تبیین موانع پذیرش و اجرای نوآوری در برنامه‌های درسی دانشگاه فرهنگیان

پژوهش در برنامه ریزی درسی

مقاله 4، دوره 17، شماره 64، اردیبهشت 1399، صفحه 61-76   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2020.1873400.1424

نویسندگان

سهراب نجفی¹؛ یحیی معروفی^{* 2}

¹دانشجوی دکتری برنامه‌ریزی درسی دانشگاه بوعلی سینا همدان، همدان، ایران.

²دانشیار برنامه‌ریزی درسی، دانشگاه بوعلی سینا همدان، همدان، ایران.

چکیده

تجربیات جهانی حاکی از آن است که توفیق برنامه‌های نوآورانه فقط در طراحی و تولید آن خلاصه نمی‌شود، بلکه پذیرش و اجرای موفقیت‌آمیز نیازمند مشارکت، همکاری و پذیرش و اشاعة آن توسط ذینفعان در مرحلة اجرای برنامه‌ها است که دانشگاه فرهنگیان و برنامه‌های درسی آن نیز از این قاعده مستثنا نیست. پژوهش حاضر به‌دنبال تبیین پدیدارشناسانة موانع پذیرش و اجرای نوآوری در برنامه‌درسی دانشگاه فرهنگیان است. جامعة پژوهش شامل متخصصان حوزة تربیت‌معلم و برنامه‌درسی با حداقل یک مقاله یا کتاب درزمینة تربیت‌معلم است. روش انتخاب نمونه، هدفمند و از نوع نظری است که بر اساس قاعدة اشباع نظری تعداد 14 شرکت‌کننده به بیان تجربیات خود پرداختند. داده‌های پژوهش با استفاده از مصاحبة نیمه‌ساختاریافته جمع‌آوری و با بهره‌گیری از تحلیل مضمون، تحلیل و تفسیر شد و یک مضمون فراگیر، هفت مضمون سازمان‌دهنده و 27 مضمون پایه، شناسایی شد. یافته‌های پژوهش نشان داد که موانع فرهنگی، قدرت، اجتماعی، فردی، اجرایی، سازمانی و فراسازمانی از مهم‌ترین موانع پذیرش و اجرای نوآوری در برنامه‌های درسی دانشگاه فرهنگیان محسوب می‌شوند. سرانجام پیشنهادهای لازم برای افزایش سطح پذیرش و کاهش مقاومت در برابر اجرای نوآوری در برنامه‌های درسی دانشگاه فرهنگیان ارائه شد.

کلیدواژه‌ها

پذیرش و اجرای نوآوری؛ نوآوری؛ برنامه درسی؛ دانشگاه فرهنگیان؛ موانع

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