پدیدار شناسایی راهبرد های بهبود تجارب معلمان در مواجهه با تغییر برنامه درسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد مطالعات برنامه درسی، دانشگاه علامه طباطبایی، تهران، ایران

2 دانشیار گروه مطالعات برنامه درسی، دانشگاه علامه طباطبایی، تهران، ایران

3 استاد گروه مطالعات برنامه درسی، دانشگاه علامه طباطبایی، تهران، ایران

10.22034/naes.2021.302083.1147

چکیده

پژوهش حاضر با هدف پدیدار شناسایی راهبرد های بهبود تجارب معلمان در مواجهه با تغییر برنامه درسی انجام گرفت. داده های این پژوهش به روش پدیدار شناسی که یک رویکرد کیفی است، به دو صورت مشاهده ای و مصاحبه نیمه ساختارمند جمع آوری گردید. در بخش مصاحبه ی از 20 نفر از معلمان مقطع ابتدایی و متوسطه(دوره اول و دوم) شهرستان نظرآباد در استان البرز که به شیوه نمونه گیری هدفمند انتخاب شده بودند، استفاده شد. پس از جمع آوری و تحلیل داده ها که از طریق کدگذاری باز، محوری و انتخابی انجام گرفت ، نقشه مفهومی از تحلیل داده ها ارائه گردید. نتایج حاصل از تحلیل دادهای این پژوهش در 3 مقوله اصلی که شامل مقوله های فرعی نیز هستند، بیان گردید که عبارتند از: 1) پشتیبانی دانشی - مهارتی تغییر(دوره های دانش افزایی،بسته های یاددهی – یادگیری)، 2) تقویت نقش معلمان در تغییر(شایستگی معلم در نهادینه ساختن تغییر، علاقه و انگیزه معلم، مشارکت معلمان) و 3) بهبود محیط یاددهی - یادگیری متناسب با تغییر(تراکم فراگیران در کلاس، تناسب معماری فضای یادگیری با تغییر).

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Identify strategies to improve teachers' experiences in the face of curriculum change

نویسندگان [English]

  • Bahram Zinati 1
  • Mostafa ghaderi 2
  • Hasan Malaki 3
1 Master of Curriculum, Allameh Tabatabaei University, Tehran, Iran.
2 Associate Professor of Curriculum, Allameh Tabatabaei University, Tehran, Iran.
3 Professor of Curriculum, Allameh Tabatabaei University, Tehran, Iran.
چکیده [English]

The aim of this study was to identify strategies to improve teachers' experiences in the face of curriculum change. The data of this study were collected by phenomenological method, which is a qualitative approach, in the form of observational and semi-structured interviews. In the interview section, 20 primary and secondary school teachers (first and second period) of Nazarabad city in Alborz province, who were selected by purposive sampling, were used. After data collection and analysis, which was done through open, axial and selective coding, a concept map of data analysis was presented. The results of data analysis of this research were expressed in 3 main categories, which also include sub-categories, which are: 1) knowledge-skills change support (knowledge courses, teaching-learning packages), 2) strengthening the role of teachers In change (teacher competence in institutionalizing change, teacher interest and motivation, teacher participation) and 3) Improving the teaching-learning environment commensurate with change (density of learners in the classroom, architectural fit of learning space with change).

کلیدواژه‌ها [English]

  • change
  • Teachers
  • teachers'
  • Experiences
  • Curriculum
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