هویت حرفه‌ای دانشجو-معلمان دانشگاه فرهنگیان استان آذربایجان شرقی

نویسندگان

1 استاد دانشکده علوم تربیتی و روانشناسی دانشگاه تبریز ایران

2 دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، ایران

3 دانشجوی دکتری برنامه‌ریزی درسی دانشگاه تبریز- ایران

چکیده

هدف تحقیق حاضر، بررسی هویت حرفه‌ای در بین دانشجو-معلمان دانشگاه فرهنگیان است. این تحقیق جزء تحقیقات آمیخته (کمی و کیفی) و از نوع طرح‌های به‌هم‌تنیده است. جامعه آماری تحقیق دانشجو-معلمان سال آخر دانشگاه فرهنگیان در پردیس‌های دخترانه و پسرانه استان آذربایجان شرقی به تعداد 748 نفر را شامل می‌شود. نمونه آماری طبق جدول مورگان 254 تعیین شده و نمونه‌گیری به شکل طبقه‌ای-نسبتی بوده‌ است. داده‌های بخش کمی از طریق پرسشنامه‌ای محقق‌ساخته، حاوی 22 سؤال عینی، در مورد عامل‌های تشکیل‌دهنده هویت معلمی، جمع‌آوری گردیده و داده‌های بخش کیفی نیز از طریق سؤال تشریحی باز پاسخ و سنجش درک شرکت‌کنندگان نسبت به ماهیت شغل معلمی فراهم آمده ‌است. جهت تجزیه و تحلیل داده‌های بخش کیفی از روش مقوله‌بندی ساده و برای بخش کمی از آزمون تحلیل عاملی اکتشافی استفاده شده‌ است. نتایج به‌دست‌آمده از بخش کیفی حاکی از عاملیت سه مقولۀ ادراک واقعیت‌های شغل معلمی، انتظار ناهمسازی با شغل معلمی و شرافت شغل معلمی بود. در بخش کمّی نیز پنج عامل ظاهر شدند که عامل «نقش یاددهی و یادگیری» بالاترین میانگین را داشت.

کلیدواژه‌ها


عنوان مقاله [English]

Professional Identity of Teachers from the Perspective of Student Teachers of Farhangian University of East Azerbaijan Province

نویسندگان [English]

  • Yousef Adib 1
  • eskandar fathiazar 2
  • Saeed Arefnajad 3
1 professor of Educationand Psychology faculty University of Tabriz, Tabriz, Iran
2 professor of Educationand Psychology faculty University of Tabriz, Tabriz, Iran
3 phD. student of curriculum Development, University of Tabriz, Tabriz, Iran
چکیده [English]

The aim of this study was to investigate teachers' professional identity from the perspective of student-teachers of Farhangian University. This type of research is mixed  (qualitative and quantitative). Statistical population is all of the final year student-teachers of Farhangian University in East Azerbaijan province in 748. Sampling was stratified-ratio. The sample of 254 individuals was determined according to Morgan. For the qualitative, data was collected from an open-ended question which asked participants about their perceptions of the profession. 22 statements were used for the quantitative part to elicit participants’ constituent factors of teacher’s identity. Simple categorization was used for the analysis of qualitative data and factor analysis was used to analyze the quantitative section. The open-ended question showed understanding the realities of teaching, the lack of compatibility with teaching profession and teaching as a noble profession. For the second part, five factors were extracted with ‘role of teaching and learning’ emerging with the highest mean.

کلیدواژه‌ها [English]

  • Professional identity
  • Realities of teaching
  • Lack of compatibility
  • Noble profession
  • Role of teaching and learning
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دوره 1، شماره 1
خرداد 1396
صفحه 147-162
  • تاریخ دریافت: 20 بهمن 1395
  • تاریخ بازنگری: 06 شهریور 1396
  • تاریخ پذیرش: 07 اردیبهشت 1396
  • تاریخ اولین انتشار: 01 خرداد 1396