تجارب زیسته معلمان از راهبردهای آموزش مجازی خود در دوران پاندمی کرونا
محورهای موضوعی :
آرزو نامی
1
,
حمیدرضا آریانپور
2
,
آزاده چوب‌فروش زاده
3
,
بهاره بهاروند
4
1 - کارشناس ارشد مشاوره مدرسه، دانشگاه اردکان، اردکان، ایران
2 - استادیار، گروه روانشناسی. دانشکده علوم انسانی و اجتماعی. دانشگاه اردکان، اردکان، ایران.
3 - دانشیار، گروه روانشناسی. دانشکده علوم انسانی و اجتماعی. دانشگاه اردکان، اردکان، ایران.
4 - کارشناس ارشد مشاوره مدرسه، دانشگاه اردکان، اردکان، ایران
کلید واژه: آموزش مجازی, راهبردهای آموزشی, پاندمی کرونا,
چکیده مقاله :
اين پژوهش باهدف مطالعه تجارب زیسته معلمان از راهبردهای آموزش مجازی خود در دوران پاندمی کروناصورت گرفته است. اين مطالعه در چارچوب رويكرد كيفي و با روش پديدارشناسي انجام‌شده است كه در آن داده‌ها با استفاده از مصاحبه نيمه ساختاریافته گردآوری‌شده اســت. مصاحبه‌شوندگان ١٢ نفر از معلمان مقطع ابتدايي شــهر بندر ماهشهر بودند كه از طريق نمونه‌گیری هدفمند ملاكي انتخاب شدند و مصاحبه‌ها تا رسيدن به اشباع نظري ادامه پيدا كرد. تحليل داده‌ها با روش هفت مرحله‌ای كلايزي انجام پذيرفت.یافته‌های نشـــان داد كه راهبردهای آموزش مجازی معلمان، شامل 2 مضمون اصلي و 12 مضمون فرعي است كه مضمون‌های اصلي شامل فناوری و پارادایم جدید آموزش (پذیرش پارادایم جدید فناوری و آموزش از راه دور، در دسترس بودن و انعطاف‌پذیری در زمان و مکان، عدم محدودیت زمان تدریس (آموزش تمام‌وقت)، سقوط آمدن معلمان از مسند و مقام برتر، ارتقاء سواد رسانه‌ای، همکاری والدین) و راهبردهای آموزشی معلمان (امکان دسترسی دانش‌آموز به کلیه مباحث آموزشی به‌دفعات، توسعه خلاقیت و نوآوری در تدریس، وجود امکانات متنوع جهت تدریس، آموزش مکمل، روش تدریس فعال، روش تدریس بارش فکری) می‌باشد.
This research was conducted with the aim of studying the teachers' lived experiences of their virtual education strategies during the Corona pandemic. This study was conducted in the framework of a qualitative approach and with a phenomenological method, in which data was collected using semi-structured interviews. The interviewees were 12 elementary school teachers from Bandar Mahshahr city, who were selected through purposive sampling and the interviews continued until theoretical saturation was reached. The data analysis was done with the seven-step Claysey method. The findings showed that the teachers' virtual education strategies include 2 main themes and 12 sub-themes, the main themes of which include technology and the new paradigm of education (acceptance of the new paradigm of technology and distance education, availability and flexibility in time and place, lack of restrictions teaching time (full-time teaching), teachers' fall from position and superior position, promotion of media literacy, parents' cooperation) and teachers' educational strategies (possibility of student access to all educational topics) Often, the development of creativity and innovation in teaching is the existence of various facilities for teaching, supplementary education, active teaching method, brainstorming teaching method).
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