پدیدارشناسی عوامل مؤثر و برانگیزاننده در کیفیت دوره‌های آموزش ضمن خدمت معلمان

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‬ Quarterly Journal of ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ Research in School and Virtual Learning Year 3- Number 12 (P 47-56) (56 - 47 ‫ﺳﺎل ﺳﻮم – ﺷﻤﺎره دوازدﻫﻢ )ص‬ ‫ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ ﻋﻮاﻣﻞ ﻣﺆﺛﺮ و ﺑﺮاﻧﮕﯿﺰاﻧﻨﺪه در ﮐﯿﻔﯿﺖ دورهﻫﺎي آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن‬ 3* ‫ ﻓﺮﺷﺘﻪ ﮔﻞﭘﺮور‬،2‫ ﯾﻮﺳﻒ ادﯾﺐ‬،1‫اﺳﮑﻨﺪر ﻓﺘﺤﯽآذر‬ ‫ داﻧﺸﮕﺎه ﺗﺒﺮﯾﺰ‬،‫ ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎد‬.1 ‫ داﻧﺸﮕﺎه ﺗﺒﺮﯾﺰ‬،‫ ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ‬،‫ داﻧﺸﯿﺎر‬.2 ‫ داﻧﺸﮕﺎه ﺗﺒﺮﯾﺰ‬،‫ روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ داﻧﺸﺠﻮي دﮐﺘﺮاي‬.3 1395/02/20 :‫ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬ 1394/07/14 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ Phenomenology of Effective Factors and Motivator in Quality of In-Service Training Courses of Teachers E. FathiAzar1, Y. Adib2, F. Golparvar*3 1. Professor, Education Sciences, Tabriz University 2. Associate Professor, Education Sciences, Tabriz University 3. Ph.D Student, Educational Psychology, Tabriz University Received: 2015/10/06 Accepted: 2016/05/09 Abstract Achieving real goals of in-service teachers training is one of the major problems of the educational systems. In Iran, despite many efforts, both direct and indirect evidence about the effectiveness of in-service teachers training do not show an efficient and satisfying results. As expecting to reforms in this field by officials and experts is increasing. Accordingly, the purpose of this study was to investigate the teachers' experiences of motivational factors in the quality of in-service primary training. This is the qualitative study with a phenomenological approach. To achieve the research purpose, 20 primary school teachers in Ahar region were selected by purposive sampling method and studied. Research tools include observation, semi-structured interviews, open-answer written questions and review of the conducted investigations related to the topic of this research. The Findings from the teachers' experiences that are based on coded data and extracted themes show we can summarize the important motivational factors in quality of in-service training in four main themes: intrinsic motivation, teacher qualifications, subject characteristics and environmental incentives. Research findings shows the necessity of attention to various factors in the evaluation of in-service training that be considered as the main criteria of quality and efficiency by teachers. Accordance of programs with the teachers’ expectations and needs as the main audience of inservice programs will improve overall efficacy of these programs. Keywords In-Service Training, Quality, Phenomenology. ‫ﭼﮑﯿﺪه‬ ‫دﺳﺘﯿﺎﺑﯽ ﺑﻪ اﻫﺪاف واﻗﻌﯽ دورهﻫﺎي آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن ﯾﮑﯽ از‬ ‫ در اﯾﺮان ﻧﯿﺰ ﺑﺎ وﺟﻮد اﻗﺪاﻣﺎت‬.‫ﻣﻌﻀﻼت اﺳﺎﺳﯽ ﻧﻈﺎمﻫﺎي ﺗﺮﺑﯿﺘﯽ اﺳﺖ‬ ‫ ﺷﻮاﻫﺪ ﻣﺴﺘﻘﯿﻢ و ﻏﯿﺮﻣﺴﺘﻘﯿﻢ درﺑﺎرة اﺛﺮﺑﺨﺸﯽ آﻣﻮزشﻫﺎي‬،‫اﻧﺠﺎم ﺷﺪه‬ ‫ ﻧﺘﺎﯾﺞ ﭼﻨﺪان ﮐﺎرآﻣﺪ و ﺧﺸﻨﻮدﮐﻨﻨﺪهاي را ﻧﺸﺎن‬،‫ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن‬ ‫ ﺑﻪﻃﻮريﮐﻪ اﻧﺘﻈﺎر اﺻﻼﺣﺎت و اﻗﺪاﻣﺎت ﺗﺨﺼﺼﯽ در اﯾﻦ زﻣﯿﻨﻪ از‬.‫ﻧﻤﯽدﻫﻨﺪ‬ ‫ ﻫﺪف‬،‫ ﺑﺮ اﯾﻦ اﺳﺎس‬.‫ﺳﻮي ﻣﺴﺌﻮﻻن و ﮐﺎرﺷﻨﺎﺳﺎن رو ﺑﻪ اﻓﺰاﯾﺶ اﺳﺖ‬ ‫ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﺗﺠﺎرب ﻣﻌﻠﻤﺎن از ﻋﻮاﻣﻞ ﺑﺮاﻧﮕﯿﺰاﻧﻨﺪه و ﻣﺆﺛﺮ در‬ ‫ اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ ﺷﯿﻮة ﮐﯿﻔﯽ و‬.‫ﮐﯿﻔﯿﺖ آﻣﻮزشﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ اﺳﺖ‬ ‫ ﺑﺮاي دﺳﺘﯿﺎﺑﯽ ﺑﻪ ﻫﺪف ﭘﮋوﻫﺶ‬.‫روش ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ‬ ‫ﺑﯿﺴﺖ ﻧﻔﺮ از ﻣﻌﻠﻤﺎن دورة اﺑﺘﺪاﯾﯽ ﺷﻬﺮﺳﺘﺎن اﻫﺮ ﺑﻪ ﺷﯿﻮة ﻧﻤﻮﻧﻪﮔﯿﺮي‬ ‫ اﺑﺰارﻫﺎي ﭘﮋوﻫﺶ ﺷﺎﻣﻞ‬.‫ﻫﺪﻓﻤﻨﺪ اﻧﺘﺨﺎب و ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﻗﺮار ﮔﺮﻓﺘﻨﺪ‬ ‫ ﺳﺆاﻻت ﮐﺘﺒﯽ ﺑﺎز ﭘﺎﺳﺦ و ﺑﺮرﺳﯽ‬،‫ ﻣﺼﺎﺣﺒﮥ ﻧﯿﻤﻪﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ‬،‫ﻣﺸﺎﻫﺪه‬ .‫ﺗﺤﻘﯿﻘﺎت اﻧﺠﺎم ﺷﺪه در زﻣﯿﻨﻪﻫﺎي ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻮﺿﻮع ﭘﮋوﻫﺶ ﺑﻮدﻧﺪ‬ ‫ﯾﺎﻓﺘﻪﻫﺎي ﺣﺎﺻﻞ از ﺗﺠﺎرب ﻣﻌﻠﻤﺎن ﮐﻪ ﻣﺒﺘﻨﯽ ﺑﺮ دادهﻫﺎي ﮐﺪﮔﺬاري ﺷﺪه و‬ ‫ ﻧﺸﺎن ﻣﯽدﻫﻨﺪ ﮐﻪ‬،‫اﺳﺘﺨﺮاج ﻣﻀﺎﻣﯿﻦ اﺻﻠﯽ و ﻓﺮﻋﯽ از آنﻫﺎ ﻣﯽﺑﺎﺷﻨﺪ‬ ‫ﻋﻮاﻣﻞ ﺑﺮاﻧﮕﯿﺰاﻧﻨﺪه و ﻣﺆﺛﺮ در ارﺗﻘﺎي ﮐﯿﻔﯿﺖ ﺑﺮﻧﺎﻣﻪﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ‬ ‫ ﺷﺎﯾﺴﺘﮕﯽ‬،‫ﻣﻌﻠﻤﺎن را ﻣﯽﺗﻮان در ﭼﻬﺎر درونﻣﺎﯾﮥ اﺻﻠﯽ اﻧﮕﯿﺰش دروﻧﯽ‬ ‫ ﯾﺎﻓﺘﻪﻫﺎي‬.‫ وﯾﮋﮔﯽﻫﺎي ﻣﻮﺿﻮع و ﻣﺸﻮقﻫﺎي ﻣﺤﯿﻄﯽ ﺧﻼﺻﻪ ﮐﺮد‬،‫ﻣﺪرس‬ ‫ﭘﮋوﻫﺸﯽ ﺣﺎﺿﺮ ﺿﺮورت ﺗﻮﺟﻪ ﺑﻪ ﻋﻮاﻣﻞ ﻣﺨﺘﻠﻔﯽ را ﮐﻪ در ارزﯾﺎﺑﯽ دورهﻫﺎي‬ ‫ﺿﻤﻦ ﺧﺪﻣﺖ از ﺳﻮي ﻣﻌﻠﻤﺎن ﺑﻪ ﻋﻨﻮان ﻣﻌﯿﺎرﻫﺎي اﺻﻠﯽ ﮐﯿﻔﯿﺖ و ﮐﺎرآﻣﺪي‬ ‫ ﺗﻨﺎﺳﺐ ﺑﺮﻧﺎﻣﻪﻫﺎ ﺑﺎ اﻧﺘﻈﺎرات و‬.‫ ﻧﺸﺎن ﻣﯽدﻫﺪ‬،‫ﻣﺤﺴﻮب ﻣﯽﺷﻮد‬ ‫ﻧﯿﺎزﻣﻨﺪيﻫﺎي ﻣﻌﻠﻤﺎن ﺑﻪ ﻋﻨﻮان ﻣﺨﺎﻃﺒﺎن اﺻﻠﯽ دورهﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ‬ .‫ﻣﻮﺟﺐ ﺑﻬﺒﻮد ﮐﺎراﯾﯽ ﮐﻠﯽ ﭼﻨﯿﻦ ﺑﺮﻧﺎﻣﻪﻫﺎﯾﯽ ﺧﻮاﻫﺪ ﺷﺪ‬ ‫واژﮔﺎن ﮐﻠﯿﺪي‬ .‫ ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ‬،‫ ﮐﯿﻔﯿﺖ‬،‫آﻣﻮزش ﺿﻤﻦﺧﺪﻣﺖ‬ *Corresponding Author: ‫ ﻓﺮﺷﺘﻪ ﮔﻞﭘﺮور‬:‫* ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ :‫اﯾﻤﯿﻞ ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪48‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﺳﻮم‪ ،‬ﺷﻤﺎره دوازدﻫﻢ‪ ،‬ﺑﻬﺎر ‪1395‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻘﺶ ﻣﻌﻠﻤﺎن در ﻧﻈﺎمﻫﺎي ﺗﺮﺑﯿﺘﯽ‪ ،‬ﺑﺪﯾﻬﯽ اﺳﺖ‬ ‫اﺟﺮاي ﺑﺮﻧﺎﻣﻪﻫﺎﯾﯽ ﮐﻪ ﺑﺘﻮاﻧﻨﺪ ﮐﺎراﯾﯽ و اﺛﺮﺑﺨﺸﯽ آﻣﻮزشﻫﺎي‬ ‫ﺿﻤﻦ ﺧﺪﻣﺖ ﻃﺮاﺣﯽ ﺷﺪه ﺑﺮاي ﺗﻮاﻧﻤﻨﺪﺳﺎزي ﻣﻌﻠﻤﺎن در‬ ‫ﻣﻮاﺟﻪ ﺑﺎ ﻧﯿﺎزﻣﻨﺪيﻫﺎي ﮐﻼس اﻓﺰاﯾﺶ دﻫﻨﺪ‪ ،‬ﺿﺮورﺗﯽ‬ ‫اﻧﮑﺎرﻧﺎﭘﺬﯾﺮ اﺳﺖ‪ .‬ﯾﺎﻓﺘﻪﻫﺎي ﺟﺪﯾﺪ در ﺣﻮزة ﻣﻄﺎﻟﻌﺎت‬ ‫روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ ﺗﺄﮐﯿﺪ دارﻧﺪ ﮐﻪ ﺑﺎﯾﺪ ﺑﻪ ﻣﯿﺰان ﻣﺘﻐﯿﺮﻫﺎي‬ ‫ﻣﺮﺑﻮط ﺑﻪ داﻧﺶآﻣﻮزان و ﺑﻬﺒﻮد ﮐﯿﻔﯿﺖ آﻣﻮزش و ﯾﺎدﮔﯿﺮي‬ ‫آنﻫﺎ‪ ،‬ﺑﻪ آﻣﺎدﮔﯽ و ﻣﻬﺎرتﻫﺎي ﻣﻌﻠﻤﺎن ﻧﯿﺰ ﺑﺮاي ﮐﺎرآﻣﺪي‬ ‫ﺑﯿﺸﺘﺮ در ﺣﺮﻓﮥ ﺧﻮد ﺗﻮﺟﻪ ﮐﺮد )ﭘﺎﺗﺮﯾﮏ‪ ،‬آﻧﺪرﻣﻦ‪ ،‬ﺑﺮوﻧﯿﻨﮓ و‬ ‫دوﻓﯿﻦ‪(2012 ،١‬؛ ﺑﻨﺎﺑﺮاﯾﻦ ﺑﺮرﺳﯽ ﻋﻮاﻣﻞ ﻣﻬﻢ و ﺑﺮاﻧﮕﯿﺰاﻧﻨﺪه در‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن و ﺷﻨﺎﺳﺎﯾﯽ ﻧﻘﺎط ﻗﻮت و‬ ‫ﺿﻌﻒ آنﻫﺎ ﺟﻬﺖ اﺳﺘﻔﺎده در ﻃﺮحﻫﺎي آﯾﻨﺪه از اﻫﺪاف اﺻﻠﯽ‬ ‫اﻧﺠﺎم اﯾﻦ دﺳﺘﻪ از ﭘﮋوﻫﺶﻫﺎ اﺳﺖ‪.‬‬ ‫آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ‪ ٢‬ﺑﺎ ﻫﺪف رﺷﺪ ﺣﺮﻓﻪاي ﻣﻌﻠﻤﺎن ﻋﺒﺎرت‬ ‫اﺳﺖ از ﻓﻌﺎﻟﯿﺖﻫﺎي ﻧﻈﺎمداري ﮐﻪ ﺑﻪ ﻣﻨﻈﻮر ﺑﻬﺒﻮد و ارﺗﻘﺎي‬ ‫ﻣﻬﺎرتﻫﺎ‪ ،‬داﻧﺶ‪ ،‬ﮐﺎرآﻣﺪي و ﺳﺎﯾﺮ ﻣﺸﺨﺼﻪﻫﺎي ﻓﺮد ﺑﻪ ﻋﻨﻮان‬ ‫ﯾﮏ ﻣﻌﻠﻢ ﻃﺮاﺣﯽ و اﺟﺮا ﻣﯽﺷﻮد‪ .‬ﻫﺪف اﯾﻦ آﻣﻮزشﻫﺎ ﻋﻼوه‬ ‫ﺑﺮ ﺑﻬﺒﻮد ﮐﺎرآﻣﺪي‪ ،‬ﮐﺴﺐ ﻧﮕﺮشﻫﺎ و ﻫﻨﺠﺎرﻫﺎي ﻣﻄﻠﻮب در‬ ‫ﮔﺮاﯾﺶ ﺑﻪ ﺣﻀﻮر و ﭘﯿﮕﯿﺮي ﺑﺮﻧﺎﻣﻪﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ اﺳﺖ‬ ‫)ﻓﺮزاﻧﻪ‪ ،‬ﭘﻮرﮐﺮﯾﻤﯽ و ﻋﺰﺗﯽ‪1394 ،‬؛ ﺳﻠﻤﻨﯽ ‪ -‬ﻣﯿﮏ‪ 2013 ،٣‬و‬ ‫اﺳﭽﻮﯾﻞ و دﻣﺒﻞ‪ .(2007 ،٤‬واﻟﺘﺮ‪ (2000) ٥‬در ﻣﻄﺎﻟﻌﺎت ﺧﻮد در‬ ‫زﻣﯿﻨﮥ ﻧﯿﺮوﻫﺎي اﻧﺴﺎﻧﯽ اﻇﻬﺎر داﺷﺘﻪ اﺳﺖ ﮐﻪ اﻓﺮاد در ﻫﺮ‬ ‫ﺣﺮﻓﻪاي در ﺳﺎزﻣﺎنﻫﺎ‪ ،‬ﺗﻨﻬﺎ از ﺑﯿﺴﺖ ﺗﺎ ﺳﯽ درﺻﺪ ﺗﻮاﻧﺎﯾﯽﻫﺎي‬ ‫ﺧﻮد اﺳﺘﻔﺎده ﻣﯽﮐﻨﻨﺪ و اﯾﻦ در ﺣﺎﻟﯽ اﺳﺖ ﮐﻪ اﮔﺮ آﻣﻮزشﻫﺎي‬ ‫ﻻزم اراﺋﻪ ﺷﻮﻧﺪ و ﻣﻌﻠﻤﺎن ﺑﻪ ﻃﻮر ﺷﺎﯾﺴﺘﻪاي ﺑﺮاي ﺣﻀﻮر در‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎ ﺑﺮاﻧﮕﯿﺨﺘﻪ ﺷﻮﻧﺪ‪ ،‬ﻣﯽﺗﻮاﻧﻨﺪ از ﻫﺸﺘﺎد ﺗﺎ ﻧﻮد درﺻﺪ‬ ‫ﺗﻮاﻧﺎﯾﯽﻫﺎي ﺧﻮد ﺑﻬﺮهﻣﻨﺪ ﺷﻮﻧﺪ‪ .‬واﻟﺘﺮ )‪ (2000‬ﺑﺎ ﻧﻈﺮﺧﻮاﻫﯽ از‬ ‫‪ 140‬داﻧﺸﺠﻮي ﻓﺎرغاﻟﺘﺤﺼﯿﻞ رﺷﺘﻪﻫﺎي ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ ﻧﺸﺎن داد‬ ‫ﮐﻪ آﻣﻮزشﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ در ﺻﻮرﺗﯽ ﮐﻪ ﺑﺎ ﮐﯿﻔﯿﺖ ﻣﻄﻠﻮب‬ ‫و در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﺗﻘﺎﺿﺎﻫﺎي ﻓﻌﻠﯽ ﻫﺮ دورهاي اﺟﺮا ﺷﻮﻧﺪ‪ ،‬ﺑﺮاي‬ ‫ارﺗﻘﺎي ﺳﻄﺢ آﮔﺎﻫﯽ و ﭘﺮورش ﻋﻠﻤﯽ اﻓﺮاد ﻣﻔﯿﺪ ﺧﻮاﻫﻨﺪ ﺑﻮد‪.‬‬ ‫ﻣﻨﻈﻮر از ﮐﯿﻔﯿﺖ ﺑﺮﻧﺎﻣﻪﻫﺎي آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ آن دﺳﺘﻪ از‬ ‫ﻋﻮاﻣﻠﯽ ﻣﯽﺑﺎﺷﻨﺪ ﮐﻪ در ﻣﯿﺎن ﺳﺎﯾﺮ ﻋﻮاﻣﻞ ﻣﻮﺟﻮد از ﻧﻈﺮ‬ ‫ﻣﺨﺎﻃﺒﺎن ﺑﺮﻧﺎﻣﻪﻫﺎ ﻧﺸﺎندﻫﻨﺪة درﺻﺪ ﺑﺎﻻي ﻣﻮﻓﻘﯿﺖ ﺑﺮﻧﺎﻣﻪ در‬ ‫دﺳﺘﯿﺎﺑﯽ ﺑﻪ اﻫﺪاف ﻣﻮرد ﻧﻈﺮ و ﮐﺎرﺑﺮد ﻣﺤﺘﻮاي اراﺋﻪ ﺷﺪه در‬ ‫‪1. Patrick, Anderman, Bruning & Duffine‬‬ ‫‪2. In-servic training‬‬ ‫‪3. Selemani-Meke‬‬ ‫‪4. Schwille and Dembele‬‬ ‫‪5. Walter‬‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎ ﺑﻪ وﺳﯿﻠﮥ ﻣﻌﻠﻤﺎن ﻣﯽﺑﺎﺷﻨﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل ﺑﺮ اﺳﺎس‬ ‫ﻣﻄﺎﻟﻌﺎت اﻧﺠﺎم ﺷﺪه‪ ،‬ﻣﯽﺗﻮان ﮔﻔﺖ ﮐﻪ ﻣﺎﻧﺪن در ﺑﺮﻧﺎﻣﻪ و‬ ‫ﭘﯿﮕﯿﺮي داوﻃﻠﺒﺎﻧﻪ آن از ﻧﺸﺎﻧﻪﻫﺎي ﮐﯿﻔﯿﺖ ﺑﺮﺗﺮ ﺑﺮﻧﺎﻣﻪﻫﺎي‬ ‫ﺿﻤﻦ ﺧﺪﻣﺖ و ﺑﻬﺮهﻣﻨﺪي از آن اﺳﺖ‪.‬‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎي آﻣﻮزش ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن ﮐﻪ در زﻣﺮة‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎي آﻣﻮزش ﺑﺰرگﺳﺎﻻن ﻗﺎﺑﻞ ﺑﺮرﺳﯽ اﺳﺖ‪ ،‬داراي اﺑﻌﺎد‬ ‫ﺣﺴﺎس و ﻗﺎﺑﻞﺗﺄﻣﻞﺗﺮي ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﯾﺮ آﻣﻮزشﻫﺎي راﯾﺞ‬ ‫ﻣﯽﺑﺎﺷﻨﺪ‪ .‬اﻧﮕﯿﺰش در آﻣﻮزش ﺑﺰرگﺳﺎﻻن ﻋﺎﻣﻞ ﻣﻬﻤﯽ اﺳﺖ‪.‬‬ ‫ﺑﻪﻃﻮريﮐﻪ ﻣﯿﻞ ﺑﻪ ﯾﺎدﮔﯿﺮي ﺑﯿﺶ از ﺧﻮد ﯾﺎدﮔﯿﺮي اﻫﻤﯿﺖ‬ ‫دارد‪ .‬ﻫﺮ ﭼﻨﺪ آﻣﺎدﮔﯽﻫﺎي ﻗﺒﻠﯽ و ﻫﻮش ﻧﯿﺰ در ﻣﯿﺎن ﻋﻮاﻣﻞ‬ ‫وﺟﻮد دارﻧﺪ‪ ،‬وﻟﯽ ﻋﻮاﻣﻞ اﻧﮕﯿﺰاﻧﻨﺪه ﺟﺎﯾﮕﺎه وﯾﮋهاي دارﻧﺪ‪.‬‬ ‫ﺑﺮﻗﺮاري راﺑﻄﮥ درﺳﺖ و ﻧﯿﺮوﻣﻨﺪ ﻣﯿﺎن وﻗﺖ‪ ،‬اﺳﺘﻌﺪاد‪ ،‬ﻧﯿﺎزﻫﺎي‬ ‫ﺑﺰرگﺳﺎﻻن‪ ،‬وﯾﮋﮔﯽ ﺑﺮﻧﺎﻣﻪﻫﺎي آﻣﻮزﺷﯽ و اﻧﺘﺨﺎب اﻫﺪاف‬ ‫واﻗﻌﯽ و ﮐﻮﺗﺎه ﻣﺪت از ﻋﻮاﻣﻠﯽ ﻫﺴﺘﻨﺪ ﮐﻪ ﺑﺮ اﻧﮕﯿﺰة‬ ‫ﺑﺰرگﺳﺎﻻن ﺗﺄﺛﯿﺮ ﻓﺮاواﻧﯽ (...truncated)