نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دوره دکتری رشته برنامه ریزی درسی، گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران
2 دانشیار مدیریت آموزشی، گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران
3 دانشیار مطالعات برنامه درسی، گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران
چکیده
پیشینه و اهداف: هدف از پژوهش حاضر، تبیین وضعیت جاری منتورینگ در برنامه درسی کارورزی دانشجومعلمان دانشگاه فرهنگیان و طراحی مدل مفهومی مبتنی بر آن بود. اهمیت این مطالعه در ارتقای کیفیت تربیت معلمان و شناسایی موانع و راهکارهای مؤثر برای بهبود فرآیند منتورینگ در کارورزی نهفته است.
روش‌ها: این مطالعه با روش نظریه‌پردازی داده‌بنیاد و رویکرد اشتراوس و کوربین انجام شد. جامعه آماری شامل اساتید راهنمای کارورزی، دانشجومعلمان، معلمان راهنما و مدیران آموزشی دانشگاه فرهنگیان بود. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته جمع‌آوری و نمونه‌گیری به صورت هدفمند نظری تا رسیدن به اشباع نظری ادامه یافت؛ در مجموع ۱۸ نفر در پژوهش مشارکت داشتند. تحلیل داده‌ها با استفاده از کدگذاری سه‌مرحله‌ای انجام گرفت.
یافته‌ها: پدیده محوری پژوهش «منتورینگ در کارورزی، معماری ناتمام یک سازه تربیتی» شناسایی شد. سه شرط علّی شامل فقدان سیاست‌گذاری کلان در حوزه منتورینگ، نارسایی در تربیت حرفه‌ای منتورها و ضعف فرهنگ تعامل در فضای دانشگاهی و مدرسه‌ای مشخص گردید. شرایط زمینه‌ای شامل فرهنگ نهادی، ساختار بوروکراتیک و ویژگی‌های فردی دانشجومعلمان و عوامل مداخله‌گر مانند توسعه زیرساخت‌های فناورانه و نگرش حرفه‌ای اساتید به منتورینگ تبیین شد. همچنین، مشارکت‌کنندگان سه راهبرد اصلی شامل بازطراحی ساختار کارورزی، توانمندسازی دانشجومعلمان و توسعه حرفه‌ای منتورها را پیشنهاد کردند.
نتیجه‌گیری: الگوی استخراج‌شده می‌تواند به‌عنوان مبنایی برای بازنگری در سیاست‌ها و ارتقای کیفیت کارورزی با تأکید بر منتورینگ اثربخش و تعامل‌محور در تربیت معلمان آینده مورد استفاده قرار گیرد. این مطالعه نشان می‌دهد که بهبود ساختار، آموزش حرفه‌ای و توسعه فرهنگ تعاملی از عناصر کلیدی برای موفقیت منتورینگ در کارورزی هستند.
چکیده تصویری
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کلیدواژه‌ها
عنوان مقاله [English]
The Current Status of Farhangian University Practicum Curriculum in Relation to Mentoring: A grounded theory approach
نویسندگان [English]
- zeynab sarzehi 1
- hadi pourshafei 2
- mohammad akbari 3
1 PhD student in Curriculum Planning, University of Birjand, Birjand, Iran
2 Associate Professor of Educational Management, Department of Educational Sciences, University of Birjand, Birjand, Iran
3 Associate Professor of Curriculum Studies, Department of Educational Sciences, University of Birjand, Birjand, Iran
چکیده [English]
Background and Objectives: The teacher education system, as the beating heart of the broader educational apparatus, bears the critical responsibility of preparing competent and effective teachers. Within this system, the practicum curriculum serves as a fundamental bridge connecting theoretical knowledge acquired at the university with the practical skills required in real-world school environments. A practicum is not merely a course requirement; rather, it is a dynamic incubator where the professional identity of student-teachers is forged. In this context, “mentoring” is recognized as a vital and inseparable component of practicum programs, playing an essential role in guiding, supporting, providing feedback, and facilitating the professional development of student-teachers.
Despite the undeniable importance of mentoring, evidence and lived experiences within Farhangian University indicate that integrating this concept into the design and implementation of the practicum curriculum faces severe challenges and systemic disconnects. The absence of macro-level, transparent policies, inadequate preparation of mentors, and weak connections between the university and host schools have prevented this program from realizing its full pedagogical potential. Consequently, the primary problem addressed in this research is the existence of a systematic gap between the theoretical design, field implementation, and the actual lived experiences of stakeholders regarding the mentoring process. The present study aimed to deeply examine and explain the current status of mentoring in the practicum curriculum of Farhangian University student-teachers and, ultimately, to design a comprehensive conceptual model based on the lived experiences of the stakeholders in this field.
Methods: In terms of purpose, this is an applied study, and methodologically, it adopts a qualitative approach utilizing the “Grounded Theory” strategy based on the systematic framework developed by Strauss and Corbin. Selecting this methodology allowed the researchers to generate a model rooted in the actual data and lived experiences of the participants, rather than merely testing pre-existing hypotheses.
The research field encompassed all individuals involved in and knowledgeable about the practicum process at Farhangian University. The participants were drawn from four main groups: university practicum supervisors, student-teachers, school mentor teachers, and relevant educational administrators. A purposive and theoretical sampling method was employed to select the participants. This process continued until “theoretical saturation” was achieved—the point at which new data no longer provided fresh insights into the existing codes. Ultimately, in-depth, semi-structured interviews were conducted with 18 participants.
The data obtained from the interview transcripts were analyzed through three sequential and interconnected stages: 1) Open coding (breaking down the data and extracting initial concepts), 2) Axial coding (establishing connections between categories based on a paradigm model), and 3) Selective coding (integrating all categories around a core phenomenon to construct the research narrative).
Findings: The systematic analysis of the data led to the formulation of a paradigm model based on Strauss and Corbin’s approach, presenting a comprehensive picture of the mentoring landscape at Farhangian University. The components of this conceptual model are explained as follows:
Central Phenomenon (Core Category): The central concept around which all other categories revolved was identified as “Mentoring in the Farhangian University practicum as the unfinished architecture of an educational structure.” This profound metaphor signifies that while the foundation of mentoring has been laid, systemic disconnects between theoretical design, field execution, and lived experiences have left it as an incomplete and flawed structure.
Causal Conditions: The direct factors leading to the emergence of this “unfinished architecture” are manifold. They include the lack of unified macro-level policies regarding mentoring, tangible deficiencies in the training and professional development of mentor teachers, a lack of coherence in the practicum curriculum design, a deep divide between academic theories and practical realities in schools, and a weak, limited culture of interaction between Farhangian University and the host schools.
Contextual Conditions: The broader environment in which the phenomenon occurs is heavily influenced by the organizational culture prevailing at both the university and the partner schools. Rigid, centralized, and bureaucratic university structures, coupled with the individual, psychological, and academic backgrounds of the student-teachers, create an atmosphere that directly impacts the quality of mentoring implementation.
Intervening Conditions: These are factors that act as either facilitators or barriers to implementing strategies. They include the state of technological infrastructure (such as communication platforms for continuous feedback) and the level of commitment, motivation, and professional attitudes of both professors and mentor teachers. A positive, professional attitude can partially mitigate structural limitations, whereas a task-oriented, apathetic approach acts as a severe barrier.
Strategies: To overcome the current situation and complete this “unfinished architecture,” the participants proposed a threefold strategy: First, redesigning the structural framework of the practicum program with mentoring at its absolute core. Second, cognitively and skillfully empowering student-teachers so they can play an active role as inquiring, engaged mentees. Third, ensuring continuous professional development for mentor teachers, alongside a clear and precise definition of their roles, status, and professional growth trajectories.
Consequences: The model indicates that if the current situation persists without corrective strategies, negative outcomes will follow. These include the weakening of Farhangian University’s authoritative role as the primary reference institution for teacher education, a reduction in the effectiveness of the practicum as a rich professional learning environment, and ultimately, a decline in the quality of the graduates entering the educational system.
Conclusion: The findings of this study and the resulting conceptual model significantly enhance our understanding of the complexities surrounding mentoring in Iran’s teacher education system. The results reveal that the challenges facing mentoring at Farhangian University do not stem merely from the individual shortcomings of student-teachers or mentors; rather, they are deeply rooted in structural and policy-making voids. The metaphor of the “unfinished architecture” perfectly illustrates that the incompleteness of this structure is the product of interacting factors such as role ambiguity, student unpreparedness, and a lack of systemic cohesion.
This model provides a well-reasoned, evidence-based foundation for policymakers and curriculum planners at Farhangian University to revise current policies and elevate the quality of practicum programs. Ultimately, succeeding in preparing highly competent teachers for the next generation requires a paradigm shift from traditional approaches to an effective, reflective, and interaction-oriented mentoring system. Achieving this transformation heavily depends on profound structural reforms, targeted professional training, and the cultivation of a sustainable, supportive, and collaborative culture between the university and the school environment.
کلیدواژه‌ها [English]
- Mentoring
- Practicum
- Farhangian University
- Teacher Education
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