شناسایی راهبردهای آموزش دروس مهارتی و کارگاهی در دوره همه ‌گیری کووید-19

شیوع ویروس کرونا (کووید-19) موجب تعطیلی مدارس اکثر کشورهای جهان شد و ارائه دروس مهارتی و کارگاهی را با چالش اساسی مواجه کرد. هدف از پژوهش حاضر، بررسی راهبردهای آموزش دروس مهارتی و کارگاهی در دوره همه‌گیری کووید 19 است. پژوهش بر اساس هدف، کاربردی که به روش کیفی انجام‌شده است. شرکت‌کنندگان این پژوهش شامل کلیه گروه‌های آموزشی شاخه‌های فنی و حرفه‌ای آموزش‌وپرورش خراسان جنوبی در سال تحصیلی 1400-1399 بودند. بدین منظور با استفاده از روش نمونه‌گیری هدفمند 15 نفر به‌عنوان شرکت‌کننده انتخاب شدند. برای جمع‌آوری داده‌ها از مصاحبه نیمه ساختاریافته استفاده شد. روایی ابزار اندازه‌گیری با توافق کدگذاران تایید شد. برای تجزیه‌ و تحلیل داده‌ها از نرم‌افزار maxqda10 استفاده شد و داده‌ها بر اساس مدل استراوس و کوربین (1990) طی سه‌گام متوالی در قالب کدهای باز، کدهای محوری و کدهای انتخابی تحلیل و طبقه‌بندی شد. یافته‌ها نشان داد که راهبردهای آموزش دروس مهارتی و کارگاهی در دوران همه‌گیری کووید-19 را می‌توان در قالب 5 عامل (تولید محتوای الکترونیکی، حمایت فنی، عوامل اجتماعی، عوامل فردی و مدیریت کلاس)، 12 مولفه و 54 شاخص طبقه‌بندی کرد. بنابراین؛ می‌توان نتیجه گرفت که اثربخشی آموزش دروس مهارتی و کارگاهی آنلاین مستلزم حمایت بهتر از معلمان در محیط‌های یادگیری آنلاین است و پیشنهاد می‌شود که توسعه حرفه‌ای معلمان مورد توجه ویژه قرار گیرد.

identify strategies for teaching skill and workshop courses during the covid-19 pandemic

due to the spread of covid-19, countries almost the world over resort to closing schools and present the major challenge in teaching skill and workshop courses. the present study investigates the technical and vocational branches training strategies during the covid-19 pandemic. this research, based on the purpose is applied research that has done by the qualitative method. the participants study included all training groups in technical and vocational branches in the education system of the south khorasan of the 2020-2021 academic year. for this purpose, using purposive sampling method, 15 people were selected as participants. to collect the data, a semi-structured interview used.the validity of the measurement tool has confirmed through coders agreement. maxqda 10 software was used for data analysis. data were analyzed and classified based on the strauss and corbin (1990) model in three consecutive steps and open, axial and selective coding techniques. the results of the research showed that the technical and vocational branches training strategies during the covid-19 pandemic, could be classified form of 5 factors (electronic content production, technical support, social factors, individual factors and classroom management), 12 components and 54 indicators. so; it can be concluded that effectiveness of online teaching skill and workshop courses requires better support for teachers in online learning environments and suggested that special attention be paid to the development of teachers’ professions. starting in february 2020, education systems around the world have been impacted in an unprecedented manner and scope as a result of the rapid spread of covid-19. in june of the same year, the organization for economic co-operation and development assumed that an intentional and effective education response, the covid-19 pandemic is likely to generate the greatest disruption educational opportunity worldwide in a generation. in most, if not all countries around the globe, schools have closed–often repeatedly–for considerable amounts of time in an effort to contain the spread of covid-19 educational, scientific and cultural organization, the united nations children. remote teaching and learning were implemented in many countries, with the mediums and methods of delivery determined by local conditions and resources. however, many schools also retained some face-to-face teaching and learning, typically with significant changes to regular school operations resulting from, for example, new hygiene and distancing regulations. at the peak of school closures in early april 2020, over 90% of the world’s school-aged learners were estimated to be affected. according to findings from the survey on national education responses to covid-19 school closures by august 2020, on average across 108 countries, students had missed approximately 10 weeks of in-person instruction.