پدیدارشناسی تجارب زیسته معلمان کلاس های چندپایه، مورد مطالعه: معلمان شهرستان سقز

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیا رجامعه شناسی و هئیت علمی گروه آموزش علوم اجتماع یدانشگاه فرهنگیان، تهران، ایران.

2 دبیرآموزش و پرورش سقز

10.22034/naes.2023.420222.1351

چکیده

پژوهش حاضر با هدف بررسی تجارب زیسته معلمان دوره ابتدایی از چالش های کلاس های چندپایه و تأکید بر راهکارهای پیشنهادی ایشان انجام شد. روش پژوهش کیفی و از نوع پدیدارشناسی به شیوه کلایزی بوده است. جامعه آماری پژوهش شامل آموزگاران زن و مرد باتجربه ی کلاس های چندپایه در سطح شهرستان سقز بود که از بین آنها نمونه آماری شامل 10 نفر از معلمان با بیشترین سنوات تدریس به عنوان معلم چندپایه به روش نمونه گیری هدفمند انتخاب شدند. پس از انجام مصاحبه نیمه ساختاریافته، اطلاعات حاصل از مصاحبه ها از طریق تحلیل محتوا و کدگذاری باز، محوری و انتخابی منجر به جمعبندی نهایی از مهم ترین چالش های آموزشی و تربیتی کلاس های چندپایه و راهکارهای عملی به کارگرفته شده توسط معلمان این کلاس ها شد. یافته های پژوهش نشان داد که مهم ترین چالش آموزشی کلاس های چندپایه کمبود وقت و مدیریت زمان با توجه به تعداد و حجم زیاد عناوین درسی و مهم ترین چالش تربیتی این کلاس ها دوزبانه بودن دانش آموزان می باشد. یافته ها نشان داد در زمینه حل مشکلات آموزشی و تربیتی کلاس های چندپایه، می توان پیشنهاداتی از قبیل لزوم وجود دوره های تربیت معلم ویژه ی کلاس های چندپایه و نیز ضرورت بازنگری در تدوین کتب درسی مرتبط با شرایط کلاس های چندپایه در عین انطباق با اهداف برنامه درسی ملی ارائه نمود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Phenomenology of lived experiences of teachers of multi-grade classes, case study: teachers of Saqez city

نویسندگان [English]

  • rashid Ahmadifar 1
  • arazu faragian 2
1 associate professor of sociology at farhangian university
2 teacher
چکیده [English]

The present study aimed to investigate the lived experiences of elementary school teachers about the challenges of multi-grade classes and to emphasize on their proposed solutions. It was conducted in the framework of qualitative research method and colaizzi's phenomenological approach. The research statistical population consisted of experienced male and female teachers of multi-grade classes in Saqqez, Iran, among whom a statistical sample of 10 teachers with the highest teaching years were selected through purposeful sampling method. The data obtained from the semi-structured interviews was analyzed through content analysis and open, pivotal and selective coding which led to the final summation of the most important educational challenges of multi-grade classes and practical solutions employed by these teachers. The findings showed that the most important educational challenges of multi-grade classes are 1) lack of time and time management due to the large number of textbooks and 2) students’ bilingualism. Based on the findings it is suggested that multi-grade teacher-training courses and revising textbooks according to the conditions of these classes while adapting to the objectives of the national curriculum is of high necessity.

کلیدواژه‌ها [English]

  • Problems of multi grade classes
  • teachers'
  • lived experiences
  • suggested solutions
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