تجربۀ زیستۀ معلمان دورۀ ابتدایی دربارۀ مؤلفه‌های بازخورد در ارزشیابی توصیفی(کیفی)
الموضوعات : پژوهش در برنامه ریزی درسی
علی انتهائی ارانی
1
,
فرزانه واصفیان
2
,
محمد حسنی
3
,
عباس قلتاش
4
1 - گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران
2 - گروه علوم تربیتی،واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران
3 - عضو هیئت علمی مطالعات پژوهشگاه آموزش و پرورش، ایران
4 - گروه علوم تربیتی، مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
الکلمات المفتاحية: بازخورد, تجربۀ زیستۀ معلمان, ارزشیابی توصیفی (کیفی),
ملخص المقالة :
هدف پژوهش حاضر بازنمایی تجارب زیستۀ معلمان دورۀ ابتدایی دربارۀ مؤلفه‌های بازخورد در ارزشیابی توصیفی (کیفی) است. این مطالعه با اتخاذ رویکرد کیفی از نوع پدیدارشناسانه انجام شد و برای این منظور با شیوۀ نمونه‌گیریِ مطلوب، 15 نفر از معلمان دورۀ ابتدایی برای مشارکت در مصاحبۀ نیمه ساختاریافته انتخاب شدند. داده‌ها با استفاده از روش تحلیل محتوای کیفی تحلیل شد. ابتدا شصت مفهوم استخراج شدکه بعد از نامگذاری( کد گذاری) و دسته‌بندی و ادغام موارد مشابه به هجده واحد معنایی( کد) تقلیل و نهایتاً در پنج مقولۀ اصلی : بهبود یادگیری در حین تدریس و یادگیری، خودراهبری در یادگیری، هم‌راهبری دانش‌آموز در یادگیری، درگیرسازی والدین، آشکارسازی از یادگیری در پایان یادگیری، دسته‌بندی شد. همچنین یافته‌های پژوهش از طریق استادان راهنما و چند نفر از شرکت‌کنندگان و تأیید نتایج تحلیل مصاحبه از طرف آن‌ها از صحت یافته‌ها اطمینان حاصل شد. بر این اساس پیشنهاد می‌شود در آموزش معلمان برای توسعه و استقرار عمیق‌تر این الگوی ارزشیابی، بر راهکار تلفیق ارزشیابی و تدریس از راه توسعۀ بازخوردهای فرایندی بیشتر تأکید شود.
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