تحلیل کیفی تنوع تجارب اساتید دانشگاه از مفهوم هویت حرفه ای

چکیده پژوهش حاضر باهدف آگاهی از تجارب و برداشت‌ اعضای هیئت‌علمی از مفهوم هویت حرفه‌ای و تنوع‌ موجود در تجارب آنان صورت گرفت. رویکرد پژوهش تفسیری و راهبرد انجام آن پدیدار نگاری و میدان تحقیق دانشگاه کردستان بود، روش نمونه‌گیری هدفمند بود و با رعایت حداکثر تنوع صورت گرفت. حجم نمونه با استفاده از ابزار مصاحبه نیمه ساختاریافته و با توجه به ملاک رسیدن به اشباع نظری به 14 نفر رسید. کدگذاری و تحلیل داده‌ها با روش کدگذاری هفت مرحله‌ای sjöström & dahlgren(2002) انجام شد. حاصل تحلیل داده‌ها، استخراج پنج طبقه توصیف از مفهوم هویت حرفه‌ای شامل: هویت حرفه‌ای به‌عنوان ((استقلال حرفه‌ای))، ((اخلاق‌مداری))، ((بدون مرز بودن))، ((آفرینش)) و ((تعامل حرفه‌ای)) بود که بیانگر تفاوت‌های کیفی برداشت اساتید از مفهوم هویت حرفه‌ای و نحوه ایفای نقش‌های حرفه‌ای چندگانه توسط آنان بود. لازم به ذکر است که هر یک از اساتید همه یا ابعادی از این هویت‌های حرفه‌ای را در خود داشتند یا به آن می‌اندیشیدند، اما آنچه برای فرد در بازه زمانی یا موقعیت یا زمینه خاص، در اولویت و درجه اهمیت بیشتری قرار داشت، هویت حرفه‌ای مسلط و غالب وی را تشکیل می‌داد.

Qualitative analysis of university professors' experiences of professional identity

Introduction The purpose of this study was to find out the perceptions and experiences of faculty members about the concept of professional identity. Professional identity provides an understanding of how and why particular teaching and learning approaches are used and shapes one's selfimage as a faculty member and provides a framework for them on how to act and how perceive their work and role in society. Although there is no single definition of professors' professional identity that fits all university faculties, it is possible to identify specific core norms that all professors agree with. Understanding the professional identity of faculty members is a difficult but necessary task. The constituent factors of professors' professional identity should be sought in the context of their lives. Method The Approach of study was qualitative and research method was phenomenography and it was conducted in Kurdistan University. The sampling method was purposive with maximum diversity and according to the theoretical saturation, by using semistructured interview sample size arrived 14 peoples. The Sjostrom and Dahlgren (2002) sevenstage method used to coding and analyzing data. Results The result of data analyze was elicitation five classes of description categories include: professional identity as (professional independence), (being ethical), (acting beyond boundaries), (creation) and (professional interaction), which illustrate the qualitative differences between faculty members' perceptions of professional identities and ways that they play multiple professional roles. Discustion Professional identity provides an understanding of how and why particular teaching and learning approaches are used and shapes one's selfimage as a master, and provides a framework for faculty members on how to act and how they perceive their work and role in society. Although there is no single definition of professors' professional identity that fits all university professors, it is possible to identify specific core norms that all professors agree with. Understanding the professional identity of professors is a difficult but necessary task. The constituent factors of professors' professional identity should be sought in the context of their lives. Methodology: This study was a qualitative and phenomenographical study. This research was conducted in the University of Kurdistan and the participants in this study were purposefully selected from professors with at least five years of teaching experience in the university. Finally, according to the theoretical saturation, 14 faculty members of Kurdistan University were selected. Data were collected using a semistructured interview questionnaire. In this study, the sevenstage method of Sjostrom and Dahlgren (2002) was used for data analysis. Results: The result of this study was five classes of description categories include professional identity as (professional independence), (being ethicsOrbited), (acting without boundaries), (creation) and (professional interaction), which illustrate the qualitative differences between professors' perceptions of professional identity.