فهم پدیدارشناسانه از عوامل تاثیرگذار بر شکل گیری هویت معلمی
محورهای موضوعی : پژوهش در برنامه ریزی درسیسیده نگین سادات احمدی 1 , علیرضا عصاره 2 * , علی حسینی خواه 3 , حسین چهارباشلو 4
1 - دانشجوی دکتری مطالعات برنامه درسی، گروه مدرسه و نوآوری‌های تربیتی، دانشکده تعلیم و تربیت اسلامی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران.
2 - استاد مطالعات برنامه درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.
3 - دانشیار مطالعات برنامه درسی، گروه برنامه ریزی درسی، دانشکده علوم تربیتی و روان شناسی،دانشگاه خوارزمی، کرج، ایران.
4 - استادیار مطالعات برنامه درسی،گروه مدرسه و نوآوری‌های تربیتی، دانشکده تعلیم و تربیت اسلامی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران.
کلید واژه: عوامل تاثیرگذار بر شکل گیری هویت معلمی, پدیدارشناسی, رویکرد کیفی,
چکیده مقاله :
پژوهش حاضر با هدف واکاوی و استخراج عوامل تاثیرگذار بر شکل گیری هویت معلمی انجام گرفت. بدین منظور، از رویکرد کیفی و روش پدیدارشناسی تفسیری بهره گرفته شد. مشارکت کنندگان پژوهش شامل بیست معلم زن و مرد شاغل به تدریس در سال تحصیلی 1402-1401 از شهر کرج بودند که به روش نمونه گیری هدفمند، از نوع ملاکی و با رعایت اصل اشباع نظری انتخاب شدند. دادهها از طریق مصاحبه به عنوان ابزار اصلی و مشاهده به عنوان کمک ابزار اصلی جمع آوری شد و سپس با استفاده از تحلیل مضمون و بهرهگیری از رویکرد ون منن در پدیدارشناسی، تحلیل گردید. برای بررسی اعتبار و اعتماد پژوهش، از اجماع روش شناسی، اجماع دادهها و اجماع نظرات همکاران و مشارکت کنندگان بهره گرفته شد. تحلیل و تفسیر حاصل از یافتهها در شش مضمون اصلی و هجده مضمون فرعی دسته بندی شدند. نتایج یافتهها بیانگر آن است که عامل خود پنداره، عامل عواطف، عامل اجتماعی، عامل اقتصادی- معیشتی، عامل حمایتی، عامل ادراک از وظایف به عنوان عوامل تاثیرگذار بر شکل گیری هویت معلمی پدیدار شدهاند. به سبب شناسایی یافتهها، پیشنهاداتی کاربردی برای سیاست گذاران و متولیان آموزش و پرورش ارائه شده است تا در صورت صلاحدید، از دستاوردهای این یافتهها برای بازنگری در ساختار جذب معلمان و همچنین احیای هویت معلمی بهره گرفته شود.
The present study was conducted with the aim of analyzing and extracting the factors affecting the formation of teacher identity. For this purpose, a qualitative approach and interpretive phenomenological method were used. The participants of the study included twenty male and female teachers working in teaching in the academic year 1401-1402 from the city of Karaj, who were selected through purposive sampling, using criteria and observing the principle of theoretical saturation. Data were collected through interviews as the main tool and observation as an auxiliary tool, and then analyzed using content analysis and using Van Manen’s approach in phenomenology. To examine the validity and reliability of the research, methodological consensus, data consensus, and consensus of opinions of colleagues and participants were used. The analysis and interpretation of the findings were categorized into six main themes and eighteen sub-themes. The results of the findings indicate that the self-concept factor, the emotion factor, the social factor, the economic-livelihood factor, the support factor, and the perception of duties factor have emerged as factors influencing the formation of teacher identity. Due to the identification of the findings, practical suggestions have been provided for policymakers and education administrators so that, if deemed appropriate, the achievements of these findings can be used to review the teacher recruitment structure and also to revive the teacher identity.
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