شناسایی مؤلفه های مرجعیت معلم از نظر معلمان و دانش آموزان دوره ابتدایی
محورهای موضوعی : آموزش و پرورش
علی شیروانی شیری
1
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مجید کوثری
2
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فاطمه سادات رئیس زاده
3
1 - گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889- 14665 , تهران، ایران
2 - استادیار دانشگاه فرهنگیان فارس.ایران.شیراز
3 - دانش آموخته کارشناسی ارشد علوم تربیتی دانشگاه فرهنگیان، معلم آموزش و پرورش
کلید واژه: مرجعیت, معلم, دانش آموز, دوره ابتدایی,
چکیده مقاله :
مقدمه و هدف: مرجعیت معلم مجموعه آگاهیها، نگرشها و و مهارتهایی است که معلم را در شناخت و تحلیل مسائل و موضوعات مرتبط با تعلیم‌وتربیت و از آنجمله تعاملات و مدیریت کلاس توانا میسازد. هدف از پژوهش حاضر شناسایی مؤلفه‌های مرجعیت معلم از نظر معلمان و دانش‌آموزان دوره ابتدایی بود.
روششناسی پژوهش: این پژوهش یک مطالعه کیفی بود از نوع پدیدار‌شناسی بود. مشارکت‌کنندگان بالقوه پژوهش شامل معلمان و دانش‌آموزان دوره دوم ابتدایی مدارس شهرضا بود. انتخاب مشارکت‌کننده از نوع هدفمند مبتنی بر معیار انجام شد. فرآیند نمونهگیری تا رسیدن به نقطه اشباع نظری ادامه پیدا کرد. در این پژوهش، در مجموع 15 دانشآموز و 15 نفر از معلمان مشارکت نمودند. داده‌ها با استفاده از روش مصاحبه نیمهساختارمند گردآوری شد. به‌منظور سنجش داده‌های جمع‌آوری شده در مطالعه از روش تأیید اعضای شرکت‌کننده در مطالعه استفاده گردید. در ادامه از روش کدگذاری سه‌مرحله‌ای (کدگذاری باز، محوری و گزینشی) در دسته‌بندی و تحلیل داده‌ها استفاده شد. روش تحلیل داده‌ها شامل: الف). تخلیص داده‌های حاصل از مصاحبه ب).عرضه داده‌ها ج). نتیجه‌گیری بود.
یافته ها: یافته‌های حاصل از مصاحبه با معلمان و دانش‌آموزان در دو جدول مجزا گزارش گردید. ۱۴ مؤلفه از دیدگاه معلمان احصا شد که عبارتند از: مدیریت و اداره کلاس، اقتدار، علاقه به شغل، مقبولیت، قدرت بیان، طرح درس، پیروی از قوانین، نگرش مثبت، استفاده از مطالب نو، مفاهیم علمی دقیق، مسائل تربیتی، خلاقیت، اخلاق نیکو، آراستگی ظاهری مطرح شد. همچنین ۶ مؤلفه از دیدگاه دانشآموز شامل: ایمان، خلاقیت، آراستگی، تسلط علمی، اخلاق و خط زیبا، احصا شد.
بحث و نتیجه گیری: به طور کلی شایستگیهای لازم برای مرجعیت معلم در عصر حاضر، به سه بعد شناختی، نگرشی و مهارتی قابل تقسیم است. تعامل و برهمنهی مؤلفه‌های هریک از سه بعد یادشده، موجب همافزایی مرجعیت معلم و پذیرش بیشتر معلم از سوی ذینفعان میگردد. در عمل نیز در محیطهای آموزشی و تربیتی موجب اثربخشی بیشتر فعالیت آموزشی و تربیتی معلم میشود.
Introduction: The purpose of the current research is to identify the components of teacher's credibility and authority from the point of view of elementary school teachers and students.
research methodology: This research is a qualitative study, using the phenomenological method and the statistical population includes teachers and students of the second year of primary schools in Shahreza. Purposive sampling based on criteria was done. The sampling process continued until the theoretical saturation point was reached. A total of 15 students and 15 teachers participated in this research. In this study, data was collected using semi-structured interview method. In order to measure the data collected in the study, the verification method of the members participating in the study was used. Next, the three-stage coding method (open, central and selective coding) was used in data classification and analysis.
Findings: The findings from the interviews with teachers and students were reported in two separate tables, which 14 components from the teachers' point of view include. Also, 6 components from the student's point of view were expressed. In this research, based on the principle of credibility and authority of trainers, the researcher has presented the key and essential items in a systematic category in order to maximize its usability and provide a clear perspective in this field.
Conclusion:
In general, the competencies required for the authority of a teacher in the current era can be divided into three cognitive, attitudinal and skill dimensions. The interaction and superimposition of the components of each of the three mentioned dimensions will increase the authority of the teacher and increase the acceptance of the teacher by the stakeholders. In practice, in educational and educational environments, it makes the teacher's educational activity more effective.
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