بازنمایی روایت‌های دانشجو معلمان از شکل‌گیری هویت علمی در دانشگاه فرهنگیان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی الهیات، گروه الهیات و معارف اسلامی، پردیس علامه طباطبایی اردبیل، دانشگاه فرهنگیان اردبیل

2 دکتری جامعه شناسی مسائل اجتماعی ایران گروه علوم اجتماعی دانشگاه فرهنگیان استان اردبیل

3 دانشجوی کارشناسی الهیات، دانشگاه فرهنگیان، پردیس علامه طباطبایی اردبیل، اردبیل، ایران.

چکیده

زمینه: هویت علمی یکی از ارکان کلیدی در تربیت معلمان پژوهشگر و متعهد است، هویتی که در بستر تجربه‌های زیستۀ دانشجومعلمان و از خلال تعاملات آموزشی، پژوهشی و اجتماعی در محیط دانشگاه فرهنگیان شکل می‌گیرد. این هویت، که ابعادی همچون آگاهی تخصصی، تعلق به جامعه علمی و کنشگری پژوهشی را دربرمی‌گیرد، به‌شدت متأثر از کیفیت تجربه‌های دانشگاهی و فرایندهای یادگیری معلمان آینده است.
هدف: پژوهش حاضر با هدف کاوش تجربه‌های زیستۀ دانشجومعلمان دانشگاه فرهنگیان اردبیل و تبیین نقش محیط دانشگاهی در شکل‌گیری و تحول هویت علمی آنان انجام شده است. این پژوهش می‌کوشد با تحلیل روایت‌های دانشجومعلمان، ابعاد چندلایه و پویای هویت علمی را در بستر تربیت معلم آشکار سازد.
روش: این پژوهش با رویکرد کیفی و بر پایه راهبرد روایت‌پژوهی انجام شد. جامعه پژوهش شامل دانشجومعلمان دانشگاه فرهنگیان اردبیل بود. نمونه‌گیری به شیوه هدفمند و با رعایت تنوع ویژگی‌های فردی و تحصیلی انجام گرفت. داده‌ها از طریق انجام ۲۱ مصاحبۀ نیمه‌ساختاریافته گردآوری شد و فرآیند جمع‌آوری تا رسیدن به اشباع نظری ادامه یافت. تحلیل داده‌ها با بهره‌گیری از روش تحلیل مضمون (2006) Braun & Clarke در شش مرحله آشنایی با داده‌ها، تولید کدهای اولیه، جست‌وجوی مضامین، بازبینی مضامین، نام‌گذاری و تعریف مضامین و نگارش گزارش نهایی صورت پذبرفت. برای افزایش اعتبار یافته‌ها نیز بازبینی مکرر داده‌ها و رعایت اصول اخلاقی شامل رضایت آگاهانه و حفظ محرمانگی اطلاعات مد نظر قرار گرفت.
یافته‌ها: از تحلیل داده‌ها، در مجموع 156 کد اولیه استخراج شد، که پس از پالایش، به 95 کد نهایی (مضامین پایه)، تقلیل یافت. این کدها در قالب 14 مضمون سازمان‌دهنده ودر نهایت 5 مضمون اصلی طبقه‌بندی شد. مضامین اصلی شامل «هویت علمی چندبُعدی»، «گسست میان هدف تربیتی و تجربۀ زیسته»، «زیست جهان یادگیری معلم»، «شکاف میان واقعیت دانشگاهی و انتظارات تربیتی»، و «تحول‌گرایی در تربیت معلم با محوریت کیفیت، کاربرد و مشارکت» بودند. یافته‌ها نشان داد که محیط دانشگاه فرهنگیان، با وجود پتانسیل‌هایی مانند اساتید دلسوز و فعالیت‌های پژوهشی، با موانعی چون ضعف محتوای آموزشی و کمبود فرصت‌های پژوهشی مواجه است؛ عواملی که به‌طور مستقیم که فرآیند شکل‌گیری هویت علمی را مختل می‌کند.
نتیجه‌گیری: پژوهش نشان داد که هویت علمی دانشجو معلمان در تعامل با محیط دانشگاهی شکل می‌گیرد، اما با چالش‌هایی مانند ضعف محتوا، کمبود فرصت‌های پژوهشی و ناهماهنگی اهداف و واقعیت‌ها روبه‌روست. تقویت این هویت نیازمند تحول در ساختار، آموزش، نقش استادان و توجه به تجربه‌های زیسته است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Representation of Student-Teachers' Narratives of the Formation of Scientific Identity in Farhangian University

نویسندگان [English]

  • Mohammad mahde kateb qoje baglo 1
  • Fereydoon Taghipour 2
  • Mohammad Hossein Kamrani 3
1 Bachelor of Theology, Department of Theology and Islamic Studies, Allameh Tabatabaei Campus, Farhangian University of Ardabil, Ardabil, Iran‬‬‬‬‬‬‬‬‬
2 Ph.D. in Sociology of Social Issues of Iran, Department of Social Sciences, Farhangian University of Ardabil, ‬Ardabil, Iran‬‬‬‬‬‬‬‬‬‬‬‬‬
3 Bachelor of Theology student, Farhangian University, Allameh Tabataba'i Campus of Ardabil, Ardabil, Iran.
چکیده [English]

Background: ‪Scientific identity, as one of the key pillars in training researcher and committed teachers, is formed in the context of student teachers' lived experiences at Farhangian University. This identity, which includes specialized knowledge, belonging to the scientific community, and research activism, is influenced by educational, research, and social interactions in the academic environment.
Aim: ‪The present research aims to explore the lived experiences of student teachers at Farhangian University of Ardabil province and analyze the role of the academic environment in the formation and transformation of their scientific identity. This study seeks to examine the multi-layered dimensions of scientific identity and its dynamic processes in the context of teacher education through the narratives of student teachers.
Method: ‪This study employed a qualitative narrative research design. The participants were student teachers at Farhangian University in Ardabil, selected through purposive sampling with attention to individual and academic diversity. Semi-structured interviews were conducted with 21 participants until theoretical saturation was achieved. Data were analyzed using Braun and Clarke’s (2006) six-step thematic analysis. To ensure validity, data were repeatedly reviewed and ethical principles including informed consent and confidentiality were strictly observed.
Results: ‪From the analysis, 95 final codes (from 156 primary codes) were extracted and grouped into 14 organizing themes and 5 main themes. These themes included multidimensional scientific identity, mismatch between educational goals and lived experience, teacher’s learning lifeworld, the gap between academic reality and expectations, and transformationalism in teacher education. Overall, although Farhangian University has strengths such as competent faculty and research potential, weaknesses in educational content and limited research opportunities hinder the formation of student teachers’ scientific identity.
Conclusions: ‪Research showed that student teachers' scientific identity is formed in interaction with the academic environment, but it faces challenges such as weak content, lack of research opportunities, and mismatch between goals and realities. Strengthening this identity requires transformation in structure, education, the role of professors, and attention to lived experiences.

کلیدواژه‌ها [English]

  • ‪representation
  • student teacher
  • farhangian university
  • narrative research
  • formation
  • scientific identity

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پژوهش های کیفی در علوم رفتاری
دوره 4، شماره 1 - شماره پیاپی 7
تابستان 1404
شهریور 1404
صفحه 123-140

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سابقه مقاله

  • تاریخ دریافت: 29 تیر 1404
  • تاریخ بازنگری: 09 مرداد 1404
  • تاریخ پذیرش: 21 شهریور 1404

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