واکاوی ادراک و تجربه زیسته معلمان دوره ابتدایی نسبت به خلاقیت
محورهای موضوعی : خلاقیت شناسی پرورشی
صدیقه یاسمی
1
(گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.)
مرجان کیان
2
(استادیار گروه مطالعات برنامه درسی دانشگاه خوارزمی، تهران، ایران)
کلید واژه: خلاقیت, ادراک, معلمان دوره ابتدایی, پدیدارشناسی.,
چکیده مقاله :
هدف اصلی از اجرای پژوهش، واکاوی ادراکات و مواجهات معلمان نسبت به خلاقیت در دوره ابتدایی بود. رویکرد پژوهش، کیفی است که با استفاده از روش پدیدارشناسی انجام گرفته است. جامعه پژوهشی شامل معلمان دوره ابتدایی شهر تهران در سال تحصیلی 1400-1399 بود. روش نمونه گیری در پژوهش حاضر، نمونه گیری هدفمند از نوع نمونه گیری موارد عادی بود. در نهایت با انجام 13 مصاحبه با معلمان مجرب و باتجربه، اشباع داده ها حاصل شد. ابزار جمع آوری داده ها، مصاحبه نیمه ساختارمند بود. این نوع مصاحبه به دلیل عمیق بودن و انعطاف پذیری برای پژوهش های کیفی مناسب است. به دلیل شرایط کرونایی و تعطیل بودن مدارس، مصاحبه حضوری امکان پذیر نبود. لذا، مصاحبه به صورت بر خط انجام گرفت. به منظور تجزیه و تحلیل داده های جمع آوری شده از روش هفت مرحله‌ای کلایزی استفاده شد. تحلیل عمیق دیدگاه ها در مورد مفهوم خلاقیت موجب شناسایی سه مضمون اصلی با عنوان 1- ماهیت خلاقیت؛ 2- دانش آموز خلاق و 3- معلم خلاق و سیزده مضمون فرعی شد. همچینین، واکاوی دقیق دیدگاه‌های معلمان در مورد روش‌های پرورش خلاقیت، منجر به استخراج دو مضمون اصلی با عنوان 1- عوامل مرتبط با معلم و 2- عوامل مرتبط با برنامه درسی و هشت مضمون فرعی شد. در نهایت بررسی دقیق و ریزبینانه دیدگاه‌های معلمان در ارتباط با موانع پرورش خلاقیت منجر به دسته‌بندی سه مضمون اصلی با عنوان1- موانع مربوط به دانش‌آموزان؛ 2- موانع مربوط به معلمان و 3- موانع مربوط به برنامه درسی و یازده مضمون فرعی شد.
Purpose: The present research was conducted with the purpose of analyzing the perception and lived experience of teachers regarding creativity in the elementary school. Methodology: The research approach is qualitative, which was carried out using the phenomenological method. The research community included elementary school teachers in Tehran in the academic year of 1399-1400. The sampling method in the present study was the purposeful sampling of the sampling type of normal cases. Finally, data saturation was achieved by conducting 13 interviews with experienced teachers. The data collection tool was a semi-structured interview. This type of interview is suitable for qualitative research due to its depth and flexibility. Face-to-face interviews were not possible due to the corona situation and school closures. Therefore, the interview was conducted online. In order to analyze the collected data, the seven-step Claysey method was used. Research findings: the in-depth analysis of views on the concept of creativity led to the identification of three main themes with the title 1- the nature of creativity; 2- creative student and 3- creative teacher and thirteen subthemes. Also, a detailed analysis of the teachers' views on creativity development methods led to the extraction of two main themes titled 1- factors related to the teacher and 2- factors related to the curriculum and eight sub-themes. Finally, a detailed and meticulous examination of the teachers' views regarding the barriers to fostering creativity led to the classification of three main themes under the title 1- Barriers related to students; 2- Barriers related to teachers and 3- Barriers related to curriculum and eleven sub-themes. Conclusion: The findings of this research can be used to create a targeted approach to verify teachers' belief systems and address their incomplete perceptions of creativity.
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