Qualitative analysis of how to interact with the teacher and student in the teaching-learning process: A case study of the University of Tehran

Document Type : Research Paper

Authors

1 Student of Master in Curriculum of Tehran University, Tehran, Iran

2 Assistant Professor of the Faculty of Psychology and Education University of Tehran, Tehran, Iran

Abstract

Since the process of teaching-learning and how to act between a teacher and a student is one of the most fundamental issues in educational systems. Students' perceptions in this regard clarify the various issues of finding and concealing academic culture. The purpose of this study is to elucidate the factors influencing the selection of a supervisor from the point of view of postgraduate students. 39 qualitative interviews with graduate student, were discussed. 19 of the notification, the students of law and political science and 20 of the notification, the students of the School of Electrical and Computer Engineering and sampling were done purposefully. The data were analyzed according to choice theory Glacier and subjective coding. The results showed factors influencing the selection of a supervisor from the point of view of postgraduate students at the two schools, according to multiple sub-categories, fall into seven main categories: 1.the imagery of those conditions towards the end of training. 2. Cognitive perceptual channel business through them. 3. The idea that the capabilities and characteristics of their supervisor. 4. Imagine that compared to their field of study. 5. The idea of the economic, cultural, political country. 6. Perception that affect social behavior. 7. Idea about themselves and their future. Researchers analysis of these categories, there are systems thinking, is among the students in selecting a supervisor. For the perception of students in the academic advisors conceptual structure was designed, the different steps are: 1. Determine the required self-assessment 2. Route 3. Evaluation 4. Select.

Keywords

References

بازرگان، عباس. (1391). مقدمه­ای بر روش­های تحقیق کیفی و آمیخته رویکردهای متداول در علوم رفتاری. چاپ سوم، تهران: دیدار.
بزرگ، حمیده؛ خاکباز، عظیمه سادات. (1392). استادراهنمای پنهان: برنامه درسی برآمده از تعامل استاد راهنما و دانشجو در پایان­نامه­های کارشناسی­ارشد (مورد مطالعه رشته علوم­تربیتی)، پژوهش در برنامه­ریزی درسی، سال دهم، دوره دوم، 9 (36)، 38-50.
بنی­اسدی، احمد؛ ضرغامی، سعید. (1394). واکاوی انتقادی رابطه استاد دانشجو در فرآیند پایان­نامه­نویسی از منظر دانشجو (رشته فلسفه تعلیم و تربیت). اندیشه­های نوین تربیتی، 11، (2)، 125-148.
خانی، داوود؛ خراسانی­طرقی، حامد؛ و شیرازی، علی. (1393). مطالعه تطبیقی فرهنگ اقوام کرد، ترکمن، فارس در خراسان شمالی. مطالعات میان فرهنگی، 9 (22)، 9-33.
رفیع­پور، فرامرز. (1393). موانع رشد علمی ایران و راه حل­های آن. چاپ دوم، تهران: شرکت سهامی انتشار.
سعیدی، یاسین. (1393). بررسی رضایت دانشجویان کارشناسی­ارشد از آداب استادان راهنما، دانشگاه خوارزمی تهران، پایان نامه کارشناسی­ارشد مدیریت آموزشی.
صفایی­موحد، سعید.، باوفا، داوود. (1392). ﻋﻮاﻣﻞ ﺷﻜﻞ دﻫﻨﺪه  ﺑﺮﻧﺎﻣه درسی ﭘﻨﻬﺎن در آﻣﻮزش ﻋﺎلی ایران: ﻳﻚ ﻣﺮدم ﻧﮕﺎری خودنگاشت. دوﻓﺼﻠﻨﺎﻣﻪ ﻣﻄﺎﻟﻌﺎت ﺑﺮﻧﺎﻣﻪ درسی آﻣﻮزش ﻋﺎلی، 4، (7)، 30-53.
عباسی­چوبتراش، منصوره. (1393). بررسی عوامل موثر بر انتخاب استاد راهنما و تعاملات بین استاد راهنما و دانشجو، با تاکید بر سرزندگی تحصیلی دانشجویان کارشناسی­ارشد، دانشگاه آزاد اسلامی واحد ارومیه، پایان­نامه کارشناسی­ارشد برنامه­ریزی درسی.
فاضلی، نعمت الله. (1387). فرهنگ دانشگاه. چاپ اول، تهران: ثالث.
فاضلی، نعمت الله. (1392). رشته­های دانشگاهی: کارکردها، کژکارکردها و تحولات. فصلنامه مطالعات میان­رشته­ای در علوم انسانی، 6، (1)، 30-1.
فراستخواه، مقصود. (1395). ما ایرانیان: زمینه کاوی تاریخی و اجتماعی خلقیات ایرانی. چاپ نهم، تهران: نی.
فلیک، اووه. (1394). درآمدی بر تحقیق کیفی. ترجمه هادی جلیلی، چاپ هشتم، تهران: نی.
کریم­زاده، مصطفی. (1390). تصریح تابع سرمایه­گذاری بر اساس الگوی افق نامحدود و برآورد آن برای اقتصاد ایران. تحقیقات مدل سازی اقتصادی، 1(4)، 123-146.
محمدپور، احمد. (1389). ارزیابی کیفیت در تحقیق کیفی: اصول و راهبردهای اعتباریابی و تعمیم­پذیری. فصلنامه علوم اجتماعی، 17(48)، 73-107.
نیکنامی، مصطفی. (1394). نظارت و راهنمایی آموزشی. چاپ اول، تهران: سمت.
AbasiChobtarash, M. (2014). Factors affecting the choice of supervisor and interaction and communication between supervisors and studentm with emphasizing the vitality of master students of Islamic Azad University of Urmia. Islamic Azad University of Urmia, Thesis for master of curriculum development. (Text in Persian).
Acker, S. (2001). The Hidden Curriculum of Dissertation Advising. In The Hidden Curriculum in Higher Education. London: Routledge.
Augustsson, G., & Jaldemark, J. (2013). Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations. High Education, 67(1), 19-33.
http://dx.doi.org/10.1007/s10734-013-9638-4
Bani Asadi, A., Zarghami Hamrah, S. (2015). Critical Inquiry of Supervisor-Student Academic Relationship in the Course of Dissertation Writing: From the Perspective of Students of Philosophy of Education. The Journal of New Thoughts on Education, 11(2), 125-148. (Text in Persian).
Bazargan, A. (2012). Sociology of information society. Tehran:  Didar. (Text in Persian).
Bell-Ellison, B., & Dedrick, R. (2008). What do Doctoral Students Value in their Ideal Mentor?. Research In Higher Education, 49(6), 555-567. http://dx.doi.org/10.1007/s11162-008-9085-8
Bozorg, H., Sadat Khakbaz, A. (2013). Hidden supervisor: the emergent curriculum of advising graduate students thesis (case study: training science course). Research Curriculum Planning. 10. 9. (36). 38-50. (Text in Persian).
Cervantes, S. N. (2018). ALIGNING REALITY THERAPY AND CHOICE THEORY PSYCHOLOGY WITH COGNITIVE PSYCHOLOGY. International Journal of Choice Theory® and Reality Therapy, 38(1), 13.
Fazeli, N. (2008). Academic Culture. Tehran: Sales. (Text in Persian).
Fazeli, N. (2014). Academic Disciplines: Functions, Dysfunctions and Developments. Interdisciplinary Studies in Humanities, 6, (1), 1-30. (Text in Persian).
Ferasatkhah, M. (2015). We Iranians: a Historical and Social Contextualizing of Iranian Ethos. Tehran: Ney. (Text in Persian).
Flick, U. (2015). An introduction to qualitative. hadi jalily. Tehran: Ney. (Text in Persian).
Glasser, W. (1999). Choice theory. New York: HarperPerennial.
Karimzadeh, M. (2011). The Specification and Estimation of Investment Function According Infinite Horizon in Economy of Iran. Journal of Economic Modeling Research. 1, (4), 123-146. (Text in Persian).
Khani, D., Khorasani, H., Shirazi, A. (2014). Comparative study of cultures of Kurd, Turkmen and Persian in North Khorasan. Intercultural Studies Quarterly, 9, (22), 9-33. (Text in Persian).
Lebedev, A. (2018). Culture or social matter. Vestnik Of Saint Petersburg State University Of Culture, 1, 57-60. doi: 10.30725/2619-0303-2018-1-57-60
Mainhard, T., van der Rijst, R., van Tartwijk, J., & Wubbels, T. (2009). A model for the supervisor–doctoral student relationship. High Educ, 58(3), 359-373. http://dx.doi.org/10.1007/s10734-009-9199-8
Mhunpiew, N. (2013). A Supervisor's Roles for Successful Thesis and Dissertation. Online Submission, 3(2), 119-122. Retrieved from http://eric.ed.gov/?id=ED540484
Mohamadpur, A. (2010). Quality assessment in qualitative research: principles and strategies for validation and generalizability. Social Sciences, 17(48), 73-107. (Text in Persian).
Niknami, M. (2014). Supervision of instruction. Tehran: SAMT. (Text in Persian).
Rafipoor, F. (2014). Determinants of the scientific development in Iran. Tehran:  Public Joint Stock Company. (Text in Persian).
Robati, F. Mohammad Bagheri, M. Tonkaboni,  F. (2015). The experience of hidden curriculum on selecting a supervisor from the perspective of students. International Journal of Learning, Teaching and Educational Research, Vol 10, No 3, pp. 27-42.
Robertson, M. E. (2017). Doctoral Research Supervision: Interpretive, Developmental, Transformative, and Culturally Adaptive. In Methods and Paradigms in Education Research(pp. 53-66). IGI Global.
Robey, P. A., Wubbolding, R. E., & Malters, M. (2017). A Comparison of Choice Theory and Reality Therapy to Adlerian Individual Psychology. The Journal of Individual Psychology, 73(4), 283-294.
Saeedi, Y. (2014). Examining master's student satisfaction of interactive and supervisory styles of supervisors. Kharazmi University of Tehran, Thesis for master of Education Management. (Text in Persian).
Safaeemovahed, S., BaVafa., D. (2013). How Hidden Curriculum is shaped in Iiranian Higher Educattion An Auto ethnographic Study. Journal of Higher Education Curriculum Studies. 4, (7), 30-53. (Text in Persian).
Silverman, D. (2005). Doing qualitative research. London: Sage Publications.
Smerek, R. E. (2010). Cultural Perspectives of Academia: Toward a Model of Cultural Complexity, In J. C. Smart (Ed.). Higher Education: Handbook of Theory and Research, (Vol. 25, Pp. 381-423), Springer Netherlands.
Špaček, O. (2018). Cultural Capital at the University: The Structuration of the Cultural Space of Students of Charles University. Czech Sociological Review, 54(5), 699. doi: 10.13060/00380288.2018.54.5.420

Files

Share

How to cite

Statistics