تجربۀ زیستۀ معلمان دورۀ ابتدایی دربارۀ مؤلفه‌های بازخورد در ارزشیابی توصیفی(کیفی)
محورهای موضوعی : پژوهش در برنامه ریزی درسی
علی انتهائی ارانی
1
(
گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران
)
فرزانه واصفیان
2
(
گروه علوم تربیتی،واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران
)
محمد حسنی
3
(
عضو هیئت علمی مطالعات پژوهشگاه آموزش و پرورش، ایران
)
عباس قلتاش
4
(
گروه علوم تربیتی، مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
)
کلید واژه: بازخورد, تجربۀ زیستۀ معلمان, ارزشیابی توصیفی (کیفی),
چکیده مقاله :
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.
The present research is aimed at representing the living experiences of the elementary teachers regarding the feedback components in the descriptive evaluation(qualitative). The research was performed using the phenomenological qualitative approach. So, 15 elementary teachers were selected by the desirable sampling method to participate in the semi-structured interview.The data analysis was done by qualitative content analysis metthod .At first , 60 concepts were extracted which were reduced to 18 semantic units after grouping and integrating the same items and finally grouped into 5 main subjects of learning improvement during teaching and learning, self -direction in learning, student’s co-direction in learning, making the parents engaged, revelation of learning at the end of learning. The findings were affirmed by the guiding professors and some participators regarding the dependability of the research findings and confirming the findings of interview analysis. Therefore, it is suggested that the strategy of integrating of evaluation and teaching by developing the feedback process should be more focused in instructing the teachers for the deeper development and establishment of this evaluation pattern.
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