ||
| نویسندگان | ||
| فرهاد سعیدی1؛ رحمت اله اللهیاری* 2؛ وحید مهربانی2؛ ناصر شیربگی3؛ فاطمه نارنجی4 | ||
| 1داشجوی دکتری آموزش عالی، دانشگاه تهران، تهران، ایران. | ||
| 2استادیار گروه مدیریت و برنامه ریزی آموزشی، دانشگاه تهران، تهران، ایران. | ||
| 3استاد مدیریت آموزشی، گروه علوم تربیتی، دانشگاه کردستان، سنندج، ایران. | ||
| 4دانشیار گروه مدیریت و برنامه ریزی آموزشی، دانشگاه تهران، تهران، ایران. | ||
| چکیده | ||
| پژوهش حاضر با هدف طراحی الگوی مفهومی بهره وری آموزشی مدرسین دانشگاه فرهنگیان بر اساس تحلیل دادههای کیفی انجام شد. این مطالعه از نظر هدف کاربردی و از نظر روششناسی کیفی با رویکرد تحلیل مضمون بود. دادهها از طریق مصاحبههای نیمهساختار یافته با 32 تن از مدرسان دانشگاه فرهنگیان گردآوری شد که با روش نمونهگیری هدفمند نظری و بر مبنای اصل اشباع نظری انتخاب شدند. تحلیل دادهها با استفاده از روش تحلیل مضمون براساس مراحل ششگانه براون و کلارک انجام گرفت. پس از کدگذاری اولیه، ۸۴ کد مفهومی استخراج و در ۱۸ مضمون اولیه و ۶ مضمون اصلی دستهبندی گردید. نتایج تحلیل مضمون نشان داد که بهرهوری آموزشی از دیدگاه اساتید شامل ابعاد متنوعی از جمله تدریس نوین، تعامل فعال، فناوری آموزشی، پیوند آموزش و پژوهش، برنامهریزی آموزشی و انگیزش شغلی است. در نهایت، مدلی مفهومی طراحی شد که میتواند مبنایی برای طراحی ابزارهای سنجش و بهبود سیاستهای آموزشی قرار گیرد. | ||
| کلیدواژهها | ||
| بهرهوری آموزشی؛ تحلیل مضمون؛ مدرسین دانشگاه فرهنگیان؛ تدریس نوین؛ مدل مفهومی | ||
| مراجع | ||
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