بازنمایی تجارب زیستة معلمان از چالش¬های تدریس در کلاس¬های چندپایة دوزبانه
محورهای موضوعی : پژوهش در برنامه ریزی درسی
یحیی معروفی
1
,
پاکزاد امیری
2
1 - گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی،دانشگاه کردستان، سنندج. کردستان. ایران
2 - آموزگار آموزش و پرورش کرمانشاه
کلید واژه: تجارب زیسته, چالش‌های تدریس, معلمان دورة ابتدایی, کلاس‌های ¬چندپايه, کلاس‌های دو زبانه,
چکیده مقاله :
هدف اصلی این پژوهش بازنمایی تجارب زیستة معلمان از چالش‌های تدریس در کلاس¬های چندپایة دوزبانه¬بود. از رویکرد کیفی و راهبرد پدیدارشناسی توصیفی استفاده¬شد. مشارکت¬کنندگان در پژوهش معلمان دورة ابتدایی منطقة دینور در استان کرمانشاه بود که با روش نمونه¬گیری هدفمند انوع ملاک¬محور انتخاب شدند. شرط¬ورود به مطالعه تدریس در کلاس چندپاية دوزبانه بود. براساس قاعده اشباع داده¬ها، 14 معلم انتخاب¬شد. داده¬های پژوهش با استفاده از مصاحبة نیمه¬ساختمند گردآوری و با استفاده از روش شش مرحله‌ای تحلیل¬مضمون کُلایزی تحلیل¬شد. یافته¬های پژوهش در قالب دو مضمون‌کلی، نه مقوله و42 کد طبقه¬بندی‌شد. برای اعتباربخشی داده‌های پژوهش از روش بازبینی اعضا استفاده‌شد. یافته¬های پژوهش نشان¬داد این معلمان علاوه بر تمام چالش¬های کلاس‌های چندپایه با چالش دوزبانگی دانش¬آموزان نیز مواجه¬هستند و این‌مسأله کار تدریس را به مراتب دشوارتر ساخته-است. عمده¬ترین چالش¬های این معلمان در زمینة کلاس¬های چندپایه شامل چالش‌های مرتبط با دانش¬آموزان، معلمان، برنامه‌درسی، سازمانی و اداری و خانواده بود. چالش¬های مرتبط با دو زبانگی شامل چالش‌های چون عدم¬درک و فهم مفاهیم درسی، تکیه بیش از حدّ برحافظه به¬جای فهم، کج فهمی و تعبیر و تفسیر نادرست از مفاهیم، ناتوانی دانش‌آموزان در بیان ایده¬ها و افکار و تعارضات هویتی دانش¬آموزبود. متناسب با این چالش¬های راهکارهایی جهت تصمیم¬گیری در سیاست¬گذاری ارائه شد.
The main objective of this research was to explore teachers' firsthand experiences regarding the challenges of instructing in bilingual multi-grade classrooms. Employing a qualitative approach and descriptive phenomenological strategy, the study involved primary school teachers from Dinour district, Kermanshah province, selected through purposeful sampling based on specific criteria. Fourteen teachers meeting the requirement of teaching in bilingual multi-grade classes were chosen through data saturation. Research data was collected via semi-structured interviews and analyzed using the six-step Colaizzi method, resulting in the classification of findings into two general themes, nine categories, and 42 codes. The study highlighted those teachers not only encountered challenges typical of multi-grade classrooms but also grappled with the complexities of students' bilingualism, intensifying the difficulty of their teaching role. Primary challenges faced by teachers in multi-grade classrooms encompassed aspects related to students, teachers, curriculum, organizational and administrative factors, along with familial challenges. Bilingualism-related hurdles included difficulties in comprehending academic concepts, excessive reliance on rote memorization, misinterpretation and misrepresentation of ideas, limited articulation of students' thoughts, and identity conflicts. Consequently, the research proposed potential solutions for policymakers to make informed decisions and offer support to teachers, ultimately enhancing the overall educational experience.
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