ارایه مدل مدرسه کارآمد برای دوره ابتدایی آموزش و پرورش دولتی ایران
محورهای موضوعی : پژوهش در برنامه ریزی درسیمرضیه آقاخانی 1 , بدری شاه طالبی 2 , محمدعلی نادی 3
1 - دانشجوی دکتری رشته مدیریت آموزشی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی،اصفهان، ایران.
2 - دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران
3 - استاد گروه مدیریت آموزشی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی،اصفهان، ایران.
کلید واژه: مدرسه کارآمد, آموزش و پرورش ایران, داده بنیاد.,
چکیده مقاله :
این تحقیق با هدف ارایه مدل مدرسه کارآمد برای آموزش و پرورش در قالب سنت پژوهش کیفی بارویکرد داده بنیاد انجام شد. ابزار مورد استفاده در پژوهش حاضر مصاحبه عمیق نیمه ساختار یافته و مشارکت کنندگان تحقیق مشتمل بر خبرگان فعال در حوزه آموزش و پرورش (اعم از اساتید دانشگاه، دبیران، مدیران مدارس، سرگروهان آموزشی و کارشناسان) و روش نمونه گیری به شیوه غیراحتمالی، از نوع نظری بود. پس از انجام مصاحبه اکتشافی با خبرگان، دادههای جمع آوری شده به کمک روش داده بنیاد مبتنی بر مدل اسـتراوس و کـوربین در سه مرحلۀ کدگذاري باز، محوري و انتخابی مورد تحیلی قرار گرفت. یافتههای تحقیق نشان داد الگوی مفهومی شکل گیری مدرسه کارآمد از حیث شرایط علی شامل ابعاد تغییر سپهر آموزش کنونی، مدرسه به مثابه اجتماع، توسعه گفتمان‌های آموزشی و توسعه عدم تجانسهاست. از حیث شرایط زمینهای شامل ابعاد مساله مندی مدرسه و رشد گرایش تحول گرایانه، از حیث شرایط مداخله گر شامل ابعاد بازاندیشی انتقادی در آموزش و پرورش و بنیادگرایی آموزش، از حیث راهبردها مشتمل بر 4 راهبرد تسهیل گیری جریان آموزش، نهادینه سازی سیستم باز، معناآفرینی آموزشی و بازآرایی محیطی و نهایتا از حیث پیامدها دارای 3 پیامد فردی، اجتماعی و سازمانی است.
This research was carried out with the aim of presenting an efficient school model for education in the form of qualitative research tradition of the foundation's data utilization. The tool used in this research is a semi-structured in-depth interview and research participants include experts active in the field of education (including university professors, teachers, school principals, educational leaders and experts) and a non-probability sampling method. It was an opinion. After conducting an exploratory interview with the experts, the collected data were analyzed using the foundation data method based on the Strauss and Corbin model in three stages of open, central and selective coding. The findings of the research showed that the conceptual model of the formation of an efficient school in terms of causal conditions includes the dimensions of changing the sphere of current education, the school as a community, the development of educational discourses, and the development of heterogeneity. In terms of background conditions, including dimensions of the school's problematic nature and the growth of transformational tendencies, in terms of intervening conditions, including dimensions of critical rethinking in education and fundamentalism of education, in terms of strategies, including 4 strategies for facilitating the flow of education, institutionalizing an open system, Educational meaning creation and environmental rearrangement and finally, in terms of consequences, it has 3 personal, social and organizational consequences.
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