مهارتهای مدیریت کلاسی: یک پژوهش خودزیست نگارانه
مهارتهای مدیریت کلاسی: یک پژوهش خودزیست نگارانه
محورهای موضوعی : یادگیری
1 - دانشگاه فرهنگیان
کلید واژه: معلم, مهارتهای کلاسداری, خود زیست نگاری,
چکیده مقاله :
امروزه برای معلمان مهارتهای چندگانهای در نظر گرفته میشود که یکی از مهمترین این مهارتها، مدیریت و کلاسداری است. دیدگاهها و نظریههای متعددی برای تبیین این مهارتها مطرح شده است. اما به دلیل وجود شرایط متغیر و متنوع بافت اجتماعی و محیطهای آموزشی، مهارتهای مدیریتی معلم ماهیتی منحصر به فرد داشته و تبیین آن با نظریههای غیربومی مؤثر نیست. در این پژوهش از شیوه خودزیست نگاری( اتوبیوگرافی) استفاده شده است. به عبارتی در این پژوهش سعی بر آن است تا تجارب زیسته محقق در مدت 20 سال فعالیت در شغل معلمی در چارچوب مهارتهای کلاسداری تبیین شود. محقق در مرحله اول پژوهش تجارب خود را به صورت متنهای باز نگارش کرده سپس با استفاده از روش تحلیل محتوای کیفی، مقولات مرتبط با مهارتهای کلاسداری را شناسایی و تبیین کرده است. بر اساس نتایج پژوهش حاضر مهمترین مهارتهای کلاسداری معلم در عصر کنونی را میتوان به شرح زیر برشمرد: شناخت و پیشگیری فعالانه، اقتدار، صمیمیت در کلاس درس، همدلی در کلاس درس، تسلط علمی و برنامهریزی آموزشی، برقراری ارتباط مستمر، ارزشیابی برای یادگیری، آزمون ابزاری برای مدیریت و کلاسداری، درگیرسازی ذهنی دانشآموزان.
In contemporary educational contexts, teachers are expected to possess a range of professional competencies, among which classroom management is considered one of the most essential. Numerous perspectives and theories have been proposed to explain these skills. However, due to the dynamic and diverse nature of social contexts and educational environments, teachers’ classroom management skills are inherently context-specific, and their explanation through non-indigenous or decontextualized theories is often ineffective. This study employed an auto ethnographic (autobiographical) approach. Specifically, the research aimed to elucidate the researcher’s lived experiences over a 20-year teaching career within the framework of classroom management skills. In the initial stage, the researcher documented these experiences in the form of open narrative texts. Subsequently, qualitative content analysis was used to identify and interpret categories related to classroom management skills. Based on the findings of the present study, the most important classroom management skills for teachers in the contemporary era include: situational awareness and proactive prevention, authority, classroom rapport, empathy in the classroom, subject-matter mastery and instructional planning, sustained communication, assessment for learning, the use of assessment as a tool for classroom management, and students’ cognitive engagement.
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