واکاوی ابعاد و مؤلفه‌های پیامدهای تربیت معلم کارآفرین؛ یک مطالعه آمیخته

محورهای موضوعی : آموزش و پرورش

رضا ساعی مهربان ¹ , اسد حجازی ² , سید رسول حسینی ³ , محمد عزیزی ⁴

1 - دانشجوی دکتری کارآفرینی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران.
2 - دانشیار، گروه مدیریت آموزشی، پردیس شهید چمران تهران، دانشگاه فرهنگیان، تهران، ایران.
3 - دانشیار، گروه مدیریت آموزشی، پردیس شهید چمران تهران، دانشگاه فرهنگیان، تهران، ایران.
4 - دانشیار، گروه توسعه کارآفرینی، دانشگاه تهران، تهران، ایران

تاریخ دریافت : 1401/09/15 تاریخ پذیرش : 1401/12/27 تاریخ انتشار : 1402/06/01

کلید واژه: پیامدها, تربیت معلم کارآفرین, دبیر کارآفرین, دانش‌آموز کارآفرین, مدرسه کارآفرین,

چکیده مقاله :

هدف: هدف پژوهش حاضر واکاوی ابعاد و مؤلفه‌های پیامدهای تربیت معلم کارآفرین با استفاده از روش آمیخته بود. روش‌شناسی پژوهش: روش اجرای این پروژه آمیخته اکتشافی بود که به صورت کیفی و کمی به بررسی و شناسایی ابعاد و مؤلفه‌های پیامد تربیت معلم کارآفرین در ایران پرداخت. جامعه آماری بخش کیفی 20 نفر از مدیران، استادان و صاحب‌نظران تربیت معلم و علوم تربیتی و کارآفرینی بود که داده‌های مربوط به مصاحبه نیمه‌ساختاریافته از آنان جمع‌آوری شد؛ سپس در بخش کمی از 149 نفر از مدیران و استادان تربیت معلم و کارآفرینی در دانشگاه‌های فرهنگیان و شهید رجایی، وزارت تعاون، کار و رفاه اجتماعی و وزارت آموزش‌وپرورش بودند که به روش نمونه‌گیری خوشه‌ای تصادفی برای جمع‌آوری اطلاعات مربوط به پرسشنامه‌های تحقیق انتخاب شدند. برای تجزیه‌وتحلیل اطلاعات در بخش کیفی از روش کدگذاری و نرم‌افزار MAXQDA، و در بخش کمی به صورت معادلات ساختاری از نرم‌افزار SmartPLS استفاده شد. یافته­ ها: یافته‌های پژوهش نشان داد ابعاد و مؤلفه‌های پیامد تربیت معلم کارآفرین در ایران شامل؛ دبیر کارآفرین (شایستگی و روحیه کارآفرینی، مهارت‌های معلمی و مهارت‌های تخصصی)، دانش‌آموز کارآفرین (دانش کارآفرینی و روحیه کارآفرینی) و مدرسه کارآفرین (فرهنگ کارآفرینی، رهبری آموزشی کارآفرینانه و ساختار کارآفرینانه) هستند. مقدار ضریب آلفای کرونباخ 7/0، پایایی ترکیبی 7/0 و AVE، 5/0 بود لذا پایایی و روایی همگرا مورد تأیید قرار گرفت. روایی واگرای بر اساس روش فورنل و لارکر و معیار HTMT نیز تأیید شد. مقادیر T بیشتر از 96/1 بود، بنابراین فرضیه‌های پژوهش در سطح اطمینان 95/0 تأیید شد. معیارهای R²، Q² و F² برای متغیرهای وابسته قوی به دست آمد. مقدار 711/0 برای GOF نیز نشان از برازش مناسب مدل داشت. بحث و نتیجه ­گیری: بنابراین نتایج این پژوهش می‌تواند در زمینه سیاست‌گذاری، برنامه‌ریزی به منظور اجرای فرایند توسعه کارآفرینی در تربیت معلم مفید و سودمند باشد.  

چکیده انگلیسی:

Introduction: The aim of the current research was to analyze the dimensions and components of the consequences of training an entrepreneur teacher using a mixed method. Research methodology: The implementation method of this project is a mixed discovery that qualitatively and quantitatively investigates and identifies the dimensions and components of the consequences of the entrepreneur teacher training in Iran. The statistical population of the qualitative section was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, from whom data related to semi-structured interviews were collected; Then, in a small part of 149 managers and professors of teacher training and entrepreneurship in Farhangian and Shahid Rajaei universities, the Ministry of Cooperation, Labor and Social Welfare and the Ministry of Education were selected by a random cluster sampling method to collect information related to the research questionnaires. To analyze information in the qualitative part, the coding method and MAXQDA software were used, and in the quantitative part, SmartPLS software was used in the form of structural equations. Findings: The findings of the research showed that the dimensions and components of the consequences of entrepreneurship teacher training in Iran include the entrepreneur teacher (competence and entrepreneurial spirit, teaching skills and specialized skills), the entrepreneurial student (entrepreneurship knowledge and entrepreneurial spirit) and the entrepreneurial school (Entrepreneurial culture, entrepreneurial educational leadership and entrepreneurial structure). Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R², Q² and F² measures were obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model. Conclusion: Therefore, the results of this research can be useful and fruitful in the field of policy making and planning for the implementation of the entrepreneurship development process in teacher education.  

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