شناسایی موانع درس‌پژوهی در دورۀ ابتدایی از منظر کارگزاران آموزشی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
ام البنین احمدی حاجی
1
(دانشجوی دکتری مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، معلم دوره ابتدایی، شهرستان بابل، ایران.)
مرجان کیان
2
(استادیار گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.)
مجید علی عسگری
3
(دانشیار گروه مطالعات برنامه‌درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.)
سهیلا هاشمی
4
(دانشیار گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران.)
رضا ساکی
5
(دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه شهید رجایی، تهران، ایران.)
کلید واژه: درس‌پژوهی, دورۀ ابتدایی, کارگزاران آموزشی, پدیدارشناسی,
چکیده مقاله :
هدف پژوهش، کنکاش و تحلیل تجارب کارگزاران آموزشی دربارۀ موانع مرتبط با فرایند درس‌پژوهی در دورۀ ابتدایی و ارائه تمهیدات بود. این پژوهش در چارچوب رویکرد کیفی و با استفاده از روش تحقیق پدیدارشناسی صورت گرفته است. جامعۀ آماری پژوهش را کارگزاران آموزشی تشکیل دادند که از طریق روش نمونه‌گیری معیار محور، 20 نفر ازجمله سیاست‌گذاران آموزشی، رؤسای تکنولوژی آموزشی استان‌ها، راهبران آموزشی و متخصصین حوزۀ برنامه درسی تا رسیدن به اشباع داده‌ها، از طریق مصاحبۀ نیمه‌ساختارمند شرکت داده شدند. برای تحلیل داده‌ها از روش مقوله‌بندی با استفاده از نرم‌افزار مکس کیو دا (نسخۀ 2018) استفاده شد. اعتبارپذیری کدگذاری‌های انجام شده به‌وسیلۀ بررسی توسط اعضا، همسوسازی منابع داده‌ها و خود بازبینی پژوهشگر صورت گرفت و تکرارپذیری آن با استفاده از دو شاخص ثبات و تکرار داده‌ها انجام شد. یافته‌های پژوهش نشان داد موانع درس‌پژوهی در چهار مقوله موانع فرهنگی، سازمانی، ساختاری و حرفه‌ای بودند که تهدیدی برای مشارکت معلمان در فرایند درس‌پژوهی محسوب می‌شوند. همچنین برای رفع هر یک از این موانع، تمهیداتی باید اندیشید. بر اساس نتایج پژوهش، توصیه می‌شود که سیاست‌گذاران برای ارتقاء و توسعۀ درس‌پژوهی به‌عنوان یک فعالیت مشارکتی معلمان مستقر در مدرسه، برنامه‌های استراتژیک تهیه کنند. همچنین تمامی ذینفعان آموزش‌وپرورش باید در شکل‌گیری و نگهداری ساختارهای سازمانی که از مشارکت مؤثر معلمان در فرایند درس‌پژوهی حمایت می‌کند، مشارکت نمایند.
The purpose of this study was to gain the experience of educational practitioners in the field of lesson study and providing basic solutions. This is a qualitative research based on a phenomenological approach. The statistical population of this study consisted of 20 educational agents (educational policy makers, provincial technology heads, educational leaders and experts). Using purposive sampling approach and benchmarking method, 6 policy makers, 5 provincial technology heads, 5 educational leaders, and 4 experts and researchers were selected. The adequacy of the number of participants was determined by theoretical saturation. Semi-structured interviews were used to collect qualitative research data. The validity of the qualitative section was assessed by members' review, data source alignment, and researcher self-review and reliability of the encodings was also assessed using two stability and repeatability indices. According to the qualitative method of the research, the categorization method was used to analyse the data obtained from the interviews using MAXQDA software (version 2018). The findings of the study showed that the educational, professional, organizational, structural, and cultural barriers were considered as a threat to teachers' participation in the research process. Other research findings also indicated what measures to consider to address each of these barriers. Based on the results of the study, it is recommended that policymakers develop strategic plans to promote teaching as a collaborative activity of teachers. All education beneficiaries should also participate in the formation and maintenance of organizational structures that support effective teacher participation in the study.
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