تجارب کمال گرایانه معلمان دوره ابتدایی از آموزش مجازی- مورد مطالعه: شهر شیراز
محورهای موضوعی : تربیتیمهدی محمدی 1 , مجید کوثری 2 , رضا ناصری جهرمی 3 , مجید شعبانی فرد 4 , سولماز خادمی 5 , صدیقه شادی 6
1 - استاد، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شهر شیراز، ایران
2 - استادیار، گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه فرهنگیان فارس، شهر شیراز، ایران
3 - دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شهر شیراز، ایران
4 - دکتری مدیریت آموزشی، دانشگاه شیراز، شهر شیراز، ایران
5 - دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شهر شیراز، ایران
6 - کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه شیراز، شهر شیراز، ایران
کلید واژه: تجارب, کمال‌گرایی, معلم, دوره ابتدایی, آموزش مجازی.,
چکیده مقاله :
به دنبال شیوع ویروس کرونا و تعطیلی مراکز آموزشی، دست‌اندرکاران تعلیم و تربیت ناگزیر از ارائه آموزش در بستر سامانه‌های آموزش مجازی گردیدند. هدف پژوهش، بررسی تجارب کمال گرایانه معلمان دوره ابتدایی شهر شیراز از آموزش مجازی بود. بدین منظور از روش کیفی پدیدار شناسی استفاده شده است. مشارکت‌کنندگان در این پژوهش تمامی معلمان دوره ابتدایی شهر شیراز در سال تحصیلی 1401 بودند. انتخاب مصاحبه‌شوندگان با رویکرد هدفمند و روش ملاکی انجام شد. بر اساس اشباع نظری نهایتاً ده نفر انتخاب شدند. داده‌ها با استفاده از مصاحبه نیمه‌‌ساختمند گردآوری شدند تحلیل مصاحبه‌ها، با استفاده از الگوی کلایزی و روش تحلیل مضمون انجام شد. پس از استخراج و دسته‌بندی موضوعی تجارب کمال‌گرایانه معلمان در نه مضمون پایه و سه مضمون اصلی شامل طراحی دروس تعاملی، همکاری و گروه‌بندی و تنوع و جذابیت در محتوا طبقه بندی شد. اعتبار داده‌ها با استفاده از تکنیک‌های تأییدپذیری از طریق خودبازبینی پژوهش‌گران و اعتمادپذیری با هدایت دقیق جریان جمع‌آوری اطلاعات و هم‌سوسازی پژوهش‌گران تعیین شد. معلمان دوره ابتدایی با استفاده از تجارب کمال‌گرایانه خود در آموزش مجازی تلاش می‌کنند با طراحی دروس مشتمل بر محتواهای متنوع و جذاب و گروه‌بندی دانشآموزان در فرایند آموزش مجازی، همکاری آنان را جلب و به یادگیری ترغیب نمایند.
Due to the spread of the virus and the closure of educational centers, the followers of education were forced to provide education in the context of virtual education systems. The aim of the research was to investigate the perfectionist experiences of Shiraz primary school teachers of virtual education. For this purpose, the qualitative method of phenomenology has been used. The participants in this research were all primary school teachers in Shiraz city in the academic year of 1401. The selection of the interviewees was done with a targeted approach and criteria method. Ten people were finally selected based on theoretical saturation. The data was collected using semi-structured interviews, the interviews were analyzed using the Colaizzi model and thematic analysis method. After extraction and thematic categorization, the teachers' perfectionist experiences were classified into nine basic themes and three main themes, including interactive lesson design, cooperation and grouping, and variety and attractiveness in the content. Data validity was determined by using verifiability techniques through researchers' self-review and reliability by carefully directing the flow of information collection and alignment of researchers. By using their perfectionist experiences in virtual education, primary school teachers try to attract their cooperation and encourage them to learn by designing lessons containing diverse and attractive contents and grouping students in the process of virtual education.
Alamo, S. S. B., Rojas, E. R. A., Salazar, M. C., Valencia, F. E. C., & Condori, F. S. (2022). Cooperative and meaningful learning in the context of virtual education. Horizontes Revista de Investigación en Ciencias de la Educación, 6(26), 2117-2130.
Alipour Ahar, Prichher, Baghizadeh, Hashemi Alia, & Shaisteh. (2022). The effect of interactive simulation on math lesson learning and creativity of fourth grade students in Alborz province. Information and Communication Technology Quarterly in Educational Sciences, 13(2), 41-63.
Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education, 48(3), 233-236.
Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community, 5(3/4), 381-390.
Batuyong, C. T., Antonio, V. V. (2018). Exploring the effect of PhET interactive simulation-based activities on students’ performance and learning experiences in electromagnetism. Asia Pacific Journal of Multidisciplinary Research, 6(2), 121-131.
Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it.
Dadashi, S., Sabzeh, B., & Bazgir, T. (2022). Analysis of teachers' experiences in implementing art curriculum in the context of virtual education of the first elementary school. Theory & Practice in Curriculum, 10(20), 85-124.
Fakhari, H. (2019). The Relationship between Novice and Experienced EFL Teachers’ Perfectionism and Creativity. Journal of Applied Linguistics and Language Research, 6(3), 155-170.
Haraldsen, H. M., Halvari, H., Solstad, B. E., Abrahamsen, F. E., & Nordin-Bates, S. M. (2019). The role of perfectionism and controlling conditions in Norwegian elite junior performers’ motivational processes. Frontiers in psychology, 10, 1366.
Hill, R. W., Huelsman, T. J., Furr, R. M., Kibler, J., Vicente, B. B., & Kennedy, C. (2004). A new measure of perfectionism: The Perfectionism Inventory. Journal of personality assessment, 82(1), 80-91.
Jhon, W., Zubaidah, E., & Mustadi, A. (2021). Challenges in the implementation of character education in elementary school: experience from Indonesia. Ilkogretim Online, 20(1).
Lincoln, Y. S., Guba, E. G., & Pilotta, J. J. (1985). Naturalistic inquiry: Beverly Hills, CA: Sage Publications, 1985, 416 pp., $25.00 (Cloth).
Madigan, D. J. (2019). A meta-analysis of perfectionism and academic achievement. Educational Psychology Review, 31, 967-989.
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher education for the future, 8(1), 133-141.
Pourhaider, Mina, Salehi, & Pejman. (2020). The challenges of e-learning in the Corona period. New research in humanities, 64(4), 11-30.
Putra, Z. H., Witri, G., & Sari, I. K. (2020, October). Prospective elementary teachers’ perspectives on online mathematics learning during coronavirus outbreak. In Journal of Physics: Conference Series (Vol. 1655, No. 1, p. 012057). IOP Publishing.
Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 pandemic on higher education and research. Indian Journal of Human Development, 14(2), 340-343.
Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period. Journal of Ethnic and Cultural Studies, 7(2), 90-109.
Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020 (Vol. 14, No. 04). Paris: Oecd.
S Shirazizadeh, M., & Karimpour, M. (2019). An investigation of the relationships among EFL teachers’ perfectionism, reflection and burnout. Cogent Education, 6(1), 1667708.
Samfira, E. M., & Maricuţoiu, L. P. (2021). Not all perfectionists are as they are assessed: An investigation of the psychometric properties of the perfectionism inventory in the teaching profession. Frontiers in Psychology, 12, 624938.
Samfira, E. M., & Paloş, R. (2021). Teachers’ personality, perfectionism, and self-efficacy as predictors for coping strategies based on personal resources. Frontiers in Psychology, 12, 751930.
Silalahi, T. F., & Hutauruk, A. F. (2020). The application of cooperative learning model during online learning in the pandemic period. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 3(3), 1683-1691.
Smith, M. M., Sherry, S. B., Vidovic, V., Saklofske, D. H., Stoeber, J., & Benoit, A. (2019). Perfectionism and the five-factor model of personality: A meta-analytic review. Personality and Social Psychology Review, 23(4), 367-390.
Su, C. Y., & Chiu, C. H. (2021). Perceived enjoyment and attractiveness influence Taiwanese elementary school students’ intention to use interactive video learning. International Journal of Human–Computer Interaction, 37(6), 574-583.
Sukma, E., Ramadhan, S., & Indriyani, V. (2020, March). Integration of environmental education in elementary schools. In Journal of Physics: Conference Series (Vol. 1481, No. 1, p. 012136). IOP Publishing.
Tarkar, P. (2020). Impact of COVID-19 pandemic on education system. International Journal of Advanced Science and Technology, 29(9), 3812-3814.
Zhu, X., & Liu, J. (2020). Education in and after Covid-19: Immediate responses and long-term visions. Postdigital Science and Education, 2, 695-699.
Kuchakovska, G. A., Bodnenko, D. M., Proshkin, V. V., & Lytvyn, O. S. (2020). Using a virtual digital board to organize student's cooperative learning. In Augmented Reality in Education. Proceedings of the 3rd International Workshop (AREdu 2020) (No. 1, pp. 357-368). Kryvyi Rih National University.