نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار، گروه مطالعات اجتماعی، مؤسسه مطالعات فرهنگی و اجتماعی
2 گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The present study aimed to investigate the process of fostering student teachers' social and academic behaviors based on the hidden curriculum, using a qualitative approach and grounded theory method. Participants consisted of 17 student teachers from Farhangian University in East Azerbaijan Province, who were selected through purposive sampling and the criterion of theoretical saturation. Data were collected using semi-structured interviews and analyzed in three stages: open, axial, and selective coding. The findings revealed that contextual factors, including extra-university components (social environment and macro policies) and intra-university components (organizational culture, physical structure, and educational system), serve as the main context. Process factors were identified in five main categories: learning through observation and comparison, silent feedback, informal communication, hidden negotiation, and participatory learning, which function as the executive mechanisms of the hidden curriculum. The identified outcomes were categorized into four dimensions: individual, social, academic, and professional, each including both positive outcomes (personality development, strengthening communication skills, deepening learning, and developing professional competencies) and negative outcomes (psychological burnout, formation of isolation, grade-orientedness, and tendency to leave the teaching profession). It is recommended that educational administrators and policymakers, by revising regulations, focusing on improving interactions, and enriching the university environment, provide the ground for maximizing the positive effects of the hidden curriculum.
کلیدواژهها [English]
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