بررسی تطبیقی ساختار دانشگاه فرهنگیان ایران با نظام‌های تربیت معلم در پنج کشور منتخب (فنلاند، سنگاپور، کره جنوبی، ژاپن و آلمان)

نوع مقاله : مقاله پژوهشی

نویسنده

دکتری برنامه‌ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه فردوسی مشهد، مشهد، ایران.

10.48310/jcdr.2025.20035.1203

چکیده

پیشینه و اهداف: نظام‌های تربیت معلم نقش تعیین‌کننده‌ای در تضمین کیفیت آموزشی دارند. این پژوهش با هدف تحلیل مسئله تمرکزگرایی و کمبود آموزش عملی در دانشگاه فرهنگیان ایران، در مقایسه با پنج کشور منتخب (فنلاند، سنگاپور، کره جنوبی، ژاپن و آلمان) انجام شد تا با شناسایی نقاط قوت و ضعف، راهکارهای عملی برای ارتقای تربیت معلم ارائه دهد. روش‌ها: این مطالعة کیفی با روش تطبیقی-توصیفی و بر اساس الگوی چهارمرحله‌ای بردی (توصیف، تفسیر، همجواری و مقایسه) انجام شد. داده‌ها از اسناد دانشگاه فرهنگیان و منابع معتبر بین‌المللی گردآوری و بر اساس 36 محور کلیدی با استفاده از تحلیل محتوای کیفی (کدگذاری و طبقه‌بندی) تحلیل شدند. یافته‌ها: دانشگاه فرهنگیان در مواردی مانند ساختار متمرکز، استخدام تضمینی و تأکید بر هویت ملی دارای ویژگی‌های متمایزی است. اما در ابعاد کلیدی شامل کیفیت کارورزی (512 ساعت در مقابل میانگین 750 ساعت)، نسبت نامطلوب دانشجو به استاد (1:15 در مقایسه با 1:4 در فنلاند)، سهم ناکافی پژوهش (2 واحد در مقابل 15 واحد) و حجم بالای دروس نظری (65% در مقابل 40%) نیازمند بازنگری اساسی است. نتیجه‌گیری: تحول در سه حوزة کلیدی شامل کاهش تمرکزگرایی، ارتقای کیفیت کارورزی از طریق افزایش ساعات و بهبود نظارت، و استقرار نظام ارزیابی صلاحیت‌محور پیشنهاد می‌شود. محدودیت اصلی، دشواری دسترسی به اسناد داخلی کشورها و انتخاب محقق‌محور نمونه‌ها بود که با استفاده از منابع متعدد کاهش یافت.

کلیدواژه‌ها

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