مطالعات برنامه درسی

مطالعات برنامه درسی

شناسایی و تبیین شاخصه‌های رویکرد یادگیری تأملی بر روند اجرای برنامه درسی پژوهش‌محور در دانشگاه فرهنگیان

نوع مقاله : مقاله پژوهشی

نویسنده
هیئت علمی دانشگاه فرهنگیان
چکیده
مقاله حاضر با هدف شناسایی و تبیین مولفه‌های یادگیری تأملی بر روند اجرای برنامه درسی پژوهش‌محور در دانشگاه فرهنگیان صورت گرفت. رویکرد تحقیق کیفی از نوع تحلیل مضمون بود. مشارکت‌کنندگان اساتید و دانشجویان دانشگاه فرهنگیان بودند که 19 نفر از آنان به صورت نمونه‌گیری هدفمند از نوع شاخص مورد مصاحبه قرار گرفتند. از روش خود بازبینی محقق، توصیف غنی داده‌ها در راستای روایی داده‌ها و از روش تحلیل موازی و فرایند منظم در ثبت و نوشتن داده‌ها برای تعیین پایایی داده‌ها استفاده شد. یافته‌ها بیانگر این بود که یادگیری تأملیشاخصه‌های روایت‌گری، یکپارچه‌سازی تفکر، نقدگرایی، درون‌نگری، بازآفرینی، گفتمان‌ تحول‌مدار، عقلانیت‌گرایی و فرهنگ محیطی، بستری برای تبیین فکورانه برنامه درسی پژوهش‌محور و معناسازی مطلوب آن فراهم می‌آورد. نتایج نشان می‌دهد که در آموزش و اجرای برنامه‌های ‌درسی پژوهش‎محور در دانشگاه فرهنگیان رویکرد یادگیری تأملی در توسعه مهارت‌های کاوشگرانه دانشجویان قرار گیرد تا بتوان معلمانی را پرورش داد که با تحلیل فکورانه مسائل درسی، راهکارهای جدیدی برای بهبود و رفع موانع آموزشی ارائه نمایند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Identifying and explaining the characteristics of reflective learning approach on the implementation process of Inquiry -oriented curriculum in Farhangian University

نویسنده English

reza masouminejad
Faculty of Farhangian University
چکیده English

The present study was conducted with the aim of identifying and explaining the components of reflective learning on the process of implementing research-oriented curriculum in Farhangian University. The qualitative research approach was thematic analysis. The participants were professors and students of Farhangian University, 19 of whom were interviewed in the form of purposeful index sampling. The researcher's self-review method, the rich description of data in line with the validity of the data, and the parallel analysis method and the regular process of recording and writing the data were used to determine the reliability of the data. The findings indicated that reflective learning with emphasis on narration, integration of thinking, criticism, introspection, recreation, transformational discourse, rationalism, and environmental culture, and provides a platform for the intellectual explanation of the research-oriented curriculum and its optimal meaning making. The results show that in teaching and implementing research-based curricula at Farhangian University  reflective learning approach should be used to develop students' exploratory skills in order to develop teachers by thoughtfully analyzing curricular issues, can present new solutions to improve and remove educational barriers.

کلیدواژه‌ها English

reflective learning
student-teachers
Inquiry-Oriented Curriculum
farhangian University
Alhojailan, M. I. (2012).Thematic analysis: A critical review of the process and its evaluation. West East Journal of Social Sciences, 1 (1), 39-47.
Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. Elt Journal, 69 (3), 228-238.
Attride-Stirling, J. (2001). Thematic Networks: An Analytic Tool for Qualitative Research. Qualitative Research, 1, 385-405.
Awang-Hashim, R., Kaur, A., Yusof, N., & et al. (2022). Reflective and Integrative Learning and the Role of Instructors and Institutions--Evidence from Malaysia. Higher Education: The International Journal of Higher Education Research, 83 (3), 635- 654.
Bailie, A. L., Gebre, E. H., & O'Neill, K. (2021). Instructors' Conceptions of Reflective Learning: A Phenomenographic Study.Higher Education Studies, 11 (4), 102-115.
Barton, G., & Ryan, M. (2020). What does reflection look and feel like for international students? An exploration of reflective thinking, reflexivity and employability. Journal of International Students, 10 (2), 1-16.
Bayrak Ozmutlu, E. (2022). Views of Pre-Service Teachers on the Research-Based Teacher Education Approach.Tuning Journal for Higher Education, 10 (1), 113-153.
Bozkurt, M., &  Ozturk, F. (2022). Qualitative Research in Social Sciences: A Research Profiling Study. Educational Policy Analysis and Strategic Research, 17 (1), 247-277.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77–101.
Cathro, V., O'Kane, P., & Gilbertson, D. (2017). Assessing Reflection: Understanding Skill Development through Reflective Learning Journals. Education & Training, 59 (4), 427-442.
Chan, C. K. Y.,& Lee, K. K. W. (2021). Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. Educational Research Review, 32, 100376.
Chang, B. (2019). Reflection in learning. Online Learning, 23 (1), 95-110. doi:10.24059/ olj.v23i1.1447.
Clarke, V. & Braun, V. (2013) Teaching thematic analysis: Overcoming challenges anddeveloping strategies for effective learning. The Psychologist, 26 (2), 120-123.
Dao, P., Chi Nguyen, M. X. N., & Chi, D. (2021). Reflective Learning Practice for Promoting Adolescent EFL Learners' Attention to Form. Innovation in Language Learning and Teaching, 15 (3), 247-262.
Denton, A. W. (2018). The Use of a Reflective Learning Journal in an Introductory Statistics Course. Psychology Learning and Teaching, 17 (1), 84-93
Di Silvestro, F., & Nadir, H. (2021). The Power of ePortfolio Development to Foster Reflective and Deeper Learning in an Online Graduate Adult Education Program. Adult Learning, 32 (4), 154-164.
Dobber, M., Zwart, R., Tanis, M., & Ores, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214.
Dostal, J., & Klement, M. (2015). Inquiry-based instruction and relating appeals of pedagogical theories and practices, Procedia -Social and Behavioral Sciences 171, 648 –653.
Ezer, F., & Aksut, S. (2021). Opinions of Graduate Students of Social Studies Education about Qualitative Research Method. International Education Studies, 14 (3), 15-32.
Fathi, M., saedipour, E., ebrahimi ghavam, S., & Delavar, A. (2018) The Success Teacher Training University Curriculum for Improving the Professional Competencies of Teachers. Curriculum Studies, 13 (50), 139-166. [Persian].
Gibbons, J. (2019). Reflection, realignment and refraction: Bernstein's evaluative rules and the summative assessment of reflective practice in a problem-based learning programme. Teaching in Higher Education, 24 (7), 834-849.
Glaister, C., & Gold, J. (2022). Bridging the Gap between Reflective Learning and Reflective Practice through Anticipatory Reflection. Education & Training, 64 (8,9), 1060-1073.
Griggs, V., Holden, R., Lawless, A., & Rae, J. (2018). From Reflective Learning to Reflective Practice: Assessing Transfer. Studies in Higher Education, 43 (7), 1172-1183.
Gudeta, D. (2022). Professional Development through Reflective Practice: The Case of Addis Ababa Secondary School EFL In-Service Teachers. Cogent Education, 9 (1), 1-26.
Habibi, H., Jafari harandi, R., & Bahrami, S. (2022). Identifying the components of internship curriculum patterns based on autobiography The study case: Farhangian University educators and curriculum experts. Curriculum Studies, 16 (63), 91-116. [Persian].
Haghani, F., Jafari Mianaei, S., & Ehsani, M. (2014). Reflective Learning and Teaching: A Review. Iranian Journal of Medical Education, 13 (11),989-998. [Persian].
Helyer, R. (2015). Learning through reflection: The critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7 (1), 15-27. https://doi.org/10.1108/JWAM-10-2015-003.
Huang, L. (2021). Improving learner reflection for TESOL: Pedagogical strategies to support reflective learning. New York: Routledge.
Hwang, W., Chen, H., Chen, N., Lin, L., & Chen, J. (2018). Learning Behavior Analysis of a Ubiquitous Situated Reflective Learning System with Application to Life Science and Technology Teaching. Educational Technology & Society, 21 (2), 137-149.
Izad, A., Dibaei Saber, M., & Sobhaninezhad, M. (2021). Identifying and Validating the Theoretical Framework of Research-Based Curriculum and Its Analysis in the Content of Experimental Sciences in the Sixth Grade of Elementary School. Thinking and the Child, 11 (2), 3-28. [Persian].
Karami, N., Babaii, E., & Daftarifard, P. (2022). The Effectiveness of Reflective Learning through Semi-structured Reflection Writing in Reading Performance and Metacognitive Awareness of Iranian EFL Learners. Journal of Language and Translation, 12 (1), 205-222.
Karimi, R. (2020). Inquiry-Based Learning: A Model for Improving the Humanities in Iranian Higher education. Quarterly Journal of Research and Planning in Higher Education. 26 (3), 149-170. [Persian].
Karami, Z., & Seraji, F. (2020). A Meta-Synthesis of the Achievements of the Narrative Inquiry Program for Teachers and Student Teachers. Curriculum Studies, 15 (56), 5-40. [Persian].
King, N., & Horrocks, C. (2010) Interviews in qualitative research. Sage, London.
Koukpaki, A. S. F., & Adams, K. (2020). Enhancing Professional Growth and the Learning and Development Function through Reflective Practices: An Autoethnographic Narrative Approach. European Journal of Training and Development, 44 (8,9), 805-827.
Lee, V., & Gyogi, E. (2016). The reflective learning journal in the classroom. Focus on the learner, 270-276.
Marin, V. I. (2020). Research-Based Learning in Education Studies: Design Inquiry Using Group e-Portfolios Based on Blogs. Australasian Journal of Educational Technology, 36 (1), 1-20.
Maguire, M. , & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars. AISHE-J, 9 (3),3351-3364.
McGarr, O., & Emstad, A. B. (2022). Comparing Discourses on Reflective Practice in Teacher Education Policy in Ireland and Norway: Critical Reflection or Performance Management? European Journal of Teacher Education, 45 (3), 395-413.
Mettiainen, S., & Vahamaa, K. (2013). Does reflective web-based discussion strengthen nursing students’ learning experiences during clinical training?. Nurse Education in Practice, 13 (5), 344-349.
Miller, J. P. (2020). Finding truth within: Exploring the importance of reflective practice in deepening self-knowledge. Integral Review, 16 (1), 357-390.
mirkazehi rigi, Z., tafazoli, M., karimi moonaghi, H., & taghipour, A. (2020). The education effect based on Reflective Education on critical thinking skills of midwifery students. Journal of Medical Education and Development, 14 (4),245-255. [Persian].
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice: Psychology Press.
Natow, R. S. (2022). Policy Actors' Perceptions of Qualitative Research in Policymaking: The Case of Higher Education Rulemaking in the United States.Evidence & Policy: A Journal of Research, Debate and Practice, 18 (1), 109-126.
Neumann, Y., Neumann, E., & Lewis, S. (2017). Determinants of Self-Reflective Learning and Its Consequences in Online Master Degree Programs.Online Journal of Distance Learning Administration, 20 (1), 1-8.
 Papaevripidou, M., Irakleous, M., & Zacharia, Z. C. (2017). Using Teachers' Inquiry-Oriented Curriculum Materials as a Means to Examine Their Pedagogical Design Capacity and Pedagogical Content Knowledge for Inquiry-Based Learning. Science Education International, 28 (4), 271-292.
 Perusso, A., Blankesteijn, M., &  Leal, R. (2020). The Contribution of Reflective Learning to Experiential Learning in Business Education. Assessment & Evaluation in Higher Education, 45 (7), 1001-1015.
 Roessger, K.M. (2020). Assessment strategies for reflective learning in the workplace: A pragmatic approach. Adult Learning, 31 (4), 175-184.
Roskos, K., Vukelich, C., & Risko, V. (2001). Reflection and learning to teach reading: A critical review of literacy and general teacher education studies. Journal of Literacy Research, 33 (4),), 595-635.doi:10.1080/10862960109548127.
Ryan, M.,& Barton, G. (2020). International students, reflection, and employability [Editorial]. Journal of International Students, 10 (2), 1-5.
Saeednia, A., Mahmoodi, F., Imanzadeh, A., & taghipour, K. (2024). A Qualitative Review of the Characteristics of the Main Elements of the Project-Based Curriculum and its Validation. Curriculum Studies, 18 (71), 67-98. [Persian].
Tan, S. Y. (2021). Reflective learning? Understanding the student perspective in higher education. Educational Research, 63 (2), 229-243.
Tosuncuoglu, I. (2019). Reflective Learning Views of Students, Teachers and Instructors: A Mixed-Methods Study. English Language Teaching, 12 (3), 200-213.
 Viswambharan, A. P. & Priya, K. R. (2016). Documentary Analysis as a Qualitative Methodology to Explore Disaster Mental Health: Insights from Analyzing a Documentary on Communal Riots. Qualitative Research, 16 (1), 43–59.

  • تاریخ دریافت 09 آذر 1403
  • تاریخ بازنگری 27 اسفند 1403
  • تاریخ پذیرش 04 خرداد 1404