تجارب کمال گرایانه معلمان دوره ابتدایی از آموزش مجازی- مورد مطالعه: شهر شیراز
محورهای موضوعی : تربیتی
مهدی محمدی
1
(
استاد، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شهر شیراز، ایران
)
مجید کوثری
2
(
استادیار، گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه فرهنگیان فارس، شهر شیراز، ایران
)
رضا ناصری جهرمی
3
(
دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شهر شیراز، ایران
)
مجید شعبانی فرد
4
(
دکتری مدیریت آموزشی، دانشگاه شیراز، شهر شیراز، ایران
)
سولماز خادمی
5
(
دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شهر شیراز، ایران
)
صدیقه شادی
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.
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