ویژگی عناصر برنامه منتورینگ همتا برای اساتید دانشگاه: سنتز پژوهی بر اساس مدل روبرتس
محورهای موضوعی : همسوسازي استراتژي هاي يادگيري و توسعه با استراتژي سازماننسرین اوضاعی 1 , علیرضا عصاره 2 , محمود مهرمحمدی 3 , محمدرضا امام جمعه 4 , غلامعلی احمدی 5
1 - گروه برنامه‌ریزی درسی،دانشکده علوم انسانی،دانشگاه تربیت دبیر شهید رجایی،تهران،ایران
2 - گروه برنامه‌ریزی درسی،دانشکده علوم انسانی،دانشگاه تربیت دبیر شهید رجایی،تهران،ایران
3 - گروه برنامه‌ریزی درسی،دانشکده علوم انسانی،دانشگاه تربیت مدرس،تهران،ایران
4 - گروه برنامه‌ریزی درسی،دانشکده علوم انسانی،دانشگاه تربیت دبیر شهید رجایی،تهران،ایران
5 - گروه برنامه‌ریزی درسی،دانشکده علوم انسانی،دانشگاه تربیت دبیر شهید رجایی،تهران،ایران
کلید واژه: منتورینگ, منتورینگ همتا, اساتید, دانشگاه,
چکیده مقاله :
منتورینگ همتا یکی از رویکردهای نوین در توسعه حرفه ای کارمندان به‌ویژه اساتید دانشگاهی به شمار می‌رود. هدف پژوهش بررسی عناصر برنامه منتورینگ همتا برای اساتید دانشگاه ، رویکرد پژوهش کیفی و روش آن سنتز پژوهی بر اساس مدل روبرتش(2007) است. جامعه پژوهش، متشکل از 347 مقاله درباره ویژگی‌ها و مدل‌های منتورینگ همتا برای اساتید و مدرسان آموزشی است که در بازه زمانی 2005 تا 2021 میلادی در مجلات علمی معتبر ارائه‌شده‌اند. نمونه پژوهش شامل 58 مقاله علمی پژوهشی که به‌صورت هدفمند جمع‌آوری‌شده‌اند. داده‌های پژوهش از تحلیل کیفی اسناد موردمطالعه، گردآوری‌شده‌اند. بر اساس تجزیه‌وتحلیل داده‌ها، مؤلفه‌های منتورینگ همتا در 5 بُعد و 29عامل طبقه‌بندی شدند. این ابعاد شامل بعد فردی(مشتمل بر عوامل؛ مهارت‌های شغلی، مهارت رهبری، تعادل‌گرایی، مهارت تصمیم گیری، مهارت حل مسئله، مهارت‌های ادراکی، دسترسی پذیری، ابعاد شخصیتی، انگیزش)، بُعد سازمانی(مشتمل بر عوامل؛ توسعه حرفه‌ای، حمایت و تشویق، زیرساختی، توجه به مؤلفه‌های حرفه‌ای، ساختار سازمانی و مدیریتی)، بُعد فرهنگی(مشتمل بر عوامل؛ توجه به الزامات فرهنگی) و بعد الزامات و بایسته(مشتمل بر عوامل؛ حفظ کرامت، مدیریت دانش پداگوژیک، استراتژی روشن، شخصی‌سازی فرآیند، به‌صرفه بودن، امنیت، مبتنی بر اصول برنامه درسی محیط کار، مبتنی بر هیوتاگوژی، الزامات برنامه و توجه به نقش) و ارتباطات (مشتمل بر مؤلفه‌هایی چون، ارتباطات مثبت، ارتباطات اجتماعی، ارتباط در روابط و سودمندی ) می‌باشد. بنابراین برای اجرای بهتر الگوهای منتورینگ همتا بهتر است به تمام این 5 بُعد توجه شود.
Abstract Peer mentoring is one of the new approaches in the professional development of employees, especially university professors. The purpose of this study is to investigate the elements of peer mentoring program for university professors, qualitative research approach and its method of synthesis research based on Roberts (2007) model. The research population consists of 347 articles on the features and models of peer mentoring for teaching professors and instructors that have been presented in prestigious scientific journals from 2005 to 2021. The research sample includes 58 scientific research articles that have been purposefully collected. Research data were collected from qualitative analysis of the studied documents. Based on the data analysis, peer mentoring components were classified into 5 dimensions and 29 factors. These dimensions include individual dimension (including factors; job skills, leadership skills, balance, decision-making skills, problem-solving skills, perceptual skills, accessibility, personality dimensions, motivation), organizational dimension (including On factors: professional development, support and encouragement, infrastructure, attention to professional components, organizational and managerial structure), cultural dimension (including factors; attention to cultural requirements) and dimension of requirements and musts (including On factors: dignity, pedagogical knowledge management, clear strategy, process personalization, cost-effectiveness, security, based on the principles of the workplace curriculum, based on hiatology, program requirements and role-paying) and communications (including component Such as, positive communication, social communication, communication in relationships and usefulness). Therefore, in order to better implement peer mentoring patterns, it is better to pay attention to all these 5 dimensions.
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