مؤلفه ‏های کیفیت بازخورد استادان به دانشجویان دانشکدگان فنی و مهندسی: مطالعه‏ ای پدیدارشناختی

نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

1 گروه روش ها و برنامه ریزی درسی و آموزشی دانشکده روان شناسی و علوم تربیتی، دانشگاه تهران، تهران ، ایران

2 دانشیار دانشکده روان شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

3 دانشیار دانشکده روان شناسی و علوم‌تربیتی؛ دانشگاه تهران، تهران، ایران

4 استادیار، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران

چکیده
بازخورد به مثابه قلب نظام سنجش آموخته ‏ها و کیفیت ‏بخشی به شیوه‏ های ارائه آن، نقش بی ‏بدیلی در روابط استاد و دانشجو دارد. جستجو در پایگاه‏ های داده ‏ها و بررسی شواهد میدانی، نشان می‏ دهد گرچه استادان به شیوه‏ای مختص خویش، به ارائه بازخورد می ‏پردازند،اما بررسی کیفیت بازخوردهای ارائه‏ شده و تدوین نظام نشانگرهای سنجش آن، به اندازه کافی مورد توجه قرار نگرفته است. بدین منظور تلاش کردیم با استفاده از روش پدیدارشناسی توصیفی، به این سؤال که بر پایه تجربه زیسته دانشجویان دانشکدگان فنی و مهندسی، مؤلفه ‏های کیفیت بازخورد استاد به دانشجو چیست، پاسخ دهیم. داده‏ ها بر اساس 18 مصاحبه نیمه‏ ساختاریافته با دانشجویان دانشکدگان فنی دانشگاه تهران گردآوری و با استفاده از راهبرد کُلایزی تحلیل گردید. یافته ‏ها به شناسایی 100 نشانگر و دسته‏ بندی آن در قالب 12 ملاک و 4 عامل شامل «عناصر هسته ‏ای، عوامل حرفه ‏ای ‏ساز، فنون ارائه و بررسی اثرگذاری» منتج گردید. یافته ‏ها نشان داد که ماهیت و کیفیت بازخورد مورد انتظار دانشجویان در دانشکدگان فنی، چندسطحی، چندوجهی، انعطاف‏ طلب و دارای فرایندی دوطرفه است اما در عمل، شواهد متقنی برای بررسی و دفاع از کیفیت بازخوردهایی که در حال ارائه در این دانشکدگان است، دست نیامد. نتایج این مطالعه می‏تواند نظام نشانگرهای سنجش کیفیت بازخورد را برای، محققان، استادان و دانشجویان فراهم کند. انتهای پژوهش، راهکارهایی برای ارتقای وضع موجود و پیشنهادهایی برای مطالعات بعدی ارائه شده است.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

QUALITY COMPONENTS OF PROFESSORS’ FEEDBACK TO STUDENTS OF TECHNICAL AND ENGINEERING SCHOOLS: A PHENOMENOLOGICAL STUDY

نویسندگان English

sepide khalili 1
Ebrahim Khodaie 2
Keyvan Salehi 3
balal izanloo 4
Marzieh Dehghani 2
1 Department of Curriculum Development & Instruction Methods . Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2 Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
3 Associate professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
4 Assistant Professor, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran
چکیده English

Feedback, as the heart of the learning assessment system and the quality of its presentation methods, plays an irreplaceable role in the relationship between professor and student. Searching in databases and field evidence shows professors give feedback, but their feedback is not of sufficient quality. For this purpose, we tried to use descriptive phenomenology to answer the question based on the lived experience of students of technical and engineering schools, what are the components of the quality of professors’ feedback to students. We conducted 18 semi-structured interviews with students of technical schools of Tehran University, which were analyzed using the Colaizzi strategy. The findings identified 100 indicators that were classified into 12 criteria and 4 factors core elements, professional factors, presentation techniques, and effectiveness evaluation. The findings showed that the nature and quality of feedback expected by students in technical schools is multi-level, multi-faceted, flexible, and has a two-way process. Still, in practice, no valid evidence was obtained to examine and defend the quality of the provided feedback. Evaluators, researchers, professors, and students can use the results of this study as a feedback evaluating scheme. At the end of the research, we have presented solutions to improve the current situation and suggestions for further studies.

کلیدواژه‌ها English

Feedback
quality of feedback
quality of classroom feedback
verbal feedback
professor-to-student
engineering schools
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