تحلیل ساختاری تفسیری هویت حرفه‌ای اعضای هیات علمی در پساکرونا با تأکید بر تدریس: یک مطالعه آمیخته

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه نوآوری آموزشی و درسی، موسسه پژوهش و برنامه ریزی آموزش عالی

2 استادیار، گروه علوم تربیتی، دانشکده علوم تربیتی وروانشناسی، دانشگاه اصفهان، اصفهان، ایران

چکیده

پژوهش حاضر با هدف تحلیل ساختاری تفسیری هویت حرفه‌ای اعضای هیئت‌علمی در زمان پساکرونا با تأکید بر تدریس صورت گرفت. این پژوهش با ماهیت عمل­گرایی و رویکرد آمیخته از نوع اکتشافی متوالی انجام شد و داده­های پژوهش طی دو مرحله (کیفی، کمّی) جمع­آوری گردید. در بخش کیفی، نمونه­گیری با استفاده از رویکرد هدفمند از نوع روش صاحب­نظران کلیدی و معیار «اشباع نظری» با 21 نفر از اعضای هیئت‌علمی و خبرگان دانشگاهی مصاحبه بدون ساختار انجام گرفت. تحلیل مصاحبه­ها با استفاده از روش تحلیل مضمون صورت گرفت. در بخش کمّی به‌منظور جمع­آوری داده­ها پرسش‌نامة تدوین‌شده در اختیار گروه کانونی متشکل از 10 نفر از اعضای هیئت‌علمی قرار داده شد. برای تعیین ارتباط بین نشانگرها و دستیابی به الگوی ساختاری - تفسیری آن از روش مدل‌سازی ساختاری ـ تفسیری استفاده شد. یافته­ها حاکی از آن بود که نشانگرهای هویت حرفه­ای اعضای هیئت‌علمی در زمان پساکرونا با تأکید بر تدریس شامل اخلاق حرفه­ای، رغبت و تمایل به یادگیری بیشتر، تغییر در باورها و نگرش نسبت به تدریس، به­روز بودن، همراهی با فراگیران، حرفه­ای‌گرایی مشارکتی، تغییر و تحول در شیوه­های تدریس، حمایت عاطفی و علمی از سایر مدرسان در تدریس آنلاین، خودراهبری در یادگیری، سواد رسانه­ای، شبکه­سازی و همکاری، حضور فعال در رسانه­های جمعی و بهره­گیری از آن‌ها، روابط مربی­گری، بهبود روابط اجتماعی، خودباوری و انعطاف­پذیری بود. نتایج نشان داد استادان با پذیرش تغییرات و بهره­گیری از فرصت­های جدید می­توانند هویت حرفه­ای خود را در مسیر رشد و تطابق با شرایط جهانی تقویت نمایند. در نهایت، ایجاد فضای دوستانه و ارتباطات مثبت بین اعضای هیئت‌علمی منجر به فضایی خواهد شد که دانشجویان و اعضای هیئت‌علمی با همدیگر ارتباطات مثبت و احساس تعلق نسبت به محیط دانشگاه داشته باشند.
 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Structural-Interpretive Analysis of the Professional Identity of Faculty Members in the Post-Corona Era with Emphasis on Teaching: A Mixed-Methods Study

نویسندگان [English]

  • Mostafa Bagherianfar 1
  • Seyyed Hedayatollah Davarpanah 2
1 Assistant Professor Department of Educational and Curriculum Innovations Institute for Research and Planning in Higher Education, Tehran, Iran
2
چکیده [English]

The present study aimed to conduct a structural interpretive analysis of the professional identity of faculty members in the post- COVID-19 period, with an emphasis on teaching. This research, grounded in pragmatism and employing a mixed-methods approach, was conducted sequentially in an exploratory manner, and data were collected in two phases (qualitative and quantitative). In the qualitative phase, purposive sampling was carried out using the key informant method and the criterion of "theoretical saturation," involving 21 faculty members and academic experts who participated in unstructured interviews. The interview data were analyzed using thematic analysis. To collect data in the quantitative phase, a developed questionnaire was given to a focal group consisting of 10 faculty members. To determine the relationships among indicators and achieve a structural-interpretive model, structural interpretive modeling was employed. The findings indicated that the indicators of the professional identity of faculty members in the post-COVID era, with an emphasis on teaching, include professional ethics, enthusiasm and willingness for further learning, changes in beliefs and attitudes toward teaching, up-to-datedness, engagement with learners, participatory professionalism, changes and transformations in teaching methods, emotional and academic support for other instructors in online teaching, self-regulation in learning, media literacy, networking and collaboration, active presence in collective media and utilization of them, mentoring relationships, improvement of social relationships, self-confidence, and flexibility. The results showed that by embracing changes and taking advantage of new opportunities, professors can strengthen their professional identity along a path of growth and adaptation to global conditions. Ultimately, creating a friendly atmosphere and positive communication among faculty members will lead to an environment where students and faculty have positive interactions and a sense of belonging to the university community.
 

کلیدواژه‌ها [English]

  • COVID-19
  • interpretive-structural analysis
  • professional identity
  • professors
  • teaching

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مجله مطالعات آموزش و یادگیری
دوره 17، شماره 1
فروردین 1404
صفحه 37-62

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  • تاریخ دریافت: 29 آبان 1403
  • تاریخ بازنگری: 07 فروردین 1404
  • تاریخ پذیرش: 25 فروردین 1404
  • تاریخ اولین انتشار: 25 فروردین 1404
  • تاریخ انتشار: 01 فروردین 1404

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