شناسایی آسیب‌ها و چالش‌های کارورزی مجازی دانشگاه فرهنگیان در دوران پاندمی کرونا: یک مطالعۀ آمیخته

ﭘﯿﺸﯿﻨﻪ و اﻫﺪاف: دوره ﮐﺎرورزی داﻧﺸﺠﻮﻣﻌﻠﻤﺎن از ﻣﻬﻢﺗﺮﯾﻦ ﺑﺨﺶﻫﺎی ﺗﺤﺼﯿﻞ در داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن اﺳﺖ و ﺑﻪ ﻧﻮﻋﯽ ﻣﯽﺗﻮان ﮔﻔﺖ زﻣﺎن ﺷﮑﻞﮔﯿﺮی روح ﻣﻌﻠﻤﯽ و ﺗﺠﺮﺑﻪ ﻣﺤﯿﻂ ﮐﺎر آﯾﻨﺪه ﺗﻮﺳﻂ داﻧﺸﺠﻮﻣﻌﻠﻤﺎن در ﺟﻮ ﺗﺤﺖ ﻧﻈﺎرت ﺻﺎﺣﺒﻨﻈﺮان ﺧﺒﺮه ﺣﻮزه ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ اﺳﺖ؛ اﻣﺎ ﺑﻪ دﻟﯿﻞ ﻣﺤﺪودﯾﺖﻫﺎی ﮐﺮوﻧﺎﯾﯽ، ﮔﺬراﻧﺪن ﮐﺎرورزی ﺗﻮﺳﻂ داﻧﺸﺠﻮﻣﻌﻠﻤﺎن در ﺑﺴﺘﺮ ﻣﺠﺎزی ﭼﺎﻟﺶﻫﺎﯾﯽ ﺑﻪ ﻫﻤﺮاه داﺷﺖ ﮐﻪ ﺷﻨﺎﺳﺎﯾﯽ و رﻓﻊ آن ﻫﺎ ﻋﻼوه ﺑﺮ دوره ﮐﻨﻮﻧﯽ ﺑﺮای دوران ﭘﺴﺎﮐﺮوﻧﺎ و آﻣﻮزش ﺗﺮﮐﯿﺒﯽ ﺣﺎﺋﺰ اﻫﻤﯿﺖ اﺳﺖ. روش ﻫﺎ: ﻫﺪف از اﯾﻦ ﭘﮋوﻫﺶ ﺷﻨﺎﺳﺎﯾﯽ آﺳﯿﺐﻫﺎ و ﭼﺎﻟﺶ ﻫﺎی ﮐﺎرورزی ﻣﺠﺎزی داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن در دوران ﭘﺎﻧﺪﻣﯽ ﮐﺮوﻧﺎ ﺑﻮد. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﻪ ﻟﺤﺎظ ﻫﺪف ﮐﺎرﺑﺮدی اﺳﺖ و از ﻧﻈﺮ راﻫﺒﺮد و روش، از ﻃﺮحﻫﺎی آﻣﯿﺨﺘﻪ اﮐﺘﺸﺎﻓﯽ )ﮐﯿﻔﯽ-ﮐﻤﯽ( ﺑﻮد. ﺑﺨﺶ ﮐﯿﻔﯽ ﺑﻪ ﺷﯿﻮه ﭘﺪﯾﺪارﻧﮕﺎری و ﺑﺨﺶ ﮐﻤﯽ ﺑﻪ ﺷﯿﻮه ﺗﻮﺻﯿﻔﯽ- ﭘﯿﻤﺎﯾﺸﯽ اﺟﺮا ﺷﺪ. ﺑﺨﺶ ﮐﯿﻔﯽ از ﻃﺮﯾﻖ ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪﺳﺎﺧﺘﺎر ﯾﺎﻓﺘﻪ ﺑﺎ اﺳﺎﺗﯿﺪ و ﺻﺎﺣﺒﻨﻈﺮان و داﻧﺸﺠﻮﻣﻌﻠﻤﺎن ﺑﺎ ﺗﺠﺮﺑﻪ ﮔﺬراﻧﺪن ﮐﺎرورزی ﺑﻪﺻﻮرت ﻣﺠﺎزی اﺟﺮا ﺷﺪ ﮐﻪ ﭘﺲ از ﭘﯿﺎده ﺳﺎزی و ﮐﺪﮔﺬاری داده ﻫﺎ، ﻣﺆﻟﻔﻪﻫﺎی اﺻﻠﯽ ) ﻣﺤﻮر اﺻﻠﯽ( و ﻓﺮﻋﯽ )52 زﯾﺮﻣﻘﯿﺎس( در ﺧﺼﻮص آﺳﯿﺐﻫﺎ و ﭼﺎﻟﺶﻫﺎی ﮐﺎرورزی ﻣﺠﺎزی اﺳﺘﺨﺮاج ﺷﺪ. ﻣﺆﻟﻔﻪﻫﺎی ﻣﺴﺘﺨﺮج از ﺑﺨﺶ ﮐﯿﻔﯽ ﻣﺒﻨﺎی ﺳﺎﺧﺖ ﭘﺮﺳﺸﻨﺎﻣﻪی 52 ﺳﺆاﻟﯽ ﺟﻬﺖ اﺟﺮای ﻓﺎز ﮐﻤﯽ ﺷﺪ ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮماﻓﺰار spss ﻧﺴﺨﻪ 25 ﭘﺎﯾﺎﯾﯽ آن ﺑﺮ اﺳﺎس آﻟﻔﺎی ﮐﺮوﻧﺒﺎخ، 0/96 ﻣﺤﺎﺳﺒﻪ ﺷﺪ. ﺟﺎﻣﻌﮥ آﻣﺎری ﭘﮋوﻫﺶ در ﻓﺎز ﮐﻤﯽ ﮐﻠﯿﻪ داﻧﺸﺠﻮﻣﻌﻠﻤﺎن ﭘﺮدﯾﺲﻫﺎ و ﻣﺮاﮐﺰ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن را ﮐﻪ در ﺣﺎل ﮔﺬراﻧﺪن واﺣﺪ ﮐﺎرورزی در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1401-1400 ﺑﻮدﻧﺪ و ﺑﺎﻟﻎ ﺑﺮ 30000 ﻫﺴﺘﻨﺪ را ﺷﺎﻣﻞ ﻣﯽﺷﺪ ﮐﻪ از اﯾﻦ ﺗﻌﺪاد، 346 داﻧﺸﺠﻮ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮی ﻃﺒﻘﻪای ﺗﺼﺎدﻓﯽ و ﺑﺮ اﺳﺎس ﺟﺪول ﻣﻮرﮔﺎن، ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﺎ آزﻣﻮنﻫﺎی ﮐﻠﻤﻮﮔﻮرف-اﺳﻤﯿﺮﻧﻮف، دوﺟﻤﻠﻪای و ﻓﺮﯾﺪﻣﻦ اﻧﺠﺎم ﭘﺬﯾﺮﻓﺖ. ﯾﺎﻓﺘﻪﻫﺎ: ﯾﺎﻓﺘﻪﻫﺎ ﺣﺎﮐﯽ از آن ﺑﻮد ﮐﻪ ﻋﻤﺪه ﺗﺮﯾﻦ آﺳﯿﺐﻫﺎی ﮐﺎرورزی ﻣﺠﺎزی ﺑﻪﺗﺮﺗﯿﺐ ﻋﺒﺎرﺗﻨﺪ از ﺿﻌﻒ ﻣﻬﺎرﺗﯽ و ﺗﺠﺮﺑﯽ ﺑﺮﺧﯽ اﺳﺎﺗﯿﺪ راﻫﻨﻤﺎ و ﻣﻌﻠﻤﺎن راﻫﻨﻤﺎ در اﺟﺮای ﮐﺎرورزی ﻣﺠﺎزی، ﻧﺒﻮد ﻣﻨﺎﺑﻊ ﺟﺎﻣﻊ و ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻧﯿﺎز روز، ﻋﺪم ﻣﻮﻓﻘﯿﺖ داﻧﺸﺠﻮﻣﻌﻠﻤﺎن در ﮐﺴﺐ ﻣﻬﺎرت ﻣﻌﻠﻤﯽ ﻃﯽ ﮔﺬراﻧﺪن ﮐﺎرورزی ﻣﺠﺎزی، ﻫﻤﮑﺎری ﭘﺎﯾﯿﻦ ﻋﻮاﻣﻞ اﺟﺮاﯾﯽ ﻣﺪارس، ﻣﻌﻠﻤﺎن راﻫﻨﻤﺎ و ادارات ﻣﺤﻞ ﺧﺪﻣﺖ ﺑﺎ داﻧﺸﺠﻮی ﮐﺎرورز، ﻋﺪم آﺷﻨﺎﯾﯽ درﺳﺖ و ﮐﺎﻣﻞ داﻧﺸﺠﻮﻣﻌﻠﻤﺎن ﺑﺎ درس ﮐﺎرورزی، ﻋﺪم ارﺗﺒﺎط و ﺗﻌﺎﻣﻼت ﻻزم داﻧﺸﺠﻮ ﺑﺎ اﺳﺘﺎد و ﻣﻌﻠﻢ راﻫﻨﻤﺎ و ﻋﺪم ﻣﻮﻓﻘﯿﺖ ﺳﺎﻣﺎﻧﻪ ﻣﺪﯾﺮﯾﺖ ﯾﺎدﮔﯿﺮی داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن. ﻧﺘﯿﺠﻪﮔﯿﺮی: ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻣﯽﺗﻮاﻧﺪ ﻧﻘﺸﻪ راﻫﯽ در ﺟﻬﺖ ﺑﺮﻧﺎﻣﻪرﯾﺰی ﻣﻄﻠﻮب و اﻧﺠﺎم اﺻﻼﺣﺎت ﻻزم در روﻧﺪ اﺟﺮای دوره ﮐﺎرورزی داﻧﺸﺠﻮﻣﻌﻠﻤﺎن در ﺑﺴﺘﺮ ﻣﺠﺎزی و ﺷﯿﻮه ﻫﺎی ﺗﺮﮐﯿﺒﯽ ﺣﻀﻮری- ﻣﺠﺎزی، در دﺳﺘﺮس ﻣﺴﺆوﻻن داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن و آﻣﻮزشوﭘﺮورش ﻗﺮار دﻫد

the pathology of virtual internship at farhangian university during coronavirus pandemic: a mixed study

background and objectives: the internship course is one of the most essential parts of education at farhangian university. it plays a crucial role in shaping the teaching spirit and future work experience of students under the supervision of experienced experts in the field of education. however, due to covid-19 limitations, conducting internships virtually posed challenges that need to be identified and addressed not only for the current course but also for the post-pandemic era and blended learning. this research aimed to determine the challenges of virtual internships at farhangian university during the covid-19 pandemic. methods: the study, with an applied objective, employed mixed exploratory designs (qualitative-quantitative). the qualitative phase used phenomenological interviews, while the quantitative part employed descriptive survey methods. findings from the qualitative phase informed a 52-item questionnaire for the quantitative phase, ensuring reliability (cronbach's alpha = 0.965) using spss 26 software. the statistical population included all student teachers across farhangian university undergoing internships in the academic year 2021-2022, totaling over 30,000 individuals. from this pool, 346 students were randomly selected using stratified random sampling based on morgan's table. data analysis was conducted using kolmogorov-smirnov, two-sample t-test, and friedman tests. findings: significant virtual internship challenges identified included inadequate guidance skills among mentors in virtual internship execution, lack of comprehensive resources aligned with current needs, students' struggle to acquire teaching skills during virtual internships, low collaboration among school executives, mentor teachers, and service authorities with student interns; inadequate familiarity of students with internship subjects; insufficient communication between students and instructors/mentor teachers; and failure within farhangian university's learning management system. conclusion: consequently, this research can serve as a roadmap for desirable planning and necessary reforms in implementing student internships in virtual platforms and in-person-virtual combined methods available to farhangian university officials and education authorities.