نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی دانشگاه بوعلی سینا همدان، همدان، ایران.

2 دانشیار برنامه‌ریزی درسی، دانشگاه بوعلی سینا همدان، همدان، ایران.

10.30486/jsre.2020.1873400.1424

چکیده

تجربیات جهانی حاکی از آن است که توفیق برنامه‌های نوآورانه فقط در طراحی و تولید آن خلاصه نمی‌شود، بلکه پذیرش و اجرای موفقیت‌آمیز نیازمند مشارکت، همکاری و پذیرش و اشاعة آن توسط ذینفعان در مرحلة اجرای برنامه‌ها است که دانشگاه فرهنگیان و برنامه‌های درسی آن نیز از این قاعده مستثنا نیست. پژوهش حاضر به‌دنبال تبیین پدیدارشناسانة موانع پذیرش و اجرای نوآوری در برنامه‌درسی دانشگاه فرهنگیان است. جامعة پژوهش شامل متخصصان حوزة تربیت‌معلم و برنامه‌درسی با حداقل یک مقاله یا کتاب درزمینة تربیت‌معلم است. روش انتخاب نمونه، هدفمند و از نوع نظری است که بر اساس قاعدة اشباع نظری تعداد 14 شرکت‌کننده به بیان تجربیات خود پرداختند. داده‌های پژوهش با استفاده از مصاحبة نیمه‌ساختاریافته جمع‌آوری و با بهره‌گیری از تحلیل مضمون، تحلیل و تفسیر شد و یک مضمون فراگیر، هفت مضمون سازمان‌دهنده و 27 مضمون پایه، شناسایی شد. یافته‌های پژوهش نشان داد که موانع فرهنگی، قدرت، اجتماعی، فردی، اجرایی، سازمانی و فراسازمانی از مهم‌ترین موانع پذیرش و اجرای نوآوری در برنامه‌های درسی دانشگاه فرهنگیان محسوب می‌شوند. سرانجام پیشنهادهای لازم برای افزایش سطح پذیرش و کاهش مقاومت در برابر اجرای نوآوری در برنامه‌های درسی دانشگاه فرهنگیان ارائه شد.

کلیدواژه‌ها

عنوان مقاله [English]

Explaining Barriers of Acceptance and Implementation of Innovation in Farhangian University Curriculum

نویسندگان [English]

  • sohrab najafi 1
  • Yahya Maroofi 2

1 PhD Student of curriculum Planning Department, Bu Ali sina University, Hamedan, Iran.

2 Department of Educational Sciences, Bu Ali sina University, Hamedan, Iran.

چکیده [English]

Global experiences suggest that the success of innovative programs is not limited to its design and development, but the successful adoption and implementation requires the participation, collaboration, acceptance and dissemination by stakeholders in the implementation phase of programs that Farhangian University and its curriculum are not excluded.The purpose this research was explaining barriers of the acceptance and implementation of innovation in Farhangian University curriculum. The population of the study consisted of experts in the field of teacher education and curriculum with at least one article or textbook on teacher education and the sample consisted of 14 participants, selected by purposeful sampling method and based on theoretical saturation rule. Data were collected through semi-structured interviews and analyzed using a quantitative approach. Using thematic analysis, 1 overarching theme, 7 organizing theme, and 27 basic theme were identified as the main barriers of acceptance and implementation of innovation in Farhangian University curriculum. The barriers of cultural, power, social, individual, executive, organizational, and trans-organization are the most important obstacles to the acceptance of innovation in the curriculum of Farhangian University. Finally, suggestions were made to increase the level of acceptance and reduce the resistance to innovation in Farhangian university curriculum.

کلیدواژه‌ها [English]

  • barriers
  • innovation
  • Acceptance and Implementation of Innovation
  • Curriculum
  • Farhangian University

Abudu, A. M., & Mensah, M. A. (2016). Basic School Teachers' Perceptions about Curriculum Design in Ghana. Journal of Education and Practice, 7(19), 21-29

Attaran, A,. Mousapour, N,.Attaran, M,. & Hosseinikhah, A,. (2019). Designing and Validation of “Revision of Teacher Education Curriculum in Iran” Model. Isfahan. Research in Curriculum Planning.Vol.16.No.34. [PERSIAN].

Badakhshan Toroghi, E. (2009). Barriers to innovation in educational institutions. Journal of Effectiveness Schools; 2(2): 68-74. [PERSIAN].

Berge, Z. L. (1998). Barriers to online teaching in post-secondary institutions: Can policy changes fix it. Online Journal of Distance Learning Administration, 1(2), 1-12

Bjarnason, S., Cheng, K. M., Fielden, J., Lemaitre, M. J., Levy, D., & Varghese, N. V. (2009). A new dynamic: Private higher education. Paris: UNESCO.

Brady, L., & Kennedy, K. (2013). Curriculum construction. Sydney: Pearson Higher Education.

Briggs, C. L. (2007). Curriculum collaboration: A key to continuous program renewal. The Journal of Higher Education, 78(6), 676-711.

Buabeng-Andoh, C. (2012). Factors influencing teacher's adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1).136-155.

Carl, A. E. (2009). Teacher empowerment through curriculum development: Theory into practice. Juta and Company Ltd.

Carless, D. R. (1998). A case study of curriculum implementation in Hong Kong. System, 26(3), 353-368.

Cheng, Y. C. (2002). Towards the Third Wave of School Effectiveness and Improvement in Hong Kong: Internal, Interface and Future.

Dadashi, B., Mosapur N., & Safaei Movahed, S., (2016). The Role of Teachers’ Culture Confronting with Curriculum Changes Of 7th Grade Math.Tehran. Journal of Theory & Practice in Curriculum Vol.7 (4). [PERSIAN].

Document of Fundamental Reform of education. (2011). Secretariat of Supreme Council of the Cultural Revolution, Tehran. [PERSIAN].

Eisner, E. (1998). Educational reform and the ecology of schooling. The Teachers College Record, 93(4), 610-627.

Fathi Vajargah, K. & Norouzadeh, R. (2008). The introduction to the universities' curriculum development. Institute for Research and Higher Education Planning, First Edition.Tehran. Institute for Research and Planning in Higher Education. [PERSIAN].

Fullan, M. (2015). Freedom to change: Four strategies to put your inner drive into overdrive. John Wiley & Sons.

Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran (2011).Ministry of Education of the Islamic Republic of Iran (In Persian). Available at: https://sccr.ir/Files/6609.pdf

Goodlad, J. I., & Klein, M. F. (1974). Looking behind the classroom door: A useful guide to observing schools in action. CA Jones Pub. Co.

 

Greenberg, M. T., Domitrovich, C. E., Graczyk, P. A., & Zins, J. E. (2005). The study of implementation in school-based preventive interventions: Theory, research, and practice (Volume 3). U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration Center for Mental Health Services. Available at: https://acquia-prod.hhd.psu.edu /sites/default/files/media/prc/files/thestudyofimplementationinschool-basedpreventiveinterventions. pdf

Halpin,D. Dickson,S. Power,Whitty,G and. Gewirtz,S,. (2004).Curriculum innovation within an evaluative state: issues of risk and reflection,” The Curriculum Journal, 15 (3), 197-206.

Handy, C. (1989). The Age of Unreason. Boston. Harvard Business School Press.

Hargreaves, A. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change 3:189–214.

Helton, S. P. (2000). Factors that influence higher education faculty involvement in curriculum and instruction.in partial fulfillment of the requirements for the degree doctor of philosophy. University of Hong Kong Publication.

Hinde, E. R. (2003). Switching classes: Teachers' conceptualizations of change in their professional lives. Unpublished doctoral dissertation. Arizona State University.

Hirsch, G. B., Levine, R., & Miller, R. L. (2007). Using system dynamics modeling to understand the impact of social change initiatives. American Journal of community psychology, 39(3-4), 239-253.

Hitt, M. A., Miller, C. C., & Colella, A. (2006). Organizational behavior a strategic approach. John Wiley & Sons.

Horn, I. S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225-259.

 Hosseinikhah, A,. (2008). Investigation the diffusion of innovation. Journal of Educational Innovations, 7 (26): 151-178. [PERSIAN].

Khosravi, M., Fathi vajargah K., Maleki, H., Norouzi, D. (2013). An Analysis of acceptance of curriculum innovations in the higher education system: A case study of the Iranian university curriculum revision, Quaterly Educational Psychology; 9 (27): 135-166. [PERSIAN].

Ketabdar, Z. (2004), A progrm for reducing teacher’s resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results. Third International Mathematics and Science Study.

Klein, H. J., & Kim, J. S. (1998). A field study of the influence of situational constraints leader-member exchange, and goal commitment on performance. Academy of Management Journal, 41(1), 88-95.

Kneller, G. F (1990) The art and science of creativity, translated by Seyed Aliasghar Mosadad. (1990). Shiraz, Shiraz University Press.

Lam, C. C., & Lidstone, J. (2007). Teachers’ cultural differences: case studies of geography teachers in Brisbane, Changchun and Hong Kong. Asia Pacific Education Review, 8(2), 178-193.

Lattuca, L.R. and. Stark, J. S. (2009) Shaping the college curriculum: academic plans in context, John Wiley & Sons, Inc, SECOND EDITION, San Francisco.

Mata,L,. (2012). Key Factors of Curriculum Innovation in Language Teacher Education. International Scholarly and Scientific Research & Innovation. 6(6).1222-1230.

Mazzoli, A. J. (2000). Faculty perceptions of influences on the curriculum in higher education. Submitted in partial fulfillment of requirements for the degree of doctor of philosophy. University of South Carolina.

Meena, W. E,. (2009) Curriculum innovation in teacher education: exploringconceptions among Tanzanian teacher educators. Abo: Abo Akademi University Press.

Mehrmohammdi M. (2008). Curriculum, views, approaches and perspectives. 2ed Ed. Tehran: Samt. [PERSIAN].

Mohammadi,M,.Abedini-Baltork,M,.Mansoori,S,. (2019).Developing and Validating the Constructivist Curriculum Scale in Higher Education.Journal of Higher Education Curriculum Studies.10, (19),123 -148. [PERSIAN].

Mohsenpour Kebriyaei, H. Fathi Vajargah, K. Arefi, M. Khorasani, A. (2017). Developing a Model for Promoting the Culture of Educational Planning of Higher Education in Iran based on grounded theory approach. Quarterly Journal of Research and Planning in High School; 23 (3): 71-98.. [PERSIAN].

Mousavi, S., Sharif,M., &, Rajaeipour.S., (2013)., Relationship between Organizational Dimensions Climate and acceptance rate of curriculum innovation. Isfahan. Research in Curriculum Planning.Vol.10.No.12. [PERSIAN].

Nevenglosky, E. (2018). Barriers to Effective Curriculum Implementation. PhD dissertation of Doctor of Education. Available at:https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6514&contex t=dissertations

Nitenson, S, (2005) Adoption and Implementation of radical innovation, DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Golden Gate University.

Oloruntegbe, K.O (2011), Teachers’ Involvement, Commitment and Innovativeness in Curriculum Development and Implementation, Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 2 (6).

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues. 6th ed. Englewood Cliffs, NJ: Prentice Hall.

Otunga, R. N. Nyandusi, Ch,. (2009) The Context of Curriculum Development in Kenya. Moi University.

Richardson, W. (2007). Public policy failure and fiasco in education: perspectives on the British examinations crises of 2000–2002 and other episodes since 1975. Oxford Review of Education, 33(2), 143-160.

Salvana, H. (2010). The concept of innovation curriculum: should we need to focus. European Journal of Innovation management, 7(1), 33-44.

Senge, P. (1996). The Fifth Discipline, translated by Hafez. Kamal Hedayat and Mohammed Roshan. (2005), Tehran. Industrial Management Newsletter. [PERSIAN].

Stark, J. S., Lowther, M. A., Sharp, S., & Arnold, G. L. (1997). Program-level curriculum planning: An exploration of faculty perspectives on two different campuses. Research in Higher Education,38(1),99-130.

Statute of the Farhangian University (2012). Deputy of Educational and Research of Farhangian University. Available at:https://sccr.ir/UserFiles/%D9%81%D8%B1%D9%87%D9%86%DA% AF% DB%8 C%D8%A7%D9%86_opt.pdf.

 Turani, H., Aghaei,A., & Manteghi,M. (2012). Investigation of the global experiences in educational innovations from the perspective of methods of production, adaptation and implementation of innovations in Iranian general education. Quarterly Journal of Educational Innovations; (43): 41 - 7.. [PERSIAN].

Zaltman, G., Duncan, R., & Holbek, J. (1973). Innovations and organizations. John Wiley & Sons.

Zimmerman, J. (2006). Why some teachers resist change and what principals can do about it. Nassp Bulletin, 90(3), 238-249.