عناصر الگوي برنامه درسي مبتني بر عمل در آموزش عالي (مطالعه موردي رشتۀ علوم تربيتي )

Elements of Practice-based Curriculum Model in Higher Education (Case study of Educational Sciences)

اين پژوهش با رويكردي تفسيرگرايانه سعي دارد به تدوين عناصر برنامه درسي مبتني بر عمل در آموزش عالي ايران از ديدگاه متخصصان تعليم و تربيت بپردازد. رويكرد پژوهشي به ­كار برده شده از نوع روش ­شناسي كيفي بوده كه به مصاحبه ­هاي نيمه ساخت ­يافته با 21 نفر از كنش­گران دانشگاهي پرداخته است. داده­ هاي حاصل از مصاحبه ­ها براساس رويكرد پژوهشي نظريۀ زمينه­ اي در قالب سه مرحله كدگذاري باز، كدگذاري محوري و كدگذاري گزينشي مورد تجزيه و تحليل قرار گرفته است. ماحصل آن تعيين عناصر الگوي برنامه درسي مبتني بر عمل در هفت عنصر: هدف، محتوا، راهبردهاي ياددهي – يادگيري، مواد و منابع، فرصت­هاي ياددهي – يادگيري، شرايط محيط يادگيري و ارزشيابي بوده است. هركدام از اين عناصر داراي مولفه­ هايي است.

The purpose of this article is to develop elements of practice -based curriculum in Iranian higher education from the perspective of education professionals. The approach used in this research has been qualitative. The statistical population included all experts, specialists and professors who had information about practice -based curriculum in the field of educational sciences. Through purposeful and theoretical sampling, semistructured interviews were conducted with 21 academic actors. The data obtained from the interviews have been analyzed based on the research approach of the ground theory in the form of three stages of open coding, axial coding and selective coding. The product has been to determine the elements of practice - based curriculum model in seven elements: purpose, content, teaching-learning strategies, materials and resources, teaching-learning opportunities, learning environment conditions, and evaluation. Validation was performed during the data coding process. In this way, the researchers were constantly tossing and turning between the data and the various coding steps. In addition, an expert and knowledgeable professor of grounded theory examined the various stages of researchers' coding and applied the necessary terms and changes to extract the codes in a logical order in accordance with the data and close to the mental position of the interviewees. Utilizing the extracted elements practice -based curriculum model can lead to quality improvement, meeting the needs of society and increasing the effectiveness of curricula in higher education.