چالش های ناشی از مغایرت انتظارات والدین با برنامه درسی در دوره ابتدایی: واکاوی تجربیات معلمان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
بهبود یاری قلی
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زهرا ابوالقاسمی
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سیروس اسدیان
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1 - دانشیار گروه علوم تربیتی، دانشگاه شهید مدنی آذربایجان. تبریز، ایران.
2 - کارشناسی ارشد برنامه ریزی درسی. دانشگاه شهید مدنی آذربایجان
3 - دانشیار گروه علوم تربیتی، دانشگاه شهید مدنی آذربایجان. تبریز، ایران.
کلید واژه: انتظارات والدین, برنامه درسی, چالش های معلمان, دوره ابتدایی.,
چکیده مقاله :
هدف مطالعه حاضر واکاوی تجربیات معلمان از چالشهای ناشی از مغایرت انتظارات والدین با برنامه درسی مصوب در دوره ابتدایی میباشد که به روش پدیدارشناسی از نوع توصیفی انجام گرفت. مشارکت کنندگان پژوهش، شامل 3200 نفر از معلمان مدارس ابتدایی شهر تبریز میباشند. روش نمونه گیری این پژوهش هدفمند ملاک مدار است که بدین منظور معلمانی که دارای ملاک های سابقه تدریس حداقل 5 سال و دارا بودن مدرک تحصیلی کارشناسی و بالاتر بودند انتخاب و تا رسیدن به مرحله اشباع نظری (15نفر) این نمونه گیری ادامه پیدا کرد و بوسیله مصاحبه نیمهساختاریافته عمیق به بررسی تجارب آنان از چالشهای ناشی از مغایرت انتظارات والدین با برنامه درسی پرداخته شد و با روش هفت مرحلهای کلایزی مورد تحلیل قرار گرفت که در 5مضمون اصلی مقوله بندی شدند که عبارتند از: انتظار فردی سازی آموزش، انتظارات مغایر در خصوص تکالیف، انتظارات مغایر در خصوص شیوه تدریس، انتظارات مغایر در خصوص محتوای کتاب و انتظارات مغایر در خصوص ارزشیابی. نتایج پژوهش نشانگر تحمل فشارهای وارده از سوی والدین بر معلمان دوره ابتدایی و ضرورت توجه به آگاه سازی والدین نسبت به آییننامه و ضوابط حاکم بر برنامه درسی و تقویت جایگاه و نقش معلمان در اذهان عمومی میباشد.
The aim of the present study is to investigate teachers' experiences of challenges arising from the discrepancy between parents' expectations and the approved curriculum in the elementary school, which was conducted using a descriptive phenomenological method. The research participants included 3,200 elementary school teachers in Tabriz city. The sampling method of this research is purposive and criterion-based. For this purpose, teachers who met the criteria of teaching experience of at least 5 years and a bachelor's degree or higher were selected. This sampling continued until the theoretical saturation stage (15 people) was reached. Their experiences of challenges arising from the discrepancy between parents' expectations and the curriculum were examined through in-depth semi-structured interviews, and were analyzed using the Collaizi seven-step method, which were categorized into 5 main themes: expectations of individualization of education, inconsistent expectations regarding homework, inconsistent expectations regarding teaching methods, inconsistent expectations regarding book content, and inconsistent expectations regarding evaluation. The results of the study indicate the tolerance of pressures exerted by parents on elementary school teachers and the necessity of paying attention to informing parents about the regulations and rules governing the curriculum and strengthening the status and role of teachers in the public mind.
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