شناسایی مولفه های پرسشگری استراتژیک در راستای توسعه پایدار نظام آموزش عمومی

پژوهش در برنامه ریزی درسی

دوره 18، شماره 71، اسفند 1400، صفحه 165-180   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2022.1939893.1986

نویسندگان

محمد ادیبان¹؛ اسماعیل کاظم پور^{* 2}؛ زهره شکیبایی³

¹دانشجوی دکتری مدیریت آموزشی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران

²دانشیار گروه علوم تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.

³استادیار گروه علوم تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران

چکیده

پژوهش حاضر با هدف شناسایی مولفه های پرسشگری استراتژیک در راستای توسعه پایدار نظام آموزش عمومی انجام پذیرفت. تحقیق حاضر از نوع پژوهش کیفی و با روش گراندد تئوری (Grounded Theory) یا نظریه داده بنیاد انجام گرفت. جامعه آماری پژوهش را تمامی صاحبنظران حوزه علوم تربیتی و مدیریت آموزشی تشکیل می دهد. روش نمونه گیری به صورت روش هدفمند ملاک محور است که حجم نمونه آن براساس قاعده اشباع نظری با 12 نفر از خبرگان دانشگاهی تشکیل می دهد. در این روش نمونه گیری هدف پژوهشگر انتخاب مواردی است که با توجه به هدف تحقیق، سرشار از اطلاعات باشند. ابزار گردآوری داده ها در این پژوهش، مصاحبه نیمه ساختار یافته است. برای سنجش روایی و اعتبار مصاحبه ها؛ اعتبار، انتقال پذیری، اطمینان پذیری و تاییدپذیری مورد بررسی قرار گرفته است. نتایج تجزیه و تحلیل مصاحبه ها، 430 کد باز اولیه، 147 کد باز ثانویه،42 مفهوم و 19 مقوله می باشد. یافته های این پژوهش نشان می دهد که پرسشگری استراتژیک بر توسعه رویکرد پژوهشی، روش های فعال یادگیری، نقد منصفانه، خلق دانش جدید و نظرگاههای افق آفرین، پرسشگری هوشمندانه و تعالی بخش، تغییر وضع موجود و پاسخگو کردن نظام آموزشی تاکید می کند.

کلیدواژه‌ها

توسعه پایدار؛ توسعه پایدار نظام آموزش عمومی؛ پرسشگری؛ پرسشگری استراتژیک

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