واکاوی عملکرد حرفه‌ای راهبران آموزشی- تربیتی از منظر مدیر آموزگاران و معلمان مدارس ابتداییِ چند پایة روستایی

الموضوعات :

حمداله حبیبی ¹ (دانشیار رشته مدیریت آموزشی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران)
احد عظیمی آقبلاغ ² (دانشجوی دکتری رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران.)
سید هادی مدنی ³ (دانشجوی دکتری رشته فلسفه تعلیم و تربیت، دانشکده علوم انسانی، دانشگاه شاهد تهران، تهران، ایران.)

تاريخ الإرسال : 22 الثلاثاء , رجب, 1441 تاريخ التأكيد : 25 الأربعاء , ذو الحجة, 1442 تاريخ الإصدار : 17 السبت , ربيع الأول, 1443

الکلمات المفتاحية: عملکرد, نظارت و راهنمایی آموزشی, واکاوی, راهبران آموزشی- تربیتی, کلاس‌های چندپایة روستایی, معلمان راهنما,

ملخص المقالة :

چکیده
مقدمه و هدف: این پژوهش، با هدف توصیف و واکاوی عملکرد حرفه­ای راهبران آموزشی- تربیتی از منظر مدیرآموزگاران و معلمان مدارس چند پایة ابتدایی روستایی انجام شد.
روش­شناسی: با ابتنای بر پارادایم تفسیری و رویکرد کیفی، و با استفاده از روش تحلیل محتوای کیفی عرفی، از میان کل مدیرآموزگاران و معلمان  کلاس­های چند پایة دورة ابتدایی در مناطق آموزش و پرورش نظرکهریزی، چاراویماق و هشترود، تعداد 18 نفر با استفاده از نمونه­گیری هدفمند، به عنوان مشارکت کننده انتخاب شدند. برای جمع آوری داده­ها از مصاحبه نیمه ساختارمند استفاده شد. تجزیه و تحلیل داده­ها با استفاده از شیوة تحلیل ارتباطی و به صورت دستی انجام شد. راهبردهای اعتباربخشی به داده­ها با استفاده از روش­های بازنگری ناظرین، بازنگری مشارکت کنندگان، حضور طولانی مدت در بستر پژوهش و مثلث سازی محقق انجام شد.
 یافته­ها: دو خوشه عملکرد مثبت و عملکرد منفی به ترتیب با طبقات اصلی "کارکرد تسهیل گری"، "محدودیت­های ارتباطی"، و "برآورده نکردن انتظارات نقش"، به همراه طبقات فرعی و تم­های مربوط به دست آمد.
 نتیجه­گیری: نتایج نشان داد که عملکرد منفی راهبران چشمگیرتر از عملکرد مثبت آنان می­باشد؛ لذا می­توان گفت علی­رغم تغییر عنوان معلم راهنما به طرح راهبران آموزشی- تربیتی، این طرح  در عمل با  کاستی­هایی مواجه است. مطالعة دستاوردهای پژوهش می­تواند چراغ راهنمای اقدامات و اصلاحات مقتضی در حوزة نظارت و راهنمایی آموزشیِ مدارس ابتدایی چند پایه باشد.

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