شناسایی و تبیین عوامل سازمانی مؤثر بر انتقال یادگیری دانشجویان در برنامه کارورزی دانشگاه فرهنگیان

In the Farhangian University, according to the long-term goals and the mission of the university in training capable and efficient personnel, they offer various courses in two general and specialized sections, and student teachers should, at the end of their two years of education, have the practical experience of being a teacher from Pay internships through the curriculum. Internship is the initial stage of teaching, in other words, the practical training of student teachers in teacher training centers to enter this job. This section is one of the most important components of the teacher training curriculum. Internship is a good opportunity for student-teachers to get to know the real world of work by being in the field of practice and experience, while objectively evaluating and applying the theoretical learnings of classrooms. Internship courses before the completion of the course for student-teachers can significantly increase their sense of efficiency through the demonstration of new educational approaches in the classroom and the practical payment of self-confidence as well as interpersonal and communication skills. However, it should be known that not all internship positions provide a basis for strengthening knowledge, positions should be a supportive and challenging environment for student teachers. The situations created in the internship help the student teachers, to provide the student teachers with issues and events to rethink the practice or rethink the practice of themselves and the teachers. Clarifying the favorable situation of this field requires the knowledge of various factors, including organizational factors affecting the transfer of students' theoretical learning in internship programs. This research has also been done with the aim of identifying the effective factors on transferring students' theoretical learning to the internship environment of Farhangian University. The research method is applied in terms of purpose with a qualitative approach in the manner of "Grounded Theory" (Strauss & Corbin, 2015). The statistical population of the research included all the students of the elementary education field entering 2017 and the professors and guidance teachers of Farhangian University in the academic year of 2020-2021. The sampling method was purposive. In this regard, the samples consisted of people who had more knowledge about the research topic and could give richer answers to the research questions. To collect data, semi-structured interviews were conducted with 30 people. The interview protocol also included 5 general questions, based on the results of observing documents and research background and consulting with experts in the field of internship curriculum, the design and validity of the questions were also confirmed based on the opinion of experts. It should be noted that before the start of the interview, the goals and questions of the research were sent to the interviewees via email for study and preliminary preparation, and at the beginning of the meeting, the researches were briefly explained, and then the questions Interviews were discussed. In order to record the data and focus the interviewers more on the interview process and with the satisfaction of the participants, the process of recording the interviews was done by a tape recorder and notes were also prepared from the key points of each interview. The average time of each interview was 45 minutes.
Data analysis was done based with "data –based thory" approach, which includes three stages of open, central, and selective coding. For this purpose, in the open coding stage, after reviewing and organizing the texts of the interviews, the primary codes or concepts were identified and then the similar codes were placed in certain categories. Then, titles representing all the codes of that class were selected for each of these classes. In the phase of the central transitional code, the relationship between the central phenomenon and other categories and concepts was specified and presented; Finally, in the stage of selective coding, theorems that refer to the internal relationships of the categories are mentioned. It is necessary to remember that due to the fact that the importance of the research requires a detailed analysis of the views of the participants regarding the subject under study, the process of coding and analyzing the interviews was done manually. Finally, in order to ensure the validity of the findings from the qualitative analysis, based on the criteria provided by Cresswell and Miller (Cresswell & Miller, 2000), from the method of member review and peer review in the coding of documents and interviews. used. After reviewing and organizing the texts of the interviews; 21 codes were extracted in the form of 5 components in the dimension of organizational factors of learning transfer. Based on the obtained results, the most important organizational factors of learning transfer in internship curriculum include; Management and planning factors, support of colleagues, application opportunity, transition atmosphere, monitoring and evaluation strategies. Considering the importance of the internship period in the development of individual competencies of student teachers; In order to improve the transfer of students' learning in the internship curriculum of Farhangian University, the following are suggested based on the findings of the above research:
Since human factors play a very important role in the implementation of the internship program and the degree of student-teacher learning transfer, it is recommended that the university, before and during the internship courses, provide training to familiarize the executive agents with the tasks and objectives of the program. put your work The support and participation of supervisors (principal, teacher and guidance teacher) during the implementation of internship programs has an impact on the success of the process of transfer of student-teacher learning. Therefore, the supervisors should have the necessary and sufficient support for the interns during the internship program.
It is suggested that in order to improve the transfer of learning of student teachers in the internship program, there should be cooperation and participation between the human factors involved in the implementation of the internship, and on the other hand, the administrators should turn the school environment into a teaching and learning environment so that the behaviors and learning transfer for Provide interns.
Considering that internship is the heart of the curriculum of Farhangian University and its optimal implementation depends on several factors, it is suggested that the process of recruiting and selecting students should be done in accordance with scientific criteria and on the other hand, people for guidance and Guiding students, teachers should be selected in internship courses who have the skills and capabilities necessary for coaching.