شناسایی راهبردهای آموزش دروس مهارتی و کارگاهی در دوره همه‌گیری کووید-19

Due to the spread of Covid-19, countries almost the world over resort to closing schools and present the major challenge in teaching skill and workshop courses. The present study investigates the technical and vocational branches training strategies during the COVID-19 pandemic. This research, based on the purpose is applied research that has done by the qualitative method. The participants study included all training groups in technical and vocational branches in the education system of the South Khorasan of the 2020-2021 academic year. For this purpose, using purposive sampling method, 15 people were selected as participants. To collect the data, a semi-structured interview used.The validity of the measurement tool has confirmed through Coders agreement. Maxqda 10 software was used for data analysis. Data were analyzed and classified based on the Strauss and Corbin (1990) model in three consecutive steps and open, axial and selective coding techniques. The results of the research showed that the technical and vocational branches training strategies During the COVID-19 Pandemic, could be classified form of 5 factors (electronic content production, technical support, social factors, individual factors and classroom management), 12 components and 54 indicators. So; it can be concluded that effectiveness of online teaching skill and workshop courses requires better support for teachers in online learning environments and suggested that special attention be paid to the development of teachers' professions. Starting in February 2020, Education systems around the world have been impacted in an unprecedented manner and scope as a result of the rapid spread of COVID-19. In June of the same year, the Organization for Economic Co-operation and Development assumed that an intentional and effective education response, the COVID-19 pandemic is likely to generate the greatest disruption educational opportunity worldwide in a generation. In most, if not all countries around the globe, schools have closed–often repeatedly–for considerable amounts of time in an effort to contain the spread of COVID-19 Educational, Scientific and Cultural Organization, the United Nations Children. Remote teaching and learning were implemented in many countries, with the mediums and methods of delivery determined by local conditions and resources. However, many schools also retained some face-to-face teaching and learning, typically with significant changes to regular school operations resulting from, for example, new hygiene and distancing regulations. At the peak of school closures in early April 2020, over 90% of the world’s school-aged learners were estimated to be affected. According to findings from the Survey on National Education Responses to COVID-19 School Closures by August 2020, on average across 108 countries, students had missed approximately 10 weeks of in-person instruction. The COVID-19 pandemic worldwide has caused a swift change in the teaching and learning approaches giving way to a rise in using multimodal remote learning. The employment of multimodal approaches showed an inadequate capacity resulting in a lack of preparation in online instruction by many institutions. The disruption brought about by the COVID-19 pandemic in the education system affected almost 1.6 billion students in over 200 countries. Most higher education institutions returned to their respective campuses and selected students depending on the nature of their programmers in alert levels while other students continued with online teaching, learning, and assessment. Although online learning has been gaining traction as an alternative or to enrich in-person educational activities for some time, the COVID-19 pandemic accelerated the transition away from physical locations. But The COVID-19 pandemic disrupted education provision at an unprecedented scale, with education systems around the world being impacted by extended school closures and abrupt changes to normal school operations. In order to ensure learning continuity during the pandemic, education systems had to react fast, with very little time to prepare new distance learning measures and relatively few existing solutions immediately available. Countries were faced with the challenges presented by variations in, for example, students’ access to the internet, learning resources and digital devices the availability of parental or family support for students, and the familiarity of the teaching staff with approaches to remote teaching. In addition, schools were faced by new challenges regarding the monitoring of student learning when teaching and learning were disrupted by the pandemic measures.  As a first response, many education systems pushed the introduction of home-schooling programmers and remote learning, offered free online resources, delivered paper-based assignments to students’ homes, or used public TV and radio broadcasting channels to deliver education programmers.In this regard, the results of the investigations show that in Iran, due to the spread of Corona and the conflict in Iran's education system, in order to prevent the spread of the Covid-19 virus and the epidemic of more people in the society, the use of virtual education in all subjects and at all levels of education. Was considered. In this regard, Education launched a messaging program called Shad (Student Education Network) and virtual education started working in the form of Student Education Network (Shad) with the messaging platform. The results of the surveys indicate that the theoretical courses are less affected by the challenges of virtual education, but from the virtual training, the workshop and practical courses are of a much lower quality. The present study investigates the technical and vocational branches training strategies during the COVID-19 pandemic. This research, based on the purpose is applied research that has done by the qualitative method. Therefore, the current research was conducted with the aim of investigating the strategies of teaching skill courses and workshops during the covid-19 epidemic period. For this purpose, using purposive sampling method, 15 people were selected as participants. To collect the data, a semi-structured interview used. The interview questions relates to the provision and nature of support made available for schools, teachers, and students as well as, respondents’ perceptions of the availability of and use of support and relates to changes in the practical and organizational aspects of teaching and learning, such as the degree to which lessons were delivered remotely, the relative proportions of online or offline methods, and the provision of materials and resources to students and teachers. As well as teachers’ experiences of changes in the mode and frequency of communication with each other, their personal working environment, changes in the mode and frequency of assessments, the provision of feedback to students and their families, and perceptions of the quality of student learning. The research method used in this study components of Straus and Corbin’s (1990) grounded theory data coding technique. Techniques used for data collection and data analysis are based on the grounded theory method and include open, axial and selective coding to develop a hierarchical model.  Information and data, based initially on concepts in the literature, are gathered as open code through expert interviews with 15 head teachers from of the South Khorasan of the 2020-2021 academic year. Research data are classified and filtered by micro and macro categories and validated and edited to provide the final model. The findings showed that in the themes network, the concept of education strategist is an inclusive theme that describes the technical and vocational branches training strategies during the COVID-19 pandemic with 5 organizing themes (electronic content production, technical support, social factors, individual factors and classroom management) and 12 basic themes Explains. Therefore; it can be concluded that effectiveness of online teaching skill and workshop courses requires better support for teachers in online learning environments and suggested that special attention be paid to the development of teachers' professions