تجارب زیسته معلمان ایران از تدریس مجازی در اوایل دوران همه‌گیری ویروس کرونا
محورهای موضوعی : آموزش از راه دور
محمد حسنی
1
(
دانشیار و عضو هیئت‌علمی پژوهشگاه مطالعات آمورش و پرورش، پژوهشکده مطالعات برنامه ریزی درسی و نوآوری های آموزشی، تهران، ایران
)
سهیلا غلام آزاد
2
(
استادیار و عضو هیئت‌علمی پژوهشگاه مطالعات آموزش‌وپرورش، پژوهشکده مطالعات برنامه ریزی درسی و نوآوری های آموزشی،تهران، ایران
)
احد نویدی
3
(
دانشیار و عضو هیئت علمی پژوهشگاه مطالعات آموزش و پرورش، پژوهشکده مطالعات برنامه ریزی درسی و نوآوری های آموزشی، تهران ، ایران
)
کلید واژه: "دوران قرنطینه", " کووید 19", " تدریس حضوری", " تدریس مجازی",
چکیده مقاله :
این پژوهش با هدف بررسی تجربه‌های تدریس معلمان در فضای مجازی در شروع دوران قرنطینه کرونایی انجام‌شده است. داده‌های موردنیاز از طریق اجرای پرسشنامه باز پاسخ در فضای مجازی (سامانه شاد و شبکه‌های اجتماعی معلمان) جمع‌آوری شد. روایت‌های معلمان با استفاده از نرم‌افزار(MAXQDA ) تحلیل، تلخیص، طبقه‌بندی(کدگذاری باز، محوری و انتخابی) و مضامین اصلی استخراج شد. دو مضمون کلی (آماده شدن برای کوچ از پداگوژیکی حضوری به مجازی/ اجرای آموزش مجازی) و شش مقوله (ورود به فضای مجازی/ دعوت به کلاس مجازی/ تدریس مجازی/ تکالیف درسی مجازی/ ارزشیابی پیشرفت تحصیلی مجازی/ همکاری والدین در تدریس مجازی) به دست آمد. یافته‌ها نشان می‌دهد معلمان در مرحله آغاز تغییر رویه آموزشی خود از حضوری به مجازی، الگوی آموزشی معمول خود را در فضای مجازی شبیه‌سازی کرده‌اند و به دانش و اصول پداگوژیکی تدریس در فضای مجازی توجه کافی نداشته‌اند. همچنین، بدبینی فراگیری نسبت به کیفیت و اثربخشی آموزش‌های مجازی در بین معلمان دیده شد. دوران قرنطینه. کووید 19. تدریس حضوری. تدریس مجازی.
The aim of this study was to investigate the teaching experiences of teachers in cyberspace at the beginning of the coronary quarantine period. The required data were collected through the implementation of an open-ended questionnaire in cyberspace (shad system and teachers' social networks). Teachers' narratives were extracted using software (MAXQDA) analysis, summarization, classification (open, axial and selective coding) and main themes. Two general themes (preparing for the transition from face-to-face pedagogy to virtual / virtual education implementation) and six categories (entering cyberspace / inviting to a virtual class / virtual teaching / virtual homework / evaluating virtual academic achievement / parental cooperation in virtual teaching) Obtained. Findings show that at the beginning of changing their teaching practice from face to face, teachers have simulated their usual educational pattern in cyberspace and have not paid enough attention to the pedagogical knowledge and principles of teaching in cyberspace. There was also widespread pessimism about the quality and effectiveness of e-learning among teachers.
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