اقدامات جاري در تربيت اخلاقي دانشجو معلمان دانشگاه فرهنگيان(ارائه يك الگو با رويكرد نظريه داده بنياد)

هدف پژوهش حاضر بررسي وضع موجود برنامه ­درسي تربيت‌ اخلاقي دانشجو ‌معلمان است. اين پژوهش با رويكرد كيفي و با روش داده­ بنياد انجام گرفت. جامعه­ي آماري شامل كليه كارگزاران دخيل در برنامه ­درسي تربيت اخلاقي دانشجو معلمان هستند كه از طريق نمونه‌گيري هدفمند از نوع ملاك ‌محور انتخاب شدند. داده­ها از طريق مصاحبه­ي نيمه‌ساختار‌يافته با ده نفر از دانشجو معلمان، سه نفر از دانش­آموختگان اين دانشگاه، هشت نفر از اساتيد دروس تربيت اخلاقي دانشگاه، چهار نفر از معلمان راهنما و سه نفر از معاونين و مسئولان امور فرهنگي دانشگاه فرهنگيان شهر بيرجند جمع‌آوري شد. به منظور تجزيه و تحليل داده­ها از روش كدگذاري باز، محوري و گزينشي استفاده شد. براي تأمين روايي و پايايي از معيارهاي لينكن و كوبا استفاده شد.

The purpose of this study is to investigate the current status of the curriculum for prospective teachers’ moral education. This research was conducted implementing a qualitative approach and using grounded theory. The statistical population includes all the agents involved in designing the curriculum of moral education of prospective teachers who were selected through criterion based purposive sampling. Data were obtained through semistructured interviews with ten would-be teachers, three graduate students of the university, eight professors of moral education courses, four supervisors and three deputies and cultural affairs officials of Farhangian University. The city of Birjand was collected. In order to analyze the data, open, axial and selective coding methods were used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show thirty central concepts and eleven selected categories in the form of a paradigm model and were organized including educational break in the program of moral education as a central category and causal conditions (approach to planning, behavioral factors and hidden curriculum), contextual factors (environmental factors), facilitator intervention conditions (informal programs, needs assessment and training), restrictive intervention conditions (organizational, environmental and political challenges), strategies (subjective performance, traditional views on education, training strategies and realism) and outcome (curriculum effectiveness and efficiency).