شناسایی رفتارهای تدریس اثربخش از دیدگاه دانشجویان از طریق تکنیک رویدادهای بحرانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته دکترای برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی

2 دانشیار گروه آموزش عالی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی.

چکیده

هدف از انجام پژوهش حاضر مطالعه و شناسایی مؤلفه­های رفتاری مرتبط با تدریس اثربخش اساتید و مربیان دانشگاه از نظر دانشجویان است. برای این منظور، از تکنیک رویدادهای بحرانی به­عنوان روش پژوهش استفاده شده است. محل انجام این پژوهش شهر تهران بود و مشارکت­کنندگان پژوهش 50 نفر از دانشجویان رشته­ی علوم تربیتی دانشگاه­های دولتی تهران بودند که از طریق نمونه­گیری هدفمند از نوع  موارد عادی انتخاب شده­اند. با توجه به یافته­های پژوهش، و بر اساس تحلیل­های انجام شده، 7 مؤلفه­ی رفتاری اصلی تدریس اثربخش شناسایی شدند که شامل انتخاب راهبرد تدریس و آموزش، نظم و انضباط شغلی، رعایت انصاف و عدالت، ارتباط و تعامل با دانشجویان، آمادگی و داشتن طرح درس، اختصاص زمان به دانشجویان خارج از کلاس درس و مدیریت و کنترل کلاس درس است. به نظر می­رسد توجه به این مؤلفه­های رفتاری و بهره­گیری از آن­ها در توسعه و ارتقای شایستگی­های معلمان، ارزیابی اثربخشی تدریس، جذب و استخدام اساتید دانشگاه راهگشا خواهد بود. 

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دوفصلنامه مطالعات برنامه درسی آموزش عالی
دوره 14، شماره 28
اسفند 1402
صفحه 325-356

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