شناسایی دلالت‌های نظریه ارتباط‌گرایی در برنامه‌درسی کارورزی در دانشگاه ‌فرهنگیان و طراحی یک الگوی مطلوب

پژوهش حاضر با هدف شناسایی دلالت‌های نظریه‌ی ارتباط‌گرایی در برنامه‌درسی کارورزی دانشگاه فرهنگیان و طراحی یک الگوی مطلوب به روش آمیخته از نوع اکتشافی مرحله ای(کیفی کمی) انجام‌ شد. در بخش کیفی از روش تحلیل‌ محتوای کیفی قیاسی برای طراحی الگو و در بخش کمی از شیوه پیمایشی به منظور مدل یابی معادلات ساختاری استفاده شد. جامعه آماری در بخش کیفی، اسناد و پژوهش‌های معتبر در موضوع ارتباط‌گرایی بود که 14 پژوهش از طریق نمونه‌گیری هدفمند انتخاب شدند. جامعه آماری در بخش کمی،70 نفر از مدرسان کارورزی رشته آموزش ‌ابتدایی دانشگاه فرهنگیان اصفهان بودند که طبق جدول کرجسی و مورگان، 59 نفر از آن‌ها به‌صورت تصادفی انتخاب شدند. ابزار پژوهش در بخش کیفی، فهرست وارسی بر اساس عناصر برنامه درسی و در بخش کمی پرسشنامه محقق‌ساخته بود. نتایج نشان داد، از مهم ترین دلالت های نظریه ارتباط گرایی در اهداف برنامه درسی کارورزی، توانمندی در هدایت ‌جریان آموزش به صورت حضوری و مجازی و تدریس مشارکتی بود. مهم‌ترین مقوله در عنصر محتوا، دانش تحلیل محتوا و اقدام پژوهی بود. مهم‌ترین مقوله در عنصر شیوه‌های تدریس، شیوه اکتشافی و حل مسئله و در عنصر شیوه‌های ارزشیابی، مشاهده عملکرد دانشجو معلمان در کلاس درس بود.

identifying the implications of connectivism theory in internship curriculum at farhangian university and designing a desirable model

background and objectives: according to the connectivism learning theory, learning has a different form in the digital age compared to the industrial age, where traditional learning theories were applied. connectivism learning theory has important practical pedagogical implications. connectivism is the first theoretical attempt to radically re examine the implications for learning of the internet and the explosion of new communications technologies and promotes learning that happens outside of an individual, such as through social media, online networks, blogs, or information databases. networked learning, constructivism, and principles of connectivism inform the instructional design and provide a foundation on which future studies can explore the impact of networked learning on k 12 students and teachers. therefore, the aim of present study was identifying the implications of the connectivism theory in the internship curriculum of teacher education and designing a suitable model. methods: the research method was mixed and exploratory. in the qualitative part, mayring's inductive qualitative content analysis method and in the quantitative part, the survey method was used to model the structural equations. in the qualitative section, authentic documents and researches on the topic of connectivism, of which 14 studies were selected through purposeful sampling. the statistical population in the quantitative section was 70 trainee teachers of which 59 were randomly selected according to karjesi and morgan's table. the research tool in the qualitative part was a checklist based on curriculum elements, and in the quantitative part, a researcher made questionnaire. the validity of the tool was provided in the qualitative part by using the agreement of the coders and in the quantitative part through convergent validity. the validity tool was provided in the qualitative part by using the agreement of the coders and in the quantitative part through convergent validity. also confirmatory factor analysis was used for the reliability of the questionnaire and model. findings: the results showed one of the most important implications of connectivism theory in the goals of the internship curriculum was the ability to direct the instruction in a face to face and virtual form and collaborative teaching. the most important category in content was the knowledge of content analysis and action research. the most important category in teaching methods was discovery and problem solving method and in evaluation methods was observing performance of student teachers in class. qquantitative results showed that the proposed model is approved. conclusion: among the main applications of this theory in teacher education, we can mention the group activity of trained teachers, information networking and various uses of information and communication technology in the form of professional social networks and participation in the production of global science through the web.