همکاری با انجمن روان‌شناسی صنعتی و سازمانی ایران

بررسی تجارب زیسته متقاضیان ورود به دانشگاه فرهنگیان نسبت به کانون‌های ارزیابی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه بیرجند، بیرجند، ایران

2 دانشجوی کارشناسی امور تربیتی، دانشگاه فرهنگیان، تهران، ایران

چکیده
این مطالعه با هدف بررسی تجربیات داوطلبان ورود به دانشگاه فرهنگیان، با تمرکز ویژه بر مراکز ارزیابی و فرایند مصاحبه تخصصی پذیرش انجام شد. اهمیت این پژوهش در نقش حیاتی فرایندهای ارزیابی برای انتخاب معلمان شایسته و مناسب برای نقش‌های آموزشی نهفته است. با افزایش نیاز به دقت و عدالت در چنین فرایندهایی، درک ادراکات و تجربیات داوطلبان برای اصلاح و بهبود روش‌های موجود ضروری است. این پژوهش از رویکرد کیفی و روش پدیدارشناسی برای بررسی عمیق تجربیات ذهنی شرکت‌کنندگان استفاده کرده است. این مطالعه بر روی داوطلبانی متمرکز بود که در فرایند پذیرش دانشگاه فرهنگیان، پردیس شهید باهنر استان خراسان جنوبی شرکت کرده بودند. از میان این افراد، 18 نفر به ‌صورت هدفمند و براساس معیارهای مشخص انتخاب شدند. برای جمع‌آوری داده‌ها از مصاحبه‌های نیمه‌ساختاریافته استفاده شد. اعتبار سؤالات مصاحبه به‌دقت مورد بررسی قرار گرفت تا اطمینان حاصل شود که سؤالات دارای ارتباط و وضوح کافی هستند. سپس داده‌ها با استفاده از مدل پدیدارشناسی اسمیت تحلیل شد که تفسیر نظام‌مند بینش‌های شرکت‌کنندگان را تسهیل کرد. تحلیل مصاحبه‌ها منجر به استخراج 49 کد مجزا شد. این یافته‌ها در چهار محور اصلی و 11 زیرمحور سازمان‌دهی شدند. محورها شامل تجربیات مرتبط با ارزیاب (تخصص ارزیاب و اخلاق حرفه‌ای در محیط ارزیابی)، تجربیات مرتبط با داوطلبان (تعامل، رقابت و پیشینه تحصیلی)، تجربیات مبتنی بر ابزارها و فعالیت‌ها (بازی گروهی، بحث گروهی و آزمون روان‌شناسی) و تجربیات مرتبط با فرایند (عوامل اجرایی، زمان‌بندی اجرا و محیط فیزیکی) بودند. هر محور به تفصیل با اجزای خاصی توضیح داده شد. ارزیابی شایستگی‌های حرفه‌ای دانشجو-معلمان از طریق چارچوب ساختاریافته مراکز ارزیابی، روشی بسیار موثرتر و تخصصی‌تر نسبت به مصاحبه‌های سنتی ارائه می‌دهد. این روش معیارهای قوی‌تری برای انتخاب داوطلبان شایسته فراهم می‌کند. علاوه بر این، ضروری است ابزارهای بیشتری به کار گرفته شود، دوره‌های زمانی طولانی‌تر برای ارزیابی درنظر گرفته شود و افراد باتجربه و تخصص بالاتر در این فرآیند مشارکت داشته باشند. چنین بهبودهایی نه‌تنها دقت و عدالت انتخاب داوطلبان را افزایش می‌دهد، بلکه به ارتقای استاندارد آموزش معلمان کمک کرده و در نهایت به‌نفع کل سیستم آموزشی خواهد بود.

کلیدواژه‌ها


عنوان مقاله English

Inestigating the Lived Experiences of Farhangian University’s Applicants Regarding Assessment Centers (ACS)

نویسندگان English

Mohhammad alipour 1
Mojtabi Maleki Zohan 2
Morteza Soleimani Kia 2
Amirhossein Ebrahimi shahrodi 2
Mohammad Khosravitanak 1
1 PhD Student of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran
2 Bachelor Student of Education, Farhangian University, Tehran, Iran
چکیده English

Introduction
This study aimed to investigate the lived experiences of Farhangian University applicants with a specific focus on the assessment centers and the specialized interview process involved in their admission. The significance of this research lies in the critical role that assessment processes play in selecting highly qualified teachers who are well-suited to educational roles. With growing demands for accuracy and fairness in such selection procedures, understanding the perceptions and experiences of candidates is essential to refine and improve the existing methods.
 
Method
The research employed a qualitative phenomenological approach to deeply explore the subjective experiences of participants. The study focused on applicants who participated in the admission process at Farhangian University, Shahid Bahonar Campus, South Khorasan Province. From this pool, 18 participants were selected purposefully based on specific criteria. Semi-structured interviews were conducted to collect rich and meaningful data. The validity of the interview questions was thoroughly assessed, ensuring their relevance and clarity. The data were analyzed using Smith's phenomenological model, which facilitated a systematic interpretation of participants' insights.
Results
The analysis of the interviews led to the extraction of 49 distinct codes. These findings were organized into four major themes and 11 sub-themes. The main themes included: experiences related to evaluators (evaluator expertise and professional ethics within the assessment environment), applicant-related experiences (peer interaction, competition, and academic background), tool- and activity-based experiences (group games, discussions, and psychological tests), and process-related experiences (logistics, execution timing, and physical environment). Each theme was further detailed with specific components.
 
Discussion
Evaluating the professional competencies of student teachers through the structured framework of assessment centers proves to be a significantly more effective and specialized approach than traditional interviews. This method ensures robust criteria for selecting qualified candidates. Moreover, it is crucial to incorporate additional tools, allocate extended evaluation periods, and involve highly trained and specialized personnel in the process. Such enhancements not only improve the accuracy and fairness of candidate selection but also contribute to fostering a higher standard of teacher training, ultimately benefiting the educational system as a whole.

کلیدواژه‌ها English

Assessment Centers
farhangian university
expert interview
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دوره 12، شماره 2
دی 1404
صفحه 167-183

  • تاریخ دریافت 09 اسفند 1403
  • تاریخ بازنگری 31 فروردین 1404
  • تاریخ پذیرش 30 اردیبهشت 1404