واکاوی تجارب معلمان از برنامۀ درسی اجراشدۀ مطالعات اجتماعی پایۀ ششم ابتدایی در بعد تربیت شهروندی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
زهره یوسفی نژاد لنگرودی
1
,
پروین احمدی
2
,
پروین صمدی
3
1 - کارشناسی ارشد برنامه‌ریزی درسی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران، ایران.
2 - دانشیار برنامه‌ریزی درسی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران، ایران.
3 - دانشیار برنامه‌ریزی درسی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران، ایران.
کلید واژه: پایۀ ششم ابتدایی, تربیت شهروندی, برنامۀ درسی اجراشده, دورۀ ابتدایی, مطالعات اجتماعی,
چکیده مقاله :
هدف پژوهش حاضر واکاوی تجارب معلمان از برنامۀ درسی اجراشدۀ مطالعات اجتماعی پایۀ ششم ابتدایی در بعد تربیت شهروندی بود. این پژوهش از نظر هدف، کاربردی و از نظر رویکردی، کیفی است که با راهبرد موردپژوهی انجام شده است. مشارکت‌کنندگان پژوهش شامل معلمان، معاونان و مدیران با بیش از ده سال سابقۀ تدریس بودند که با استفاده از روش نمونه‌گیری هدفمند از نوع نمونه‌گیری معیار (ملاک محور) انتخاب شدند که با 36 نفر شامل 26 معلم، 5 معاون و 5 مدیر مدرسه مصاحبه شد. ابزارجمع‌آوری اطلاعات مصاحبۀ نیمه ساختمند بود. تجزیه و تحلیل داده‌های حاصل از مصاحبه با استفاده از شیو‌‌ۀ مقوله‌بندی وکدگذاری ابداع‌شده توسط گلیزر واستراوس انجام شد. برای روایی و اعتمادپذیری داده‌ها از معیارهای اطمینان‌پذیری، باورپذیری و آزمون اعتبار اعضا استفاده شد. یافته‌های پژوهش بیانگر وجود چالش‌های متعدد در زمینۀ اجرای برنامۀ درسی مطالعات اجتماعی از بعد تربیت شهروندی بود که نشان از غلبۀ رویکرد محافظه‌کار تربیت شهروندی در اجرای این برنامه دارد. بر این اساس، اتخاذ تصمیمات کلان در زمینۀ اجرای برنامۀ درسی و همچنین تغییر نوع نگرش و باورهای معلمان ضروری به نظر می‌رسد.
This study aimed to analyze teachers' experiences with the implemented sixth-grade social studies curriculum in the field of citizenship education. This research is applied in terms of purpose and qualitative in terms of approach, which has been done with the case study strategy. The statistical population of this study included teachers, deputies and administrators with more than ten years of teaching experience who were selected using standard sampling (standard sampling) using purposive sampling. A total of 36 people were interviewed, including 26 teachers, 5 deputies and 5 school principals. The data collection tool was a semi-structured interview. The data obtained from the interview were analyzed using the categorization and coding method developed by Glaser and Strauss. The criteria of reliability, reliability, and "member validity test" were used for data validity and reliability. The present study's findings indicate the existence of several challenges in the implementation of the social studies curriculum in terms of citizenship education and show the dominance of the conservative approach to citizenship education in the implementation of this program. Accordingly, it seems necessary to make major decisions in the implementation of the curriculum as well as change the type of attitudes and beliefs of teachers.
Ababaf Z, Farasatkhah M, Mehralizade Y & Fathivajarghah K. (2014). Reflect on the professional competencies of teachers in curriculum studies. Journal of Educational Sciences, Shahid Chamran University of Ahvaz, 6(2), 157–182.[Percian]
Ahmadi, A. (2013). Evaluation report of the sixth-grade elementary social studies curriculum. Tehran: Educational Research and Planning Organization.[Percian]
Amiri, M. (2010). Analyzing the content of elementary school textbooks in terms of paying attention to the concepts of citizenship education. master thesis, university of Isfahan. [Percian]
Bahramipour, M. (2014). An analysis of the neglected dimensions of social studies planning in the seventh grade of the first year of high school. Teach.[Percian]
Carson, Terry. (2017). Beyond instrumentalism: The importance of teacher identity in educational change. In Mehr Mohammadi et al., Curriculum, views, approaches, perspectives (Mohammad Reza Imam Jame'eh and Javad Hatami, translator). Tehran: Samat.[Percian].
Charter of Citizenship Rights. (2016). Iran, Statement by the President of the Islamic Republic of Iran.[Percian]
Contreras, D., & Aceituno, D. (2017). Learning to teach citizenship competencies through a school-university collaborative action research project. Procedia - Social and Behavioral Sciences, 237(June 2016), 90–95. https://doi.org/10.1016/j.sbspro.2017.02.035
Chobghelo, M. (2008). Analysis of the curriculum implemented in the primary school of the Islamic Republic of Iran in terms of citizenship education. Educational Research Journal, 17.[Percian]
DibaVajari, T. (2016). Citizenship education. Tehran: Elm Ostadan.[Percian]
Fathi vajarghah ,K, & Vahed Chokdeh, S. (2017). Citizenship education in schools. Tehran: Ayyzh.[Percian].
Fathi Vajargah, K. (2016). Basic principles and concepts of curriculum planning (new edition). Tehran: Science of Masters. [Percian]
Farmahini Farahani, M. (2010). Citizenship education. Tehran: Ayizh.[Percian]
Fullen, Michael. (2011). Curriculum implementation. Compiled by Mahmoud Mehr Mohammadi et al., Curriculum, Perspectives, Approaches and Perspectives. (Translated by Khoynejad) (p. 315). Tehran: Samat.[Percian]
Goran, Omid. (2014). Content analysis of the social studies curriculum of primary education in terms of its relationship with the components of citizenship. Master Thesis, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University. [Percian]
Goren, H., & Yemini, M. (2017). The global citizenship education gap : Teacher perceptions of the relationship between global citizenship education and students ’ socio-economic status. Teaching and Teacher Education, 67, 9–22. https://doi.org/10.1016/j.tate.2017.05.009
Hosseinghlipour, A. (1395). Analyzing the role of teachers in educating democratic citizens in Iran based on the teacher training program. Master Thesis, Faculty of Psychology, Kharazmi University. [Percian]
Jamali Tazeh Kand, Mohammad, Talebzadeh Nobarian, Mohsen, Abolghasemi, Mahmoud. (2013). Analysis of the position of citizenship education components in the content of high school social sciences curriculum. Research in Curriculum Planning, 10 (37), 1-19. [Percian]
Jerome, L. (2015). What do citizens need to know ? An analysis of knowledge in citizenship curricula in the UK and Ireland. Compare A Journal of Comparative and International Education, 7925(August), 1–17. https://doi.org/10.1080/03057925.2017.1295808
Kalantar Nistanki, Leia. (2016). Review and analysis of the content of social studies textbooks for primary, secondary and high school in terms of citizenship rights. Master Thesis, Payame Noor Center, West Tehran, Payame Noor University, Tehran Province. [Percian]
Keshavarz Dizjini, S. (2018). The evolution of the concept of citizenship in the social studies curriculum. Master Thesis, Al-Zahra Universit, Tehran.[Percian]
Kankam, B. (2015). Citizenship Education in the Colleges of Education in Ghana : what Tutors of Social Studies Say, 1(1), 13–23.
Kemple, K. M. (2016). Social Studies, Social Competence and Citizenship in Early Childhood Education : Developmental Principles Guide Appropriate Practice. Early Childhood Education Journal. https://doi.org/10.1007/s10643-016-0812-z
Klein, J., & Wikan, G. (2019). Teacher education and international practice programs: Reflections on transformative learning and global citizenship. Teaching and Teacher Education, 79, 93–100. https://doi.org/10.1016/j.tate.2018.12.003
Knowles, R. T., & Castro, A. J. (2019). The implications of ideology on teachers’ beliefs regarding civic education. Teaching and Teacher Education, 77, 226–239. https://doi.org/10.1016/j.tate.2018.10.009
Maleki, H. (2015). Curriculum planning (practice guide). Tehran: Madrese Publications.[Percian]
Mahmood, H. (2014). Civics and Citizenship Education in Malaysia : The Voice of Micro Policy Enactors, 300.
Marsh, Colin. (2016). Key Concepts In Studies Curriculum Curriculum. Ahmadi, Translator) Tehran: Yadvare ketab. [Percian]
Mehr Mohammadi, Mahmoud. (2011). Investigating the compatibility of competing theories of the curriculum for educating a democratic citizen based on a Schwab narrative. Research in Curriculum Planning, 9 (34), 18-31. [Percian]
Mousavi, S. J. (2015). Investigating the level of attention to citizenship rights in sixth-grade elementary humanities textbooks. Master Thesis, Faculty of Educational Sciences and Psychology, Islamic Azad University, Marvdasht Branch.[Percian]
Naghibzade, M. (2015). A look at the philosophy of education. Tehran: Tahoori.[Percian]
Navarro-Medina, E., & De-Alba-Fernandez, N. (2015). Citizenship Education in the European Curricula. Procedia - Social and Behavioral Sciences, 197, 45–49. https://doi.org/10.1016/j.sbspro.2015.07.381
Nejad Hassan, M. (2014). Analysis of the position of citizenship education components in the content of the sixth-grade social studies curriculum in primary school. Master Thesis, Faculty of Educational Sciences, Payame Noor Center, Tehran.[Percian]
Noula, I. (2018). Critical Thinking and Challenges for Education for Democratic Citizenship: an ethnographic study in primary schools in Greece, 865–886.
Önal, G., Öztürk, C., & Kenan, S. (2018). Teachers' Perspectives on Citizenship Education in England. Education & Science/Egitim ve Bilim, 43(196).
Qaltash, Abbas. (2012). Social and Political Foundations of Education: A Comparative Study of Citizenship Education Approaches and Perspectives. Journal of Fundamentals of Education, 2 (1),: 47-64.Reichert, F., & Torney-purta, J. (2019). A cross-national comparison of teachers â€TM beliefs about the aims of civic education in 12 countries : A person-centred analysis. Teaching and Teacher Education, 77, 112–125. https://doi.org/10.1016/j.tate.2018.09.005. [Percian]
Qaltash, Abbas, Salehi, Muslim, Mirzaei, Hassan. (2012). Content analysis of the Iranian social studies curriculum from the perspective of paying attention to the characteristics of a global citizen. Research in Curriculum Planning, 9 (35), 117-131. [Percian]
Rios, D., Flores, C., & Herrera, D. (2018). A Cooperative Experience to Promote Innovation of Citizenship Education in Elementary Schools in Chile. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensionala, 10(4).
Reichert, F., & Torney-purta, J. (2019). A cross-national comparison of teachers â€TM beliefs about the aims of civic education in 12 countries : A person-centred analysis. Teaching and Teacher Education, 77, 112–125. https://doi.org/10.1016/j.tate.2018.09.005
Saadi, Shahnaz (1395). Content analysis of textbooks for social science studies in the first year of high school based on the level of attention to the components of citizenship. Master Thesis, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University.[Percian]
Safaee Movahed, Saeed. (2011). Explain the difference between hidden norms (hidden curriculum) in the Sharejazini, F. (1393). Challenges of elementary school social studies curriculum in socio-citizenship education. Master Thesis, Shahid Madani University of Azerbaijan.[Percian]
Safi, Ahmad (2011). Primary, secondary and high school education. Tehran: Samat.
Severiens, S., & Volman, M. (2019). Teaching diversity in citizenship education : Context-related teacher understandings and practices Is, 78, 183–192. https://doi.org/10.1016/j.tate.2018.11.015
Shojaei, G. (2016). Assessing the citizenship readiness (civic coexistence) of students based on the content of the textbook of social studies (civic section) of the first year of high school in the Tolmat district. Master Thesis, Nasibeh Campus, Tehran.[Percian]
Sharejazini, F. (2014). Challenges of elementary school social studies curriculum in socio-citizenship education. Master Thesis, Shahid Madani University of Azerbaijan.[Percian]
Yarmohammadian, Mohammad Hossein, Foroughi Abri, Ahmad Ali, Jafari, Seyed Ibrahim, Qaltash, Abbas. (2008). Critique of curriculum elements in progressive and conservative approaches to citizenship education. Research in Curriculum Planning, 5 (17), 27-48. [Percian]
_||_