شناسایی موانع درس‌پژوهی در دورۀ ابتدایی از منظر کارگزاران آموزشی
الموضوعات : 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.)
الکلمات المفتاحية: درس‌پژوهی, دورۀ ابتدایی, کارگزاران آموزشی, پدیدارشناسی,
ملخص المقالة :
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.
Ambusaidi, A., & Al-Farei, K. (2017). Investigating Omani science teachers' attitudes towards teaching sciences: The role of gender and teaching experiences. International Journal of Science and Mathematics Education, 15(1), 71-88.
AmirPour, A., FiniAli, A. S., Zainalipour, H., & Zainalipour, H. (2018). Explaining principles governing desirable lesson study practice: Case study of Mazandaran province. Technology of Education, 13(2), 229-239. [In Persian].
Ayoubian, M. (2006). Teaching study vacancy. The Growth of Mathematics Education, 85, 9-19. [In Persian].
Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on Teacher Practice: Uncovering connections. An International Journal of Research and Studies 26(3), 599-607.
Cajkler, W., Wood, P., Norton, J., Pedder, D., & Xu, H. (2015). Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development. Research Papers in Education, 30(2), 192-213.
Coenders, F., & Verhoef, N. (2019). Lesson Study: professional development(PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217-230.
Ebaeguin, M. (2015). Promoting Teacher Growth through Lesson Study: A Culturally
Embedded Approach. the University of Melbourne.
Ebaeguin, M., & Stephens, M. (2014). Cultural challenges in adapting lesson study to a Philippines setting. Mathematics Teacher Education and Development, 16(1), 18-43.
Erfani, N., Shabiri, M., & Saeed Sahabat, M. M. (2016). Effectiveness of the training lesson study course of knowledge and teaching skills in elementary teachers. Research in Curriculum Planning, 13(21), 10. [In Persian].
Farzanpour, A., Nateghy, F., & Seify, M. (2018). Identify Factors Affecting the Applicationof Lesson Study of Mathematics In Elementary Schools Mazandaran Province. Journal of Research in Teaching, 6(2), 19. [In Persian].
Fernandez, C., Cannon, J., & Chokshi, S. (2003). A U.S- Japan lesson study Collaboration Reveals Critical lenses for Examining Practice. Teaching and Teachre Education, 19, 171-185.
Fujita, T. (2014). Implementing Japanese lesson study in foreign countries: Misconceptions revealed. Mathematics Teacher Education and Development, 16(1), 19.
Glaubgernik, B. (2011). Investigating the effect of lessons on the critical thinking of teachers in areas. (Master), Payam Noor University, Ray. [In Persian].
Grimaesth, G., & Hallas, B. O. (2015). Lesson study model: The challenge of transforming a global idea into local practice. Policy Futures in Education, 14(1), 109-122. doi: 10.1177/1478210315612649
Gun, E. S. (2012). Attitudes of primary school teacher candidates towards the teaching profession. Procedia - Social and Behavioral Sciences, 46, 22-29.
Habibzadeh, A. (2015). Lesson Study on teachers' self-efficacy perception. The results of the psychological journal. Shahid Chamran University of Ahvaz, 21(2), 23.
Hairon, S., & Tan, C. (2016). Professional Learning Communities in Singapore and Shanghai: Implications for Teacher Collaboration. Compare: A Journal of Comparative and International Education, 47(1), 13.
Hokmizadeh, F., Irvani, M., Dehghan, N., Aliakbari, H., & Mozaffari, F. (2017). Extracting the themes and strategic components of the Islamic Republic of Iran in foreign overhead based on the jurisprudential discourse, constitution, general policies and outlook of 1404. Quarterly journal of Interdisciplinary studies of strategic knowledge, 28, 59-84. [In Persian].
Kolayi, G., Zahed, A., Moinikia, M., & Rezayisharif, A. (2019). Modeling the leadership of school managers according to teachers' career satisfaction through school culture, empowerment, and job characteristics. Management and Planning in Educational Systems, 12((1)), 213-238.
Lewis, C., & Hurd, J. (2011). Lesson study step by step:How teacher learning communities improve instruction. Portsmouth, NH: Heinemann, 45(2), 13.
Mahram, B., Saketi, P., Masudi, A., & Mehrmohammadi, M. (2007). The role of hidden curriculum components in students' academic identity. 3, 3-29. [In Persian].
McSweeney, K., & Gardner, J. (2018). Lesson Study Matters in Ireland. RURAL ENVIRONMENT. EDUCATION. PERSONALITY., 11(2), 12.
Mon, C. C., Dali, M. H., & Sam, L. C. (2016). Issues Relating to the Implementation of Lesson Study in the Malaysian. IOSR Journal of Research & Method in Education, 6(3), 15.
Moradi, S. (2016). Presenting a Model for Evaluating the Performance of Board of Trustees Schools at the Secondary Level based on Comprehensive School-Based Management Model; IranianIslamic Approach. Semnan University [In Persian].
Naghdi, E., Babyi, S., Alipour, V., & Mosallayi, F. (2017). Journal of business management Journal of business management, 9(2), 395-414. [In Persian].
Najafzadeh, B. (2017). Tabriz elementary school teachers' perceptions and experiences on the effects of lesson study upon their performance. (master), Tabriz University. [In Persian].
Naraghi, H. (2006). Familiar Sociology (Vol. 16). Akhtaran Publishing. [In Persian].
Navratilova, H. (2017). Preparing to Become a Teacher Mentor: A Project of Professional Development of Preschool and Primary School Teachers in Czech Republic (31).pdf>. Social and Behavioral Sciences, 5(1), 15.
Niknami, M. (2008). School-based management: Concepts, Theories, Strategies and Challenges. schools. [In Persian].
Ogegbo, A. A., Gaigher, E., & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa. South African Journal of Education, 39(1), 1-9. doi: 10.15700/saje.v39n1a1680
Qadamgahi, S. M., & Ahanchian, M. R. (2005). Assessment of Mashhad Schools Based on Learning Organization Characteristics (Peter Sange's View). Educational Innovation Quarterly, 14. [In Persian].
Razi, J., Emam Jomea, Mohamad Reza., & Ahmadi, Golam Ali. (2017).Presenting a model for effective teacher and considering its proportionality with upper documents implications of Iran education system. Research in Curriculum Planning, 14 (2) continus 55. [in Persian].
Roshanghias, E. (2014). Effect of Lesson study on the professional competence of elementary school teachers in a district of Sari. (M S), Mazandaran University. [In Persian].
Sadei, A. (2016). Teachers as a Social Capitals in Tehran - with emphasis on looking inner and outer to Teacher's city. (Ph.D.), Islamic Azad University Central Tehran Branch. [In Persian].
Safari, A., Abdolah, B., Nave-ebrahim, A., & Zinabadi, H. (2017). The Obstacles of Collaborative Professional Development of Teachers in Schools. Journal of School Administration, 5(1). [In Persian].
Safikhani, H. (2014). Employee resistance to change: A phenomenological study. [In Persian].
Sarkararani, M. R. (2006). Transnational Learning: The Integration of JugyouKenkyuu into Iranian Teacher Training. In M. Matoba, K. Krawford, & M. R. S. Arani (Eds.), Lesson Study: International Perspective on Policy and Practice (Vol. 40, pp. 37-75): Educational Science Publishing House.
Sarkararani, M. R. (2010). A Model Study for Improving Mathematical Discourse in Classroom: A Case Study of Fukuyah Shima High School Mathematics Quarterly. Journal of Educational and Vedic Research, 105(1), 61-35. [In Persian].
SarkarArani, M. R. (2016). Lesson study A global solution for improving teaching and enhancing learning. Tehran: Meraat. [In Persian].
Sarkararanim, M. (2011). Lesson Study model for improving mathematical discourse in the classroom: a case study high school math lessons foko Shima. Journal of Education, 105(2), 36-62.
Shahvari, M., Kian, M., & Niknam, Z. (2017). Work and Technology: Teacher's Lived Experiences. Journal of Theory & Practice in Curriculum, 8(4), 159-180. [In Persian].
Sobhaniasl, R. (2019). The experiences of teachers of Tabriz educational organization (district) from Lesson Study (A phenomenological study). (M.A), University of Tabriz, Tabriz. [In Persian].
Soleymani, E., & Ahmadi, H. (2017). Identifying the Obstacles to Implementing Lesson-Study: A Case Study of Primary. Journal of Research in Teaching, 5(1), 14. [In Persian].
Stedman, R. C. (2015). Ephesians: part 1: chapters 1-3: an 11-lesson study containing weekly commentary and daily study questions. Grand Rapids, MI Joy of Living Bible Studies,.
Stephens, M., & Ebaeguin, M. (2015). Teacher professional development through Lesson Study: Adaptation or cultural transition?. Paper presented at the East Asia Regional Conference on Mathematics Education Cebu City, Philippines!
Yari, J. (2008). study of Learning organization building barriers in Iran Khodro'straining Center. Educational Sciences, 1(4), 187- 223. [In Persian].
Yeap, B., Foo, Z., & Soh, P. (2015). Enhancing Mathematics teachers' professional development through lesson study: A case study in Singapore. Series on Mathematics Education, 3(1).
Yoshida, M. (2012). Mathematics lesson study in the United States: Current status and ideas for conducting high quality and effective lesson study. International Journal for Lesson and Learning Studies, 1(2), 12.
_||_