الگوی اعتبارسنجی برنامه‌ تربیت مشاور: مطالعه فراترکیب

نوع مقاله : پژوهشی اصیل

نویسندگان

1 دانشجوی دکتری، گروه مشاوره، پردیس بین الملل ارس دانشگاه تهران، تهران، ایران

2 استادیار، گروه روان‌شناسی تربیتی و مشاوره، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

3 دانشیار، بخش پژوهش و سنجش، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

4 استاد، گروه برنامه‌ریزی توسعه آموزش عالی، مؤسسه پژوهش و برنامه‌ریزی آموزش عالی، تهران، ایران

5 دانشیار، گروه مدیریت آموزشی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

چکیده

تربیت مشاوران شایسته نیاز به برنامه­های با کیفیت دارد. در میان شیوه­های تضمین کیفیت در آموزش عالی، اعتبار­سنجی گسترده‌ترین رویکرد با قضاوتی صریح درباره رعایت حداقل معیارهای لازم است. با این وجود برای تضمین کیفیت برنامه­های مختلف تربیت مشاور در ایران تا کنون خط مشی مشخصی وجود نداشته است. در این مطالعه با هدف شناسایی حداقل مؤلفه­های اساسی برای پیشنهاد الگوی جامع و موجز اعتبارسنجی یک برنامه تربیت مشاور هسته، به مقایسه و تحلیل الگوهای اعتبارسنجی پیشرو برنامه­های تربیت مشاور با رویکرد کیفی و روش فراترکیب نظریه آفرین پرداخته شده است. طبق این روش، با مرور نظام­مند کیفی مبتنی بر نظریه زمینه­ای، الگویی برای اعتبارسنجی برنامه تربیت مشاور توسعه یافته است که قابل تعمیم و تجویز در زمینه­های مختلف می­باشد. روش نمونه­گیری هدفمند بوده و اسناد مرتبط با شش موقعیت در سطح بین­المللی مورد بررسی نهایی قرار گرفته­اند. یافته­ها 3 عامل، 6 ملاک، 18 نشانگر، 6 ویژگی بنیادی­ و 6 مرحله اقدام در یک الگوی اعتبارسنجی برنامه تربیت مشاور جامع را مشخص می­سازند. در نتیجه الگویی برای اعتبارسنجی برنامه تربیت مشاور پیشنهاد شده است که حوزه­های شاخص، اولویت­های کاربردی، روند تضمین کیفیت و تأیید این برنامه را با تأکید بر فرهنگ شواهد به جای معیارهای سخت­گیرانه، معین می­سازد. با استفاده از این الگو، ممکن است یکپارچگی بیشتری در بین برنامه‌های مختلف از نظر کیفیت آن‌ها پدیدار شود که منجر به هویت حرفه‌ای قوی‌تر، سطح بالاتر آموزش برای مشاوران و مراقبت از مراجعان گردد، به ویژه زمانی که مسأله صدور مجوز در این رابطه مطرح است. 

کلیدواژه‌ها


عنوان مقاله [English]

Accreditation Model of Counselor Training Program: A Meta-Synthesis Study

نویسندگان [English]

  • Fatemeh Haghighat 1
  • Yaser Madani 2
  • Keyvan Salehi 3
  • Maghsood Ferasatkhah 4
  • Mehrnoosh Pazargadi 5
1 Ph.D. Student Department of Counseling, University of Tehran Aras International Campus, Tehran, Iran
2 Assistant Professor, Department of Educational Psychology and Counseling, Faculty of Psychology and Education Sciences, University of Tehran, Tehran, Iran
3 Associate Professor, Division of Research and Assessment, Faculty of Psychology and Education Sciences, University of Tehran, Tehran, Iran
4 Professor, Department, of Planning for Higher Education Development, Institute for Research and Planning in Higher Education, Tehran, Iran
5 Associate Professor, Department of Educational Management, Faculty of nursing and midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
چکیده [English]

Training competent counselors requires quality programs. Amongst the approaches of quality assurance in higher education, accreditation is the most extensive one with an explicit judgment about meeting the minimum necessary standards. However, there has been no specified policy for quality assurance of various counselor training programs in Iran. In this study, with the aim of identifying the minimum essential components to propose  comprehensive and concise accreditation model for a core counselor training program, the pioneer accreditation models of counselor training programs have been compared and analyzed using qualitative approach and theory-generating meta-synthesis method. According to this method, by a qualitative systematic review based on grounded theory, a model has been developed for the accreditation of the counselor training program, which is generalizable and  prescribable in different contexts. The sampling method was purposeful and the documents related to six situations at the international level have been subjected to final review. The findings specify 3 factors, 6 criteria, 18 indicators, 6 fundamental features and 6 action steps in a comprehensive counselor training program accreditation model. As a result, an accreditation model has been proposed which determines the indicator areas, practical priorities, the quality assurance and approval procedure of a counselor training program, emphasizing the culture of evidence instead of strict standards. By utilizing this model, may a greater unification emerge amongst various programs in terms of their quality, resulting in a stronger professional identity, a higher level of training for counselors and care for clients, especially when it comes to licensing.

کلیدواژه‌ها [English]

  • counseling
  • counselor education
  • counselor training program
  • accreditation
  • quality assurance
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