طراحی مدل آموزشی معلم مثبت در دوره متوسطه دوم (پایه دهم) با استفاده نظریه برخاسته از داده‌ها
محورهای موضوعی : پژوهش در برنامه ریزی درسیسمیه سلطانی دزکی 1 , محمد علی نادی 2 * , ایلناز سجادیان 3
1 - دانشجوي دكتراي روانشناسی تربيتي، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامي، اصفهان، ايران
2 - استاد گروه علوم تربيتي، مرکز تحقیقات سلامت جامعه ، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ايران
3 - دانشیار گروه روانشناسی بالینی، مرکز تحقیقات سلامت جامعه، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
کلید واژه: معلم مثبت, دوره متوسطه دوم(پایه دهم), نظریه برخاسته از داده‌ها, مدل پارادایمی,
چکیده مقاله :
با توجه به اهمیت معلم مثبت در بهبود عملکرد تحصیلی، ایجاد انگیزه‌ی مثبت، افزایش اعتماد به نفس و ارائه‌ی آموزش‌های سازنده به دانش‌آموزان، این پژوهش با هدف طراحی مدل آموزشی معلم مثبت با استفاده از نظریه برخاسته از داده‌ها انجام شد. روش پژوهش از نظر هدف کاربردی و از نظر گردآوری و تحلیل داده‌ها، کیفی و بر مبنای نظریه داده بنیاد است. حوزه‌ی پژوهش در بخش کیفی شامل کلیه‌ی معلمان دختر دوره متوسطه دوم (پایه دهم) شهر تهران در سال تحصیلی 1400-1399 بودند که با روش نمونه گیری نظری 19 نفر آنان مورد پرسش قرار گرفتند. ملاک انتخاب افراد دارا بودن تخصص، سوابق مفید تجربی، مطالعاتی یا تحقیقاتی در حوزه پژوهش حاضر بودند. ابزار جمع‌آوری داده‌ها، مصاحبه نیمه ساختاریافته بود که داده‌ها پس از مصاحبه با معلمان به استناد اصل اشباع نظری انجام شد. طول مدت زمان هر مصاحبه 90-30 دقیقه بود مصاحبه‌ها تا جایی ادامه یافت که مصاحبه شونده اطلاعات جدیدی در اختیار پژوهشگر قرار نداد و صرفاً تکرار اطلاعات قبلی بود، بدین ترتیب اشباع نظری داده‌ها با 19 نفر از مصاحبه‌کنندگان حاصل گردید. برای مشخص کردن روایی و پایایی داده‌ها از بازبینی مشارکت‌کنندگان و مرور خبرگان غیر شرکت‌کننده در پژوهش استفاده شد. نتایج تحلیل داده در سه مرحله کدگذاری باز، محوری و کدگذاری انتخابی حاکی از ۱۴ مقوله و ۱۰۲ کد باز بود که در قالب مدل پاردایمی شامل عوامل علی (جو حمایتی از معلم توسط مدرسه و اولیا، رفع دل مشغولی‌های معلم)، عوامل زمینه‌ای (تخصص و تسلط معلم، رضایت و علاقه ناشی از تدریس)، عوامل مداخله‌ای (زیرساخت مدارس، مشکلات اقتصادی)، راهبردها (تعامل سازنده و دوسویه معلم-شاگرد، ایجاد انگیزه و امیدواری در دانش‌آموزان، مشارکت دادن دانش‌آموزان در یادگیری، شکوفایی خلاقیت‌ها و استعدادهای دانش‌آموزان، تشویق کردن دانش‌آموزان)، پیامدها (آرامش و امنیت دانش‌آموزان، پرورش مهارت‌های اخلاقی و تفکری، رشد هوش عاطفی و شایستگی) مدل معلم مثبت را منعکس نمودند. مدل معلم مثبت به عنوان مدل مناسب برای معلمان و برای کمک به حل مشکلات دانش‌آموزان در مدرسه و در کلاس‌های مضاعف استفاده می‌شود. همچنین پیشنهاد می‌شود مسئولان و دست اندرکاران آموزش و پرورش به صور مستقیم با برگزاری کارگاه‌های آموزشی معلم مثبت برای معلمان، ویژگی‌های مثبت آنان را ارتقاء دهند.
Considering the importance of positive teachers in improving academic performance, creating positive motivation, increasing self-confidence, and providing constructive education to students, this study aimed to design a positive teacher educational model using data-driven theory. The research method is applied in terms of purpose and qualitative in terms of data collection and analysis and is based on grounded theory. The research area in the qualitative section included all female teachers of the second high school (10th grade) in Tehran in the academic year 2019-2020, of which 19 were questioned using theoretical sampling. The criterion for selecting individuals was their expertise, experience, or published work in the field of education. The data collection tool was a semi-structured interview, and the data was collected after interviewing the teachers based on the principle of theoretical saturation. The duration of each interview was 50-70 minutes. The interviews continued until the interviewee did not provide the researcher with new information and merely repeated previous information, thus achieving theoretical saturation of the data with 19 interviewers. To determine the validity and reliability of the data, participant review and review by experts not participating in the research were used. The results of data analysis in three stages of open, axial, and selective coding indicated 14 categories and 102 open codes, which reflected the positive teacher model in the form of a paradigm model including causal factors (supportive atmosphere for teachers by the school and parents, resolving teacher concerns), contextual factors (teacher expertise and mastery, satisfaction and interest from teaching), intervention factors (school infrastructure, economic problems), strategies (constructive and two-way teacher-student interaction, creating motivation and hope in students, involving students in learning, flourishing students' creativity and talents, encouraging students), and consequences (students' peace and security, developing moral and thinking skills, developing emotional intelligence and competence). The positive teacher model is used as an appropriate model for teachers and to help solve students' problems in school and in double classes. It is also suggested that education officials and stakeholders directly promote teachers' positive characteristics by holding positive teacher training workshops for them.
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