نویسندگان:

¹دکتری تخصصی تاریخ اسلام، گروه آموزشی تاریخ، دانشگاه فرهنگیان، تهران، ایران

چکیده فارسی: هدف از پژوهش حاضر، بررسی برنامۀ درسی رشتۀ آموزش تاریخ دانشگاه فرهنگیان بود. به این منظور از روش داده بنیاد طبق رویکرد اشتراوس و کوربین استفاده گردید. حوزۀ پژوهش، استادان و دانشجو معلمان و فارغ‌التحصیلان دانشگاه فرهنگیان خراسان جنوبی در رشتۀ آموزش تاریخ بودند. داده‌های پژوهش با استفاده از مصاحبه‌های فردی نیمه‌ساختاریافته جمع‌آوری شد، نمونۀ آماری شامل 14 نفر از دانشجو معلمان، 6 نفر از دانش‌آموختگان دانشگاه فرهنگیان در رشتۀ آموزش تاریخ و 8 نفر از استادان رشتۀ تاریخ دانشگاه فرهنگیان بودند که به شیوۀ نظری هدفمند انتخاب شدند. داده‌ها با استفاده از روش کدگذاری سه مرحله‌ای اشتراوس و کوربین (1990) تحلیل‌شده‌اند. یافته‌های پژوهش بیانگر این است که برنامۀ درسی ناسازگار با کنش‌های کلاسی درس تاریخ، به‌مثابه پدیده_محوری عمل می‌کند و زمینه‌های فردی، دانشگاهی و فرادانشگاهی در این بخش تأثیرگذارند. همچنین شرایط علی شامل ضعف در برنامه‌ریزی کلان، ضعف تخصصی استادان، بی‌انگیزگی و بی‌توجهی به توسعۀ فردی در دانشجو معلمان بود. عوامل مداخله‌گر مشتمل بر سطح علمی و توانمندی دانشجومعلمان، میزان توجه استادان به ارتقای فردی، پایگاه علمی رشته در مجامع تخصصی بودند و راهبردهای پیشنهادی شامل، مشارکت در طراحی‌های برنامۀ درسی، بهسازی آموزشی مبتنی بر تخصص، پژوهش محوری پیرامون برنامۀ درسی رشتۀ آموزش تاریخ احصا شدند. در نهایت، پیامد وضعیت جاری برنامۀ درسی آموزش تاریخ دانشگاه فرهنگیان، ضعف در تربیت ‌معلم طراز جامعه، متأثر از نبودن تجانس ابعاد مختلف برنامۀ درسی عنوان گردید. با توجه به یافته‌ها، می‌توان نتیجه گرفت که در طراحی برنامۀ ‌درسی رشتۀ تاریخ به رویکردهای مشارکتی باید توجه شود.

The Current Status of the History Curriculum in Farhangian University: A Grounded Theory Approach

English Abstract: The present research aimed to examine the curriculum of the History Education Department of Farhangian University. For this purpose, Strauss and Corbin's approach in grounded theory was used. The research population comprised professors, student-teachers and graduates of Farhangian University of South Khorasan in the field of history education. Research findings show that the curriculum is inconsistent with the history classroom actions as a central phenomenon and that individual, academic and extra-academic contexts affect it. Also, causal factors included poor macro-planning, professors’ poor expertise, lack of motivation and lack of attention to personal development in student-teachers. The confounding factors included the academic level and ability of student-teachers, the amount of attention professors pay to personal development, the scientific importance of the field in specialized societies. The following strategies are proposed: participation in curriculum design, educational improvement based on expertise, and research focused on the curriculum of the field of history education Introduction Higher education, as the most important source of science and technology production, plays an important role in expanding learning and culture in society (Xu & Mei, 2018). Universities can lead students to create new movements through the grounds they provide for students. (Németh, 2019). The ultimate goal of higher education is to provide suitable opportunities for students to acquire knowledge, skills, abilities, attitudes, beliefs and values such that it helps them to be effective and fruitful for themselves and the society; meanwhile this growth should be reflected in the curriculum of universities (Mohammadi, 2022). Curriculum is the heart of the education system where students’ growth should be reflected. In fact, curriculum is one of the most important tools for realizing the goals and missions of higher education (Fathi Vajargah, 2015). Therefore, curriculum should be addressed by policymakers of the educational system (Moradi Doliskani et al., 2020). To help higher education achieve its goals and to strengthen the education system of universities, it is a priority to review and update the curricula of different disciplines (Mohammadi, 2022). Curricula of Farhangian University, especially history education, is of great importance for cultivating effective students in the educational system. That is why we have selected history education at the undergraduate level for research. The purpose of history education in this university is to familiarize students with a course of history, culture and civilization of Iran, Islam and the world (Azari, 2019). Therefore, the purpose of the current research was to examine the curriculum of the History Education Department of Farhangian University.   Methodology In this research, the systematic approach of Strauss and Corbin’s grounded theory was used. In this systematic approach, the researcher must adopt a specific technique for analysis and implement open, axial and selective coding and present their final work (Farastkhah, 2019). The study population included those involved in the history education curriculum, namely, student-teachers, faculty members of Farhangian University, who were selected by purposive criteria-based sampling. Sampling continued until theoretical data saturation. The participants included 14 student-teachers, six students of the new system of Farhangian University in the field of history education, and eight professors of the Department of History Education of Farhangian University. To observe confidentiality of the participants’ data and research ethics, a code was assigned to each of them. The data collection tool was semi-structured interviews. Guba and Lincoln's method was used to ensure validity and reliability. Results Research findings show that the curriculum is inconsistent with the history classroom actions as a central phenomenon and that individual, academic and extra-academic contexts affect it. Also, the causal conditions included poor macro-planning, poor expertise of professors, lack of motivation and lack of attention to personal development in student-teachers. The confounding factors included the academic level and ability of student-teachers, the amount of attention professors pay to personal development, the scientific importance of the field in specialized societies. The following strategies are proposed: participation in curriculum design, educational improvement based on expertise, and research focused on the curriculum of the field of history education. Finally, the outcome of the current history curriculum in Farhangian University is the poor training of teachers due to inconsistency of the curriculum. Discussion and conclusion According to the findings, participatory approaches should be adopted for the design of the history curriculum, and hybrid approaches should be adopted instead of individual approaches in the curriculum design of Farhangian University. In addition, Farhangian University should address the scientific base of history education through publishing specialized journals and holding national and international conferences and seminars.