معلم و برنامهدرسی پنهان: تبیین ماهیت تعامل با تاکید بر پژوهش روایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - استادیارگروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
کلید واژه: معلم, برنامهدرسی پنهان, روایتپژوهی,
چکیده مقاله :
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.
The present study aimed to explore the nature of the teacher's interaction with the hidden curriculum and the extent of their influence on each other within the framework of the educational system. The research method was narrative research with an emphasis on thematic analysis of narratives. The participants were teachers of various academic courses in Tabriz in the academic year 1403-1404, 19 of whom were interviewed in-depth in a targeted manner using maximum diversity until data saturation.The researcher's self-assessment method, fat and rich description, external evaluator, and quotation were used to ensure the validity, transferability, reliability, and verifiability of the research data, respectively. The findings showed that the teacher and the hidden curriculum influence each other in an interactive process with five levels, and in this regard, the teacher as an active actor, is continuously neutralizing imposed ideas that, with the growth mindset of the teacher's nature, lead him to become an effective educational leader in shaping the culture of schools.The results show that the educational environment of schools should be designed in such a way that teachers by playing a central role in developing educational culture, can provide the context and conditions that are effective in creating desirable educational elements to facilitate school learning, and the hidden curriculum should be considered as an opportunity to enhance the capabilities of schools.
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