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پازوکی, سمانه, صبوری, محمدصادق, دانائی, الهام, عمانی, احمدرضا. (1401). طراحی نظام آموزشی هنرستان‌های کشاورزی مبتنی بر الگوی توانمندساز. , 53(1), 109-127. doi: 10.22059/ijaedr.2021.321203.669025
سمانه پازوکی; محمدصادق صبوری; الهام دانائی; احمدرضا عمانی. "طراحی نظام آموزشی هنرستان‌های کشاورزی مبتنی بر الگوی توانمندساز". , 53, 1, 1401, 109-127. doi: 10.22059/ijaedr.2021.321203.669025
پازوکی, سمانه, صبوری, محمدصادق, دانائی, الهام, عمانی, احمدرضا. (1401). 'طراحی نظام آموزشی هنرستان‌های کشاورزی مبتنی بر الگوی توانمندساز', , 53(1), pp. 109-127. doi: 10.22059/ijaedr.2021.321203.669025
پازوکی, سمانه, صبوری, محمدصادق, دانائی, الهام, عمانی, احمدرضا. طراحی نظام آموزشی هنرستان‌های کشاورزی مبتنی بر الگوی توانمندساز. , 1401; 53(1): 109-127. doi: 10.22059/ijaedr.2021.321203.669025

طراحی نظام آموزشی هنرستان‌های کشاورزی مبتنی بر الگوی توانمندساز

تحقیقات اقتصاد و توسعه کشاورزی ایران
مقاله 7، دوره 53، شماره 1، فروردین 1401، صفحه 109-127    اصل مقاله (1.14 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22059/ijaedr.2021.321203.669025
نویسندگان
سمانه پازوکی1؛ محمدصادق صبوری* 2؛ الهام دانائی3؛ احمدرضا عمانی4
1دانشجوی دکتری گروه ترویج و آموزش کشاورزی ، واحد گرمسار ، دانشگاه آزاد اسلامی ، گرمسار ، ایران
2دانشیارگروه ترویج و آموزش کشاورزی ، واحد گرمسار ، دانشگاه آزاد اسلامی ، گرمسار ، ایران
3استادیار گروه علوم باغبانی ، واحد گرمسار ، دانشگاه آزاد اسلامی ، گرمسار ، ایران
4دانشیارگروه ترویج و آموزش کشاورزی ، واحد شوشتر ، دانشگاه آزاد اسلامی ، شوشتر ، ایران
چکیده
این مطالعه با هدف طراحی نظام آموزشی هنرستان‌های کشاورزی مبتنی بر الگوی توانمندساز انجام شده است. تحقیق از نظر هدف، اکتشافی و از نظر روش، تلفیقی از روش­های کیفی و کمی (آمیخته) است. در بخش کیفی تحقیق، ابتدا با بررسی ادبیات نظری، عوامل مؤثر بر نظام آموزش هنرستان­های کشاورزی شناسایی شد. سپس، 12 نفر از خبرگان حیطه آموزش که با رویکرد نمونه­گیری هدفمند و غیراحتمالی انتخاب شده بودند، با بهره­گیری از تکنیک دلفی به ارزیابی عوامل پرداختند که در نهایت، 39 شاخص در قالب 8 مؤلفه و 2 بعد اصلی شناسایی شد. در مرحله بعد، به منظور برقراری ارتباط و توالی بین ابعاد، مؤلفه­ها و شاخص­ها و ارایه مدل ساختاری از روش معادلات ساختاری به روش تحلیل عاملی تأییدی مرتبه سوم در نرم­افزار SPSS23 و Smart PLS3 بهره گرفته شد. در بخش کمی تحقیق، برای سنجش مدل از دیدگاه هنرآموزان هنرستان­های کشاورزی، پرسشنامه­ای طراحی و پس از احراز اعتبار و پایایی، پرسشنامه در اختیار 120 نفر از هنرآموزان هنرستان­های کشاورزی در استان­های تهران، خوزستان، فارس، قزوین، مازندران و سمنان که با استفاده از روش سرشماری انتخاب شدند، قرار گرفت. نتیجه فرضیه کلی تحقیق نشان داد که ارکان نظام آموزشی در توانمندسازی هنرجویان تاثیر دارد. همچنین، نتایج فرضیه های جزیی نشان دادند که، نظام مدیریتی، فرایند آموزش، محتوای آموزش، تربیت مربی فنی و فضای کالبدی در توانمندسازی هنرآموزان در هنرستان های کشاورزی تأثیر مثبت و معناداری دارند.
کلیدواژه‌ها
آموزش متوسطه- کشاورزان آینده؛ الگوی توانمندسازی؛ نظام آموزش؛ هنرستان‌های کشاورزی؛ هنرآموزان
عنوان مقاله [English]
Designing an educational system for agricultural vocational schools based on the empowerment model
نویسندگان [English]
samaneh pazoki1؛ Mohammad Sadegh Sabouri2؛ Elham Danaee3؛ Ahmadreza Ommani4
1Ph.D. student of Agriculture Extension and Education, Garmsar Branch, Islamic Azad University, Garmsar, Iran
2Associate Professor, Department of Agriculture Extension and Education, Garmsar Branch, Islamic Azad University, Garmsar, Iran.
3Assistant Professor, Department of Horticulture Science, Garmsar Branch, Islamic Azad University, Garmsar, Iran
4Associate Professor, Department of Agriculture Extension and Education, Shoshtar Branch, Islamic Azad University, Shoshtar, Iran
چکیده [English]
The research aimed to design an educational system for agricultural vocational schools based on the empowerment model. The research was an exploratory study in terms of goal and a qualitative-quantitative (mixed-methods) study in terms of methodology. In the qualitative phase, the theoretical literature was first explored to identify the factors influencing the educational system of agricultural vocational schools. Then, 12 education experts were selected by non-probability purposive technique to evaluate the factors by the Delphi technique. Finally, 39 indicators were identified within 8 components and 2 dimensions. In the next phase, the structural equation modeling by the third-order confirmatory factor analysis was employed in the SPSS23 and SmartPLS3 software package to establish the relationships among the dimensions, components, and indicators and develop a structural model. To measure the model from the trainers’ perspective in the quantitative phase, a questionnaire was developed and was filled by 120 trainers of agricultural vocational schools in the provinces of Tehran, Khuzestan, Fars, Qazvin, Mazandaran, and Semnan by the consensus technique after its validity and reliability were ensured. The results as to the main hypothesis of the study show that the pillars of the educational system are influential on the empowerment of the trainees. Also, results as to the minor hypotheses indicate that management system, educational process, educational content, technical trainer training, and structural space have positive and significant effects on the empowerment of trainers in agricultural vocational schools.
کلیدواژه‌ها [English]
high-school education, future farmers, empowerment pattern, educational system, agricultural vocational schools, trainers
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آمار
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