نوع مقاله : مقاله علمی پژوهشی

نویسندگان

• صادق حامدی نسب ¹
• معصومه عزیزی ²
• رضوان محمدی ³

¹ دکتری برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه بیرحند، ایران

² استادیار گروه علم اطلاعات و دانش شناسی ، دانشکده ادبیات و علوم انسانی، دانشگاه زابل، زابل، ایران

³ کارشناس ارشد تاریخ و فلسفه آموزش و پرورش، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه خوارزمی، ایران

چکیده

هدف از انجام این پژوهش بررسی محتوای یادگیری دانشجو معلمان در شبکه‌های اجتماعی و ادراک آن‌ها نسبت به اعتبار محتوای به اشتراک گذاشته‌شده در این شبکه‌ها بود. روش این پژوهش کیفی و از نوع پدیدارشناسانه بود. جامعه پژوهش کلیه دانشجو معلمان رشته آموزش ابتدایی دانشگاه فرهنگیان شهرستان بیرجند بود که در سال تحصیلی 1399-1400 مشغول به تحصیل بودند. با روش نمونه‌گیری هدفمند و تا اشباع نظری داده‌ها با 15 نفر(7 نفر مرد و 8 نفر زن) از این دانشجو معلمان مصاحبه نیمه ساختاریافته صورت گرفت و داده‌های حاصل با روش تحلیل مضمون مورد تحلیل قرار گرفت. برای پایایی داده‌ها از روش توافق بین کدگذاران و برای روایی یافته‌ها از روش بازنگری توسط متخصصان استفاده شد. یافته‌ها نشان داد که محتوای یادگیری دانشجو معلمان در شبکه‌های اجتماعی شامل محتوای مرتبط با دانشگاه (رشته محور، مهارت محور و زبان انگلیسی)، مدرسه (روش تدریس، مدیریت کلاس و محتوای دوره ابتدایی) و اطلاعات عمومی (اخبار، اطلاعات پزشکی و اطلاعات فناورانه) است. همچنین دانشجو معلمان نسبت به محتوای به اشتراک گذاشته‌شده در شبکه‌های اجتماعی دیدگاه مثبتی ندارند و ازنظر آن‌ها، محتوای موجود در شبکه‌های اجتماعی، نامتناسب، غیر موثق و ناقص است. بر این اساس پیشنهاد می‌شود که دانشگاه فرهنگیان با ارائه محتوای معتبر، طبقه‌بندی‌شده و متناسب با هر رشته تحصیلی در شبکه‌های اجتماعی به توسعه حرفه‌ای دانشجو معلمان و نگرش مثبت آن‌ها به محتوای این شبکه‌ها کمک کند.

کلیدواژه‌ها

• محتوای یادگیری
• دانشجو معلمان
• شبکه‌های اجتماعی
• پدیدارشناسی

عنوان مقاله [English]

An Analysis of Students' Teacher Perceptions of Learning Content in Social Networks: A Phenomenological Study

نویسندگان [English]

• sadegh hamedinasab ¹
• Masoumeh Azizi ²
• Rezvan Mohammadi ³

¹ PhD of Curriculum, Department of Education, Faculty of Education and Psychology, University of Birjand, Iran.

² Assistant Professor, Department of Information Science and Epistemology, Faculty of Literature and Humanities, University of Zabol, Zabol, Iran

³ Senior Expert in History and Philosophy of Education, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Kharazmi University, Iran

چکیده [English]

The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.

The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.

The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.

The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.

کلیدواژه‌ها [English]

• Learning Content
• Student Teachers
• Social Networks
• Phenomenology