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حامدی نسب, صادق, آیتی, محسن, رستمی نژاد, محمد علی, سراجی, فرهاد. (1400). طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان. فناوری آموزش, 15(4), 723-742. doi: 10.22061/tej.2021.7157.2504
صادق حامدی نسب; محسن آیتی; محمد علی رستمی نژاد; فرهاد سراجی. "طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان". فناوری آموزش, 15, 4, 1400, 723-742. doi: 10.22061/tej.2021.7157.2504
حامدی نسب, صادق, آیتی, محسن, رستمی نژاد, محمد علی, سراجی, فرهاد. (1400). 'طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان', فناوری آموزش, 15(4), pp. 723-742. doi: 10.22061/tej.2021.7157.2504
حامدی نسب, صادق, آیتی, محسن, رستمی نژاد, محمد علی, سراجی, فرهاد. طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان. فناوری آموزش, 1400; 15(4): 723-742. doi: 10.22061/tej.2021.7157.2504

طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان

فناوری آموزش
مقاله 9، دوره 15، شماره 4 - شماره پیاپی 60، مهر 1400، صفحه 723-742    اصل مقاله (846.83 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2021.7157.2504
نویسندگان
صادق حامدی نسب1؛ محسن آیتی* 1؛ محمد علی رستمی نژاد1؛ فرهاد سراجی2
1گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه بیرجند، ایران
2گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، ایران
تاریخ دریافت: 07 مهر 1399،  تاریخ بازنگری: 20 بهمن 1399،  تاریخ پذیرش: 04 اسفند 1399 
چکیده
پیشینه و اهداف: در چند سال اخیر سایت­ ها و نرم‏افزارهای شبکه­ های اجتماعی به‌عنوان یکی از بانفوذترین پدیده ­ها در بین فناوری ­های جدید تبدیل‌شده­ است. یادگیری‌های دانشجومعلمان و توسعۀ حرفه‌ای آن‌ها نیز در این بستر به‌صورت رسمی و غیررسمی اتفاق می‎‌افتد. در این راستا هدف پژوهش حاضر طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان است.
روش‌ها:‌ این پژوهش با رویکرد چند روشی انجام شد. برای طراحی الگوی فوق، ابتدا از روش زمینه بنیاد استفاد گردید. مشارکت‌کنندگان این پژوهش کلیه دانشجو معلمان رشته آموزش ابتدایی دانشگاه فرهنگیان خراسان جنوبی بودند که در سال 1398-1397 مشغول به تحصیل بودند. براساس نمونه‌گیری هدفمند و با مصاحبه نیمه ساختار یافته، تا اشباع نظری داده ها، با 15 نفر از این دانشجویان مصاحبه انجام شد. برای تحلیل داده‎‌ها، با استفاده از رویکرد تحلیل ابعاد و طی مراحل کدگذاری باز، محوری و گزینشی، الگوی موجود مربوط به یادگیری غیررسمی مبتنی بر شبکه‏ های اجتماعی دانشجو معلمان در جهت توسعۀ حرفه ‏ای آن‏ها استخراج شد. برای به‌دست آوردن اعتبارپذیری و تأییدپذیری داده‌ها از دو روش بازبینی مشارکت‌کنندگان و مرور خبرگان غیر شرکت‌کننده در پژوهش استفاده شد. در پایان با روش پژوهش نظریه‌ای و براساس یافته‌های قبلی، در ابتدا عناصر نه‌گانه کلاین مبنای کار قرار گرفت و براساس آن، الگوی موردنظر طراحی شد. در مرحله بعد به شناسایی مفاهیم اساسی یا همان ویژگی‌های عناصر برنامه درسی و مفاهیم ساختاری که در واقع همان شناسایی ارتباط بین این عناصر هست، پرداخته شد. درنهایت الگوی ارائه‌شده توسط متخصصان اعتباربخشی شد.
یافته‌ها: یافته‌ها نشان داد که اهداف در شبکه‌های اجتماعی پیش‌بینی‌نشده، انعطاف‌پذیر و پیوسته هستند که خاصیت گلوله برفی دارند و باید اعتباریابی شوند. محتوا در شبکه‌های اجتماعی لازم است از ویژگی‌هایی مانند؛ هماهنگ با مخاطب، زمینه‌ساز تفکر انتقادی، کنش‌گرا و غربال‌گر بودن برخوردار باشد. فعالیت‌های یادگیری؛ زمینه‌ساز خودکفایی و تعلق، برآورده‌کننده خواسته‌ها، برانگیزاننده و بسترساز آموزش فردی و گروهی است. مواد و منابع؛ متنوع، سهل‌الوصول، سیال و تعاملی است. گروه‌بندی فراگیران نیز غیرخطی، اختیاری و مبتنی بر تشریک‌مساعی و پاسخگویی آنلاین است. همچنین در شبکه‌های اجتماعی؛ زمان کافی برای تأمل در پاسخ، امکان برقراری ارتباط با گره‌های ارتباطی در هرزمان، امکان هدر رفت زمان مفید با محتوای جذاب و دست‌یابی به حجم انبوهی از اطلاعات در زمان کم وجود دارد. علاوه بر این، دسترسی به اطلاعات و منابع آموزشی در هر مکان وجود دارد و مکان یادگیری، خالق فرصت‌ها و مبتنی بر زیست‌بوم و ارتباطات تعاملی است. راهبردهای تدریس در این پزوهش، مسئله محور، تعاملی، مبتنی بر شناورسازی فراگیر و با هدایت‌منعطف مدرس همراه است. شیوه‌های ارزشیابی هم کیفیت گرا، فرآیندمدار، خودارزیابانه، پیوسته و مبتنی بر بازخورد آنی است. همچنین یافته‌ها نشان داد که اکثر متخصصان اعتبار الگو را در سنجه‌های مربوط به اعتبار، انسجام، ادراک‌پذیری، نوآوری، کاربردپذیری، مقبولیت و جامعیت تأیید کردند.
نتیجه‌گیری: با توجه به ویژگی‌های عناصر برنامه درسی مبتنی بر شبکه‌های اجتماعی، به برنامه ریزان درسی پیشنهاد می‌شود که برای طراحی برنامه درسی مبتنی بر شبکه‌های اجتماعی در راستای تحقق توسعۀ حرفه‌ای دانشجومعلمان از مختصات این عناصر استفاده کنند. همچنین پیشنهاد می‌شود دانشگاه فرهنگیان زیرساخت‌های لازم را برای استفاده هدفمند از شبکه‌های اجتماعی در جهت توسعه حرفه‌ای دانشجومعلمان فراهم کند.
کلیدواژه‌ها
برنامه درسی؛ یادگیری غیررسمی؛ شبکه‏ های اجتماعی؛ توسعۀ حرفه‌ای؛ دانشجو معلمان
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
Designing Curriculum Model for Using Informal learning based on Authorized Social Networks toward Teacher Candidates Professional Development
نویسندگان [English]
S. Hamedinasab1؛ M. Ayati1؛ M. Rostaminejad1؛ F. Seraji2
1Department of Education, Faculty of Education and Psychology, University of Birjand, Iran.
2Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Iran.
چکیده [English]
Background and Objectives: In recent years, social networking sites and software have become one of the most influential phenomena among new technologies. Student-teacher learning and their professional development also take place in this context, both formally and informally. In this regard, the purpose of the present study is to design a curriculum model for the use of informal learning based on Authorized social networks to develop the student-teacher profession.
Methods: The method of this research was done with a multi-method approach. To design the above model, the grounded theory method was first used. Participants in this study were all primary school teachers in Farhan Gian University of South Khorasan in 2018-2019. Based on purposive sampling with semi-structured interviews, until the theoretical saturation of the data, 15 of these students were interviewed. To analyze the data, using the dimension analysis approach and during the open, pivotal and selective coding steps, the existing model of informal learning based on student-teacher social networks was extracted for their professional development. To obtain the validity and verifiability of the data, two methods of reviewing the participants and reviewing the non-participating experts in the research were used. In the end, with the theoretical research method and based on previous findings, at first, the nine elements of Klein were the basis of the work and based on it, the desired model was designed. In the next step, the basic concepts or the same characteristics of the curriculum elements and structural concepts, which are in fact the same as identifying the relationship between these elements, were identified. Finally, the model presented by the experts was validated.
Findings: Findings showed that goals in unpredictable social networks are flexible and continuous, which have the property of snowballs and should be validated. Content on social media requires features such as; be in tune with the audience, pave the way for critical thinking, action and screening. Learning activities; They create self-sufficiency and belonging, satisfy desires, motivate and lay the groundwork for individual and group education. Materials and resources; Diverse, easy to access, fluid and interactive. Learner grouping; It is non-linear, optional and based on extensive collaboration and online responsiveness. Also, on social media; Enough time to reflect on the answer, the possibility of communicating with communication nodes at any time, the possibility of wasting useful time with attractive content and achieving a large amount of information in a short time. In addition, access to information and educational resources is available everywhere, and the place of learning is the creator of opportunities and is based on ecology and interactive communication. Teaching strategies; Problem-oriented, interactive, based on inclusive buoyancy and with flexible instructor guidance. Evaluation methods; It is quality-oriented, process-oriented, self-assessing, continuous and based on instant feedback. The findings also showed that most experts confirmed the validity of the model in the criteria of validity, coherence, perceptibility, innovation, usability, acceptability and comprehensiveness.
Conclusion: Due to the characteristics of social network-based curriculum elements, curriculum planners are suggested to use the coordinates of these elements to design a curriculum based on social networks in order to achieve the development of student-teacher careers. It is also suggested that Farhangian University provides the necessary infrastructure for the purposeful use of social networks for the development of student-teacher professions.
کلیدواژه‌ها [English]
Curriculum, Informal Learning, Social Networks, Professional Development, Teacher Candidates
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