تحلیل پدیدار شناسانه ادراک و تجربه¬ی زیسته¬ی معلمان از حضور راهبران آموزشی- تربیتی در کلاس درس
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - استادیار گروه علوم تربیتی. دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام نور، تهران، ایران
کلید واژه: پدیدار شناسی, تجربه‌ی زیسته, معلمان ابتدایی, راهبران آموزشی- تربیتی, کلاس درس,
چکیده مقاله :
هدف از پژوهش حاضر تحلیل پدیدارشناسانه ادراکات و تجربیات معلمان از حضور راهبران آموزشی- تربیتی در کلاس درس است. این پژوهش کاربردی، روش پژوهش کیفی و رویکرد پدیدارشناسی از نوع تأویلی است. حوزهی پژوهش را معلمان دوره ابتدایی مدارس روستایی استان فارس(سال تحصیلی 03-1402) شامل میشود. نمونه پژوهش به روش هدفمند به تعداد 39 نفر انتخاب شدند که معیار انتخاب تعداد نمونه اشباع نظری دادهها است. ابزار گردآوری اطلاعات مصاحبه نیمه ساختار یافته عمیق است که دادهها به روش استرابرت و کارپینتر(2003) در نرم افزار مکس‌کیودا 2020 تجزیه و تحلیل شدند. به منظور تعیین روایی مصاحبهها از روایی محتوایی و برای تعیین اصالت آن از شیوهی مثلثسازی و بازبینی اعضا استفاده شده است. یافتهها در سه مضمون اصلی و 24 مضمون فرعی دسته بندی شدند. مضامین اصلی شامل عملکرد راهبران در کلاس، عکس العمل معلمان به حضور راهبران و واکنش دانش آموزان از حضور راهبران است، که ادراکات معلمان ذیل هر مضمون ارائه شده است. از تجربیات و ادراکات معلمان چنین می‌توان نتیجه گرفت که مهارتهای حرفهای راهبران که شامل ایجاد اعتماد، توانایی انتقال دانش، شناخت مسئولیت و وظایف خود و در نهایت اجرای صحیح طرح راهبران آموزشی- تربیتی است، میتواند منجر به بهبود کیفیت تدریس و ارتقاء مهارتهای حرفهای و عملکرد معلمان و در نهایت ایجاد انگیزه و پیشرفت تحصیلی دانشآموزان گردد. از همین رو بهره‌گیری از راهبران حرفهای و افزایش روشنگری برای معلمان در زمینه اجرای این طرح سبب بهبود وضعیت موجود خواهد شد.
The purpose of the current research is to Phenomenological analyze teachers perceptions and lived experience about the presence of educational leaders in the class.This research is applied and qualitative research method and phenomenological approach is interpretive. The field of research includes rural school teachers of Fars province (2023-24). The sample of the research was selected in a purposeful and snowball type method, with the number of 39 people, which is the selection criterion of the theoretical saturation of the data. The data collection tool is a deep semi-structured interview, and the data were analyzed using the method of Strabert and Carpenter (2003) in the MaxQDA2020 software. In order to determine the validity of the interviews, content validity was used and to determine its authenticity, the method of triangulation and members' reflection was used.The findings were categorized into three main themes and24 sub-themes.The main themes include the performance of leaders in the classroom,the reaction of teachers to the presence of leaders and the reaction of students to the presence of leaders,and the perceptions of teachers are presented under each theme.From the experiences and perceptions of teachers,it can be concluded that the professional skills of leaders, which include building trust, the ability to transfer knowledge, recognizing their responsibilities and duties,and finally the correct implementation of the plan of educational leaders can lead to the improvement of teaching quality and to improve the professional skills and performance of teachers and finally create motivation and academic progress of students.Therefore,utilizing professional leaders and increasing awareness among teachers regarding the implementation of this plan will improve the current situation.
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