معلم و برنامهدرسی پنهان: تبیین ماهیت تعامل با تاکید بر پژوهش روایی
الموضوعات : Research in Curriculum Planning
1 - استادیارگروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
الکلمات المفتاحية: معلم, برنامهدرسی پنهان, روایتپژوهی,
ملخص المقالة :
پژوهش حاضر با هدف واکاوی ماهیت تعامل معلم با برنامهدرسی پنهان و گستره تاثیرگذاری آنها بر یکدیگر در چارچوب نظام آموزشی انجام شد. روش پژوهش از نوع پژوهش روایی با تاکید بر تحلیل موضوعی از روایتها بود. مشارکتکنندگان معلمان دورههای تحصیلی مختلف در شهر تبریز در سال تحصیلی 1404-1403 بودند که 19 نفر آنها تا حد اشباع دادهها به صورت هدفمند از نوع حداکثر تنوع مورد مصاحبه عمیق قرار گرفتند. از روش خود ارزیابی محقق، توصیف فربه و غنی، ارزیاب خارجی و نقل قول به ترتیب برای اعتبارپذیری، انتقالپذیری، اطمینان پذیری و تاییدپذیری دادههای تحقیق استفاده شد. یافتهها نشان داد که معلم و برنامه درسی پنهان در یک فرایند تعاملی با سطوح پنج گانه بر یکدیگر تاثیر میگذارند و در این راستا معلم به عنوان کنشگر فعال به طور مستمر در حال خنثیسازی ایدههای تحمیل شده ای است که با ذهنیت رشدگرایانه ماهیت معلمی، نقش او را به یک رهبر آموزشی تاثیرگذار در شکلدهی فرهنگ مدارس سوق می دهد. نتایج نشان داد که محیط آموزشی مدارس باید طوری طراحی شود که معلمان بتوانند با داشتن نقش محوری در توسعه فرهنگ آموزشی، زمینه و شرایط تاثیرگذار در ایجاد عناصر مطلوب آموزشی را برای تسهیل یادگیری آموزشگاهی فراهم سازند و برنامه درسی پنهان به عنوان فرصتی در راستای ارتقا توانمندیهای مدارس تلقی شود.
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