شناسایی و تبیین عوامل سازمانی موثر بر انتقال یادگیری دانشجویان در برنامه کارورزی دانشگاه فرهنگیان

هدف: هدف اصلی این پژوهش شناسایی عوامل سازمانی موثر بر انتقال آموخته ‌های نظری دانشجویان به محیط کارورزی دانشگاه فرهنگیان بوده است.روش: روش مطالعه از حیث هدف، کاربردی و از نظر نوع پژوهش کیفی مبتنی بر نظریه داده بنیاد است. ابزار مورد استفاده در این پژوهش مصاحبه می ‌باشد که روایی سازه ای، درونی و بیرونی آن تامین و پایایی آن از روش بررسی اعضاء، بررسی همکار و ناظر بیرونی تایید شد. برای شناسایی عوامل سازمانی، با بهره‌ گیری دیدگاه‌ ها و تجارب 30 نفر از ذی نفعان در برنامه کارورزی (استاد راهنما-معلم راهنما و دانشجو معلمان) با روش نمونه‌ گیری هدفمند و معیار اشباع نظری از مصاحبه عمیق نیمه ساختار مند استفاده شد. سپس داده‌ های مصاحبه طی سه مرحله کدگذاری باز، محوری و انتخابی مورد تحلیل قرار گرفت. محقق در این مرحله، کدها یا مفاهیم اولیه را شناسایی و در ادامه کدهای مشابه در طبقه‌ هایی خاص قرار گرفتند. سپس، برای هر یک از این طبقات عناوینی که نمایانگر کل کدهای آن طبقه باشند، انتخاب گردید.یافته‌ها: از تجزیه‌وتحلیل مصاحبه ها 21 کد در قالب 5 مولفه در بعد عوامل سازمانی انتقال یادگیری استخراج شد. بر اساس نتایج به دست آمده، مهم‌ترین عوامل سازمانی انتقال یادگیری در برنامه درسی کارورزی شامل؛ عوامل مدیریتی و برنامه‌ ریزی، حمایت همکاران، فرصت کاربرد، جو انتقال، راهبردهای نظارت و ارزیابی بودند. بنابراین ضرورت دارد عوامل سازمانی در خدمت پیوند عرصه نظر و عمل قرار گیرند تا دانشجویان بتوانند در جهت تحقق اهداف برنامه درسی کارورزی و انتقال یادگیری خود به محیط واقعی بهتر عمل کنند.

identifying and explaining the organizational factors affecting the transfer of students’ learning in the internship program farhangian university

in the farhangian university, according to the long-term goals and the mission of the university in training capable and efficient personnel, they offer various courses in two general and specialized sections, and student teachers should, at the end of their two years of education, have the practical experience of being a teacher from pay internships through the curriculum. internship is the initial stage of teaching, in other words, the practical training of student teachers in teacher training centers to enter this job. this section is one of the most important components of the teacher training curriculum. internship is a good opportunity for student-teachers to get to know the real world of work by being in the field of practice and experience, while objectively evaluating and applying the theoretical learnings of classrooms. internship courses before the completion of the course for student-teachers can significantly increase their sense of efficiency through the demonstration of new educational approaches in the classroom and the practical payment of self-confidence as well as interpersonal and communication skills. however, it should be known that not all internship positions provide a basis for strengthening knowledge, positions should be a supportive and challenging environment for student teachers. the situations created in the internship help the student teachers, to provide the student teachers with issues and events to rethink the practice or rethink the practice of themselves and the teachers. clarifying the favorable situation of this field requires the knowledge of various factors, including organizational factors affecting the transfer of students’ theoretical learning in internship programs. this research has also been done with the aim of identifying the effective factors on transferring students’ theoretical learning to the internship environment of farhangian university. the research method is applied in terms of purpose with a qualitative approach in the manner of grounded theory (strauss corbin, 2015). the statistical population of the research included all the students of the elementary education field entering 2017 and the professors and guidance teachers of farhangian university in the academic year of 2020-2021. the sampling method was purposive. in this regard, the samples consisted of people who had more knowledge about the research topic and could give richer answers to the research questions. to collect data, semi-structured interviews were conducted with 30 people. the interview protocol also included 5 general questions, based on the results of observing documents and research background and consulting with experts in the field of internship curriculum, the design and validity of the questions were also confirmed based on the opinion of experts. it should be noted that before the start of the interview, the goals and questions of the research were sent to the interviewees via email for study and preliminary preparation, and at the beginning of the meeting, the researches were briefly explained, and then the questions interviews were discussed. in order to record the data and focus the interviewers more on the interview process and with the satisfaction of the participants, the process of recording the interviews was done by a tape recorder and notes were also prepared from the key points of each interview.