الگوی برنامه منتورینگ همتا برای اساتید دانشگاه فرهنگیان: رویکرد نظریه داده بنیاد
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانی
نسرین اوضاعی
1
(دانشجوی دکتری برنامه درسی،گروه برنامه ریزی دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی،تهران،ایران)
علیرضا عصاره
2
(استاد تمام، گروه برنامه ریزی درسی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی،تهران،ایران)
محمود مهرمحمدی
3
(استاد تمام، گروه برنامه ریزی درسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران،ایران )
محمدرضا امام جمعه
4
(دانشیار، گروه برنامه ریزی درسی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی،تهران،ایران)
غلامعلی احمدی
5
(دانشیار، گروه برنامه ریزی درسی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی،تهران،ایران)
کلید واژه: برنامه منتورینگ همتا, اساتید, دانشگاه فرهنگیان, نظریه داده بنیاد,
چکیده مقاله :
منتورینگ همتا به عنوان یکی از رویکردهای نوین در توسعه حرفه¬ای اساتید در نظر گرفته می¬شود. هدف پژوهش حاضر طراحی الگوی برنامه منتورینگ همتا برای اساتید دانشگاه فرهنگیان است. این پژوهش با رویکرد کیفی و با روش داده¬ بنیاد انجام گرفت. جامعه¬ی آماری شامل اساتید دانشگاه فرهنگیان هستند که از طریق نمونه‌گیری هدفمند از نوع ملاک محور انتخاب شدند. داده¬ها از طریق مصاحبه¬ی نیمه‌ساختار‌یافته با پانزده نفر از اساتید دانشگاه فرهنگیان استان البرز و تهران است. به منظور تجزیه و تحلیل داده¬ها از روش کدگذاری باز، محوری و گزینشی استفاده شد. برای تأمین روایی و پایایی از معیارهای لینکن و کوبا استفاده شد. نتایج پژوهش نشان‌دهنده¬ی سی و پنج مفهوم محوری و یازده مقوله منتخب است که در قالب مدل پارادیمی شامل برنامه¬ریزی و تدوین استراتژی کلان، نیازسنجی، نگرش، بازطراحی ساختارسازمانی، بازنگری و پالایش قوانین و طراحی نظام نوین ارزیابی عملکرد به عنوان مقوله محوری و شرایط علی (عوامل فردی و سازمانی)، عوامل زمینه¬ای (عوامل محیطی و سازمانی)، شرایط مداخله¬¬ای تسهیل¬گر(سواد اطلاعاتی و رسانه¬ای، اخلاق حرفه¬ای، حمایت و پشتیبانی، ارتباط منتورینگ و گردش شغلی، واقع¬گرایی و بازنگری در سیاست جذب)، شرایط مداخله¬گر محدودکننده(سیاست¬زدگی، کمیت¬گرایی، ضعف مدیریت منابع انسانی، دیدگاه سنتی به نیروی انسانی، ضعف ساختاری، صوری¬سازی و نگاه مقطعی) و پیامد (رشد و توسعه حرفه¬ای اساتید دانشگاه فرهنگیان) سازمان یافت.
Peer mentoring could be mentioned as one of the novel approaches for professional development of university professors. The present study sought to propose a model for the peer mentoring program which could be employed by the professors of Teacher Training University. The statistical population included all the professors at the Teacher Training Universities and the sample were selected through criterion sampling which is considered as a variation of purposive sampling. The study data were collected through semi-structured interviews with 15 professors from Teacher Training Universities of Alborz and Tehran provinces. In the next step, open, axial and selective coding methods were used in order to analyze the data. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research revealed thirty-five core concepts and eleven selected categories, which were organized and presented in the form of a paradigm model including planning and formulation of macro strategy, needs assessment, attitude, organizational structure redesign, revision and refinement of laws and designing a new performance evaluation system as the core subject and causal conditions (individual and organizational factors), contextual factors (environmental and organizational factors), facilitating intervention conditions (information and media literacy, professional ethics, support, mentoring relationship and job turnover, realism and revision in recruitment policy), limiting intervening conditions (politicization, materialism, weak human resource management, traditional view toward human resources, structural weakness, formalization and temporary view) and outcome (professional growth and development of Teacher Training University professors).
1.Selajgeh, Azita and Safari, Sana (2014). The relationship between professional ethics and the performance of university professors. Quarterly Journal of Ethics in Science and Technology,10(3),103-110.
2.Harris, D. N., & Sass, T. R. (2011). Teacher Training, Teacher Quality and Student Achievement. Journal of Public Economics, 95 (1), 798–812.
3. Karimian, Zahra and Abolghasemi, Mahmoud. (2013). Education and growth of faculty members in universities of medical sciences, a look at the past, a glimpse of tomorrow, Journal of Higher Education,5(17), 49-76.
4. Mehromhammadi, Mahmoud (2015). The way traveled in Farhangian University. Teacher Development, 35(1), 21-1.
5. Zare Sifat, Sadegh; Dehghani, Marzieh; Hakimzadeh, Rezvan; Karami, Morteza; Salehi, Keyvan (2017). Missed Curricula Professional Development of Faculty Members of Iranian Universities: Ferdowsi University of Mashhad., Quarterly Journal of Education Curriculum Studies, 9 (17), 183-216.
6. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
7. Ernstein, Allen C. and Hankins, Francis P. (2005) Principles, Principles, and Curriculum Issues (Vol. I) (Holy Humiliation, translator).
8. Renard, Laurent (2005). Executive Coaching for professional organizations, PHD thesis, school of humanities, The American university of London.
9. . Philips, K.R. (1998) the Achilles. Heel of coaching, Training & Development, 52(3), 41-44.
10. Cannon, M. M. (2014). An exploration of formal mentoring experiences of junior faculty in associate degree nursing programs. Ph.D. Dissertation in Education, University of Alabama.
11. Sufi, Farzaneh, Yassini, Ali and Shiri, Ardeshir (2015). An analysis of the nature, dimensions and experiences of mentoring in schools: linking opinion and practice. Fifth International Conference on Management and Accounting and 2nd Conference on Entrepreneurship and Open Innovation. P: 1-14.a Tehran
12. Bland, C. J., & Schmitz, C. C. (1986). Characteristics of the successful researcher and implications for faculty development. Journal of Medical Education, 61(1), 22–31.
13. Byrne, M. W., & Keefe, M. R. (2002). Building research competence in nursing through mentoring. Journal of Nursing Scholarship, 34(4), 391–396.
14. Williams, L. S. (1991). The effects of a comprehensive teaching assistant training program on teaching anxiety and effectiveness. Research in Higher Education, 32(5), 585–598.
15. Zeind, C. S., Zdanowicz, M., MacDonald, K., & Parkhurst, C. (2005). Developing a sustainable faculty mentoring program. American Journal of Pharmaceutical Education, 69(1-5), K1.
16. Bower GG. (2007). Mentoring 1st year faculty in physical education departments: Enhancing the academic experience. Indiana Health, Physical Education, Recreation, & Dance Journal, 36 (2), 15-8.
17. Taylor CT, Berry TM. (2008). A pharmacy faculty academy to foster professional growth and long-term retention of junior faculty members. American journal of pharmaceutical education, 72(2), 2.
18. Falzaran, M. (2011). Describing the Occurrence and Influence of Mentoring for Occupational Therapy Faculty Members Who are on the Tenure Track or Eligible foe Reappointment, Ph.D. Dissertation in Philosophy in Health Sciences, Seton Hall University
19. Riegle, S. G. (2004). Senior female faculty and mentoring practices. Ph.D. Dissertation in Science, University of Michigan
20. Cook, M. (2011). Mentoring New Faculty at a Christian University in the Northeast: Developing a Framework for Programming, Ph.D. Dissertation in Education, Johnson & Wales University .
21. Zellers, D. F., Howard, V. M., & Barcic, M. A. (2008). Faculty Mentoring Programs: Reenvisioning Rather Than Reinventing the Wheel. Review of Educational Research, 78(3), 552-588.
22. Anafarta, A., & Apaydin, C. (2016). The Effect of Faculty Mentoring on Career Success and Career Satisfaction. International Education Studies, 9(6), 22.
23. Ambrose, L. (2003). Multiple mentoring: Discover alternatives to a one-on-one learning relationship. Healthcare Executive, 18(4), 58–60
24. Packard, B. W.-L., Walsh, L., & Seidenberg, S. (2009). Will that be one mentor or two? A cross-sectional study of women’s mentoring during college. Mentoring and Tutoring, 12(1), 71–85.
25. . Beane-Katner, L. (2014). Anchoring a mentoring network in a new faculty development program. Mentoring & Tutoring: Partnership in Learning, 22(2), 91–103
26. Angelique, H., Kyle, K., & Taylor, E. (2002). Mentors and muses: New strategies for academic success. Innovative Higher Education, 6(3), 195–209
27. Buch, K., Huet, Y., Rorrer, A., & Roberson, L. (2011). Removing the barriers to full professor: A mentoring program for associate professors. The Magazine for Higher Learning, 43(6), 38–45.
28. Crawford. C.J.(2010).Managers Guide to Mentoring.Mc Graw-Hill,United States
29. Farastkhah, Maqsood (2017). Qualitative research method in social sciences (with emphasis on grounded theory) Grand Theory (GTM). Tehran: Beginning
30. Strauss, A. and Corbin, J. (2008) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, Thousand Oaks: Sage Publications
31. Booth, S., Merga, M., & Mat Roni, S. (2016). Peer-mentors reflect on the benefits of mentoring: An autoethog-raphy. International Journal of Doctoral Studies, 11, 383-402.
32. Bryant A L., Brody A., Perez A., Shillam, C., Edelman Linda S., Bond Stewart M. F. & Elena O. S .(2015). Development and Implementation of a Peer Mentoring Program for Early Career Gerontological Faculty. Journal of Nursing Scholarship, 2015; 47:3, 258–266
33. Akinla, O., Hagan, P., and William A . (2018). A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Medical Education 18:98
34. Griffin, W. R. (2012). Fundamentals of Management. USA: South Western Educational Publishing.
35. Almeida, J C(2017). Teacher Performance Evaluation: The Importance of Performance Standards. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8(1), 2973-2981.
36.Ashaghi, Hassan and Ghahrani, Mohammad (2015). Compilation of professional development program for branch managers and employees in monetary and banking field (case of Cooperative Development Bank). Human Resource Education and Development Quarterly, 3(11), 20-1
.37. Brown, C. & Militello, M.(2016). "Principal's perceptions of effective professional development in schools", Journal of Educational Administration,6(4). 56-67.
38. Al-Fadhli, S. (2008). Students' Perceptions of E-learning in Arab Society: Kuwait University as a case study. E-Learning and Digital Media, 5(4), 418-428
.39. Cannon, M. (2014). An exploration of formal mentoring experiences of junior faculty in associate degree nursing programs. Ph.D. Dissertation in Education, University of Alabama
40. Skaniakos. T ., Piirainen . A. ( 2019). The meaning of peer group mentoring in the university context. International Journal of Evidence Based Coaching and Mentoring, Vol. 17(1), pp.19-33. DOI: 10.24384/EKNZ-S730
41. Gupta,Ankur .(2020). Mentoring Faculty for Quality Enhancementin Indian Higher Education: Model Institute of Engineering and Technology, Jammu, India
42. Swart,Arthur J. Coughlan ,Lisa-Mari & Nicole Joannou. (2019). Student perspectives of a peer mentorship programme introduced at a university of technology in South Africa: Global Journal of Engineering Education. Volume 21, Number 3,
43. Geesa, R. L., Lowery, K., & McConnell, K. (2018). Mentee perspectives of a first-year peer mentoring program for education doctoral (EdD) students. International Journal of Doctoral Studies, 13, 471-495.