طراحی برنامۀ درسی آموزش شایستگی‌های معلم عشایر کوچنده برای دانشجو_ معلمان سهمیۀ عشایری دانشگاه فرهنگیان؛ رویکرد دیکوم

هدف پژوهش حاضر طراحی برنامۀ درسی آموزش شایستگی ‌های معلم عشایر کوچنده برای دانشجو_ معلمان سهمیۀ عشایری دانشگاه فرهنگیان بود؛ که با روش مطالعه موردی کیفی چندگانه صورت پذیرفت. مشارکت ‌کنندگان بالقوه در پژوهش افزون بر تجربۀ زیستۀ تدریس در مناطق عشایری دارای تحصیلات حداقل کارشناسی ارشد و بالاتر بودند. انتخاب مشارکت ‌کنندگان که 15 معلم خبره بودند نیز با استفاده از رویکرد هدفمند و با روش انتخاب گلوله ‌برفی و استفاده از معیار اشباع نظری داده‌ها انجام شد. برای گردآوری داده ‌ها از روش بحث گروه های کانونی و تکنیک دلفی استفاده شد، پژوهش با کمک تکنیک دیکوم و در شش گام انجام شد. در گام ‌های ابتدایی پس از تعریف عنوان شغل با مولفه ‌های چهارگانه (چه کسی، چه چیزی، چگونه، چرا)، 7 وظیفۀ اصلی و 30 وظیفۀ فرعی برای معلم عشایر کوچنده به‌ دست آمد. در ادامه، افزون بر شناسایی فعالیت‌ های مرتبط به وظایف فرعی هر کدام در سه حیطۀ شناختی، مهارتی و نگرشی جای گرفتند. هفت وظیفۀ اصلی با عناوینخدمات آموزشی چندمنظوره شامل 6 وظیفۀ فرعی مانند وظیفۀ مهارتی به‌کارگیری تدریس خودتنظیمی؛خدمات مدرسه‌ داری شامل3 وظیفۀ فرعی مانند وظیفۀ مهارتی انجام امور معاونت اجرایی و دفترداری؛ “فعالیت‌ های کلینیکی و ترمیم‌ سازی آموزشی شامل 4 وظیفۀ فرعی مانند وظیفۀ مهارتی ارائۀ خدمات گفتاردرمانی؛خدمات مشاوره ای و روان شناسی خانواده شامل 3 وظیفۀ فرعی مانند وظیفۀ نگرشی آموزش و به‌کارگیری مهارت ‌های هوش هیجانی؛مدیریت و طرح ‌ریزی امور وابسته به موقعیت طبیعی شامل 4 وظیفۀ فرعی مانند وظیفۀ مهارتی به ‌کارگیری و یادگیری مهارت ‌های لازم زندگی عشایری و کوچ ؛مدیریت و پیگیری امور اجتماعی و فرهنگی شامل6 وظیفۀ فرعی مانند وظیفۀ مهارتی مبارزه با خرافات و در نهایت وظیفۀ اصلیطرح‌ ریزی خدمات بهداشتی و سلامتی شامل 4 وظیفۀ فرعی مانند وظیفۀ مهارتی کمک ‌های اولیه نام گذاری شدند. در گام ششم، 18 وظیفۀ فرعی بر اساس اهمیت و با نظرخواهی از خبرگان اولویت‌ بندی شدند. داده ‌های نهایی مطالعه به معرفی 15 دورۀ آمورشی ویژه مانند رویکردهای آموزش کلاس ‌های چندزبانه، جغرافیای عشایری کشور، مبانی مددکاری اجتماعی،کارگاه هنر زنده ماندن در شرایط سخت با استفاده از مهارت ‌های جغرافیایی و عشایری، کارگاه آشنایی با خدمات حقوقی و مشاوره‌ای و معاضدت حقوقی برای سرفصل ‌های برنامۀ درسی که در تامین شایستگی ‌های و توانمندسازی دانشجو_معلمان عشایرکوچنده موثر هستند؛ منجر شد.

Development of a Curriculum for Training Nomadic Teacher Competencies for Student-Teachers at Farhangian University (Nomadic Quota): DACUM Approach

Abstract:The present study aimed to develop a curriculum for nomadic teacher competencies training for studentteachers at Farhangian University (nomadic quota). We used DACUM techniques in six steps. Seven main tasks and 30 subtasks were defined for a teacher in nomadic tribes. The 7 main tasks include (1) “Multifunctional educational services”; (2) “School services”; (3) “Clinical activities and educational rehabilitation”; (4) “Counseling and family psychology services”; (5) “Life management and teaching in difficult natural conditions”; (6) “Management and followup of social and cultural affairs”; and (7) “Planning healthcare services”. The final data of the study resulted in 15 special training courses such as multilingual classroom teaching approaches and basics of social work for curriculum topics, which are effective in providing competencies and empowering studentteachers for nomadic tribes.IntroductionTeachers are the only cultural entity living continuously among nomadic people, who in addition to educating the nomads, gain experiences that are part of their culture (Shaghari et al., 2014). They have a lot of authority and influence among the tribes. Teaching in multigrade classes, helping the needy, and obtaining help from benefactors are among the social roles they play (Mosayi, 2017). Furthermore, nomads regard teachers with a high status and dignity, and treat them like family members (Attaran and Abdoli, 2012). A curriculum for properly training teachers who are responsible for producing knowledge, transferring skills, and institutionalizing attitudes is crystal clear. Curriculum is the software that not only transmits knowledge, but also generates it (Stevens Smith et al., 2014). Given the changes in and social problems of nomads and the role of teachers as facilitators of these changes and developments, a curriculum appears essential for facilitating such changes and developments. Therefore, the curricula of teacher training centers should be tailored to the needs of nomadic studentteachers to furnish them with the necessary competencies for proper job performance in disadvantaged areas. Teachers need to pass the necessary training related to acquiring skills, knowledge, and attitude for performing their duties effectively and achieving the predetermined goals (Abdolmaleki, 2010). These competencies are obtained via job analysis with special approaches such as DACUM and optimal education with appropriate curricula at Farhangian University.MethodologyThis was an applied research with a multistage qualitative case study approach employing the DACUM technique to develop a training course for teachers in nomadic tribes. Participants were selected via purposive sampling using snowball method and theoretical data saturation criterion, the focus group discussion method, and the Delphi technique to introduce the curriculum topics, determine the importance, and identify the type of competency areas. The study was conducted using the DACUM technique in six steps until the topics of advanced training course were developed. In the first step, experts were acquainted with the steps of the DACUM workshop. The second step defined and identified the job of a nomadic teacher. The third step extracted the major and minor responsibilities and duties of nomadic teachers. The fourth step identified activities related to each task and analyzed each duty in terms of work standards, tools, safety, etc. In the fifth step, the extracted tasks and duties were reviewed and refined. In the sixth step, learning competencies, the level of competency, and the importance of performing each task for teachers in nomadic tribes were determined (Fathi Vajargah, 2012). In this step, the duties and tasks of nomadic teachers obtained through an interview questionnaire were presented to a panel of experts to comment about the scope of learning the tasks (knowledge, skills, attitude), the level of competency (knowledge, ability, and mastery) and the importance of performing tasks by the employed teacher (desirable, important, critical). Then, tasks with the highest priority in the scale of the importance of the tasks were identified for training course and curriculum development for nomadic studentteachers. Finally, a comprehensive description was written for each course in the curriculum.ResultsAccording to Table 1, in the first steps of DACUM, seven main tasks and 30 subtasks were identified for teachers in nomadic tribes. As seen in Table 2, tasks were prioritized so that curriculum topics could be developed for studentteachers.ConclusionsGiven that nomadic teachers face many executive problems and challenges, and need to learn things that solve such problems, their curriculum should not be the same as a routine curriculum for teachers in urban and rural areas. Rather, educational programs should be different based on indigenous knowledge, the structure of the tribal community, and the characteristics of a nomadic teacher. Educational job analysis is therefore a fundamental solution for planners in preparing better and more effective goals, methods, activities, and training opportunities. Furthermore, the education departments of nomadic areas should complete and renew the teacher training tasks via inservice courses by considering the related contextual variables in each tribe, such as teacher’s social and extraindividual competencies, and their mastery of each duty and competency.