گونه‌شناسي تدريس استادان نمونه‌كشوري و سرآمدان‌آموزشي در دوره‌هاي كارشناسي‌ارشد حوزه علوم‌انساني در دانشگاه اصفهان

Typology of Exemplary an‎d excellent university teacher Teaching in the postgraduate studies of the Humanities University of Isfahan

علوم تربيتي

Abstract The present study was conducted with the aim of typology of teaching in the masterʹs degree program in humanities, based on the lived experience of professors at the University of Isfahan. The main issue of the study was what characteristics an‎d types of teaching in the masterʹs degree program in humanities has an‎d how professors of this program organize an‎d implement the teaching-learning process in practice. This study was conducted in terms of purpose, applied with a qualitative approach an‎d phenomenological method. Potential participants of the study were 6 national sample professors of the University of Isfahan in the field of humanities during the years 1390 to 1402 an‎d 24 educational leaders of the university in the field of humanities during the years 1400 to 1402. Data were collected through semi-structured interviews with 24 national sample professors an‎d educational leaders in the field of humanities. Data analysis was conducted using the Atride-Stirling thematic analysis method, an‎d an attempt was made to extract the main themes an‎d common patterns from the professorsʹ narratives an‎d formulate them in a coherent framework. The validity of the findings was achieved through four criteria: trustworthiness, transferability, dependability, an‎d verifiability. The results of the study showed that teaching in the humanities masterʹs degree program has an eight-dimensional an‎d interconnected pattern. These dimensions include redistribution of class time in favor of active learning, dominance of the research-based approach over traditional education, dynamic an‎d student-centered course resources, flexible an‎d problem-oriented organization of content, process-oriented an‎d multi-tool eva‎luation, active students as learning actors, classroom management based on interaction an‎d self-regulation, an‎d educational technology as a platform for learning an‎d communication. The typology of findings also showed that professors use various models in time management, content organization, resource selec‎tion, an‎d student role assignment, depending on the academic level of the class, the nature of the course, an‎d educational requirements; types that, while different, are all based on active learning, research-oriented learning, an‎d student scientific participation. The research findings can be a basis for improving teaching in graduate education, reviewing eva‎luation methods, improving professorsʹ teaching skills, an‎d developing university educational policies in line with deep an‎d active student learning.

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