رویکردی نو بر آموزش کودکان

رویکردی نو بر آموزش کودکان

نغمه‌های چندگانه در یک کلاس: تجاربی از تدریس در کلاس‌های چندپایه با دانش‌آموزان استثنایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 مدرس مدعو گروه علوم تربیتی دانشگاه فرهنگیان کردستان
2 دانشجو معلم رشته کودکان با نیازهای ویژه، دانشگاه فرهنگیان کردستان، پردیس بنت الهدی صدر سنندج
چکیده
در مدارس روستایی و کلاس‌های چندپایه کودکان با نیازهای ویژه با دانش‌آموزان دیگر دریک مدرسه و کلاس چندپایه، آموزش می‌بینند. به همین دلیل در این پژوهش در صدد بازنمایی تجارب معلمانی هستیم که در سال تحصیلی 1402-1401 در کلاس‌های چندپایه‌ای مشغول تدریس بوده‌اند که دانش‌آموز با نیازهای ویژه را نیز همزمان در این‌کلاس‌ها با دانش‌آموزان دیگر آموزش داده‌اند. پژوهش کیفی و راهبرد آن پدیدارشناسانه است. معلمان به صورت هدفمند انتخاب شدند. برای گردآوری داده‌ها از مصاحبه نیمه ساختاریافته استفاده شده است. گردآوری داده‌ها و فرآِیند مصاحبه تا اشباع نظری ادامه یافت. پس از ضبط مصاحبه‌ها، متن آن‌ها تهیه شده و قبل از تحلیل، متن مصاحبه رویت مصاحبه‌شونده رسیده است و سپس با استفاده از نرم افزار مکس کیودا، کدهای باز، مضامین فرعی و مضامین اصلی استخراج گردید. از مصاحبه‌ها 120کد باز استخراج گردید که پس از دور دوم کدگذاری، این کدها و ضامین فرعی در هشت مضمون اصلی قرار گرفتند. مضامین اصلی پژوهش عبارتند از: راهبردهای تدریس، چالش‌ها، اداری-سازمانی، ویژگی‌های معلمی برای این تدریس، آموزش‌های دانشگاهی و شرایط محیطی. نتایج پژوهش نشان داد با توجه شرایط ویژه این کلاس‌ها و همراه بودن دانش‌آموزان نیاز‌های ویژه با دیگر دانش‌آموزان در کلاسی چندپایه چالش‌های خاصی را برای معلم و دانش‌آموزان به همراه داشته است و لازم است آموزش‌هایی در خصوص دانش‌آموزان با نیازهای ویژه به این معلمان داده شود، امتیازها و مشوق‌هایی نیز باید برای این معلمان در نظر گرفته شود و همچنین امکاناتی خاص متناسب با شرایط دانش‌آموز با نیاز ویژه در اختیار این مدارس چندپایه قرار گیرد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Multiple songs in one classroom: Experiences of teaching in multigrade classes with exceptional students

نویسندگان English

zahed faraji 1
narin golmohammadi 2
Shakila Zarainsadaf 2
1 Visiting lecturer of the Department of Educational Sciences, Farhangian University of Kurdistan
2 Student teacher of children with special needs, Farhangian University of Kurdistan, Bint Al-Hadi Sadr Campus, Sanandaj
چکیده English

In rural schools and multi-grade classes, children with special needs are educated with other students in a school and multi-grade class. For this reason, in this research, we are trying to represent the experiences of teachers who taught in multi-level classes in the academic year of 1402-1401, who taught students with special needs at the same time in these classes with knowledge. Other students have taught. Qualitative research and its strategy is phenomenological. The teachers were selected purposefully. A semi-structured interview was used to collect data. Data collection and interview process continued until theoretical saturation. After recording the interviews, their text was prepared and then using Max Kyuda software, open codes, sub-themes and main themes were extracted. 120 open codes were extracted from the interviews, and after the second round of coding, these codes and sub-guarantees were placed in eight main themes. The main themes of the research are: teaching strategies, challenges, administrative-organizational, teacher characteristics for this teaching, university education and environmental conditions. The results of the research showed that due to the special conditions of these classes and the presence of special needs students with other students in a multi-grade class, it has brought special challenges for the teacher and students, and it is necessary to provide training in special needs students should be given to these teachers, points and incentives should be considered for these teachers and also special facilities should be provided to these multi-level schools according to the conditions of students with special needs.

کلیدواژه‌ها English

Students with special needs
multigrade class
teaching
rural schools
Jafariyan, V., & Mahmoudi, F. (2020). Experiences of student teachers from the new internship program at Tabriz University of Education: A phenomenological study. Journal of Educational Strategies in Medical Sciences, 13(16), 561-570. [Persian]
Aghazadeh, M., & Fazli, R. (2010). A guide to teaching in multi-grade classrooms. Tehran: Ayyizh. [Persian]
Shokoohi, G. H. (2006). Education and its stages. Mashhad: Be Nashr. [Persian]
Cabalo, J. P., & Cabalo, M. M. (2019). Factors affecting pupils’ reading proficiency in multi-grade classes among rural elementary schools. International Journal of Science and Management Studies, 2(2), 108-124.
Khanal, U. (2022). An effectiveness of multi-grade teaching at the basic level of school. SSRN Electronic Journal.
Daga, C.T. (2021). Challenges and Indulgences behind Multigrade Teaching: A Case Study. IOSR Journal of Research & Methods in Education (IOSR-JRME), 11(3), 45-56.
Cozza, B. (2023). An Alternative Review of Multi-age (Multi-grade) Teaching and Learning in Global Communities. In Global Perspectives on Education Research, Vol. II (pp. 217-237). Routledge.
Moradi, H. & Bigdeli, M. (2016). Time management in teaching multi-grade classes. Zanjan: Nashre Azar Kelk. [Persian]
Samadian, S. (2012). Methods of managing and teaching multi-grade classes in the 6-3-3 education system. Tabriz: Bouy-e Javi Molian. [Persian]
Mulryan-Kyne, C. (2007). “The grouping practices of teachers in small twoteacher primary schools in the Republic of Ireland. Journal of research in rural education”, 20(17), 17-20.
Movahedian, M., Roshanghyas, E., Andruja, S. T., & Khalili, S. (2016). Explaining classroom management strategies in multi-grade classes in East Mazandaran. International Conference on Management Elites, pp. 01-21. [Persian]
Mulaudzi, M.S. (2016). Challenges Experienced Teachers of Multi-Grade Classes in Primary Schools at nzjelele East Circuit. Med diss., University of South Africa, Pretoria.
Khalid, M. U., Manzoor, A., & Rashid, A. (2024). The Experiences of Teachers at Multi Grade Classrooms at Special Education Schools. Annals of Human and Social Sciences, 5(1), 326-343.
Jones, G. (2017). “Alternative Educators' Perceptions of Teaching Multigrade Classes and Their Views on Students Social Development” (Doctoral dissertation, California State University, Fullerton).
Brown, B. A. 2010. Multigrade Teaching: A Review of Issues, Trends and Practices. Implications for Teacher Education in South Africa. East London: University of Fort Hare.
Taole, M.J. (2017). Identifying the professional knowledge base for multi-grade teaching. Gender and Behaviour. 15(4), 10419-10434.
Goel . R. (2022). Effectiveness of Multi-Grade Teaching  and Monograde Teaching At Elementary Stage -A Comparative Study. Journal of positive  Scool Psychology . Vol . 6 No. 6.
Nawab. A., & Baig, S. R. (2011). The possibilities and challenges of multigrade teaching in rural Pakistan. International Journal of Business and Social Science, 2(15), 166-172.
Sapahvand, S. (2018). teaching Guides in Multi-Grade Cjassrooms: Space Arrangement, Teacher Assistant, The Importance of Sports and Art Courses, International Conference on Social Sciences, Education, Humanities and Psychology. [Persian].
Kohandel, M. (2021). From education for all to quality education development: A look at the statistics of multi-grade schools in some countries of the world. In Multi-grade classrooms (1st ed., pp. 138-144). Tehran: Organization for Educational Research and Planning. [Persian]
Hashemi Nasab, S. H., Amini, Z., Mohammadi, Z., & Borhani, F. (2018). Comparison of self-efficacy of multi-grade and regular primary school students in District 1 of Sari city in the academic year 97-96. Journal of Psychology and Education, 34. [Persian]
Faraji Z, Nasri S. (2024). Representing the experiences of teachers of sixth grade classes in Sanandaj city. Early Childhood Health And Education. 4(4), 27-47. [Persian]
Hacıfazlıoğlu, Ö., Türktan, Ş., & Özışık, C. (2017). Student Teachers Perspectives on Teaching Profession out of a Multigrade Classroom Site Visitation. Yaşadıkça Eğitim, 31(1), 125-142.
Casserly, A. M., & Padden, A. (2018). Exploring Primary Teachers’ Views of Co-teaching for Pupils with Special Educational Needs (SEN) in Multi-grade Classrooms. REACH: Journal of Inclusive Education in Ireland, 31(2), 129-140.
Casserly, A. M., Tiernan, B., & Maguire, G. (2019). Primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education. European Journal of Special Needs Education, 34(5), 617-631.
Tiernan, B., Casserly, A. M., & Maguire, G. (2017). Meeting the Needs of Children with Special Educational Needs in Multi-Grade Classrooms. Armagh: SCoTENS.
Bacane, K. (2019) . Comparative Stady of Learners fram Multi – grade Class and Learners fram  Mono-Grad Class . A Thesis Presented to The Faculty of the GraduateSchool Foundation University.
Moll Riquelme, I., Bagur Pons, S., & Rosselló Ramon, M. R. (2022). Resilience: Conceptualization and keys to its promotion in educational centers. Children, 9(8), 1183.
Naparan, G.B., & Alinsug, V.G. (2021). Classroom strategies of multigrade teachers. Social Sciences & Humanities Open, 3(1), 100-109.
Erden, H. (2020). Teaching and learning in multi-graded classrooms: Is it sustainable?. International Journal of Curriculum and Instruction, 12, 359-378.
Brown, N. A. 2010. Multigrade Teaching: A Review of Issues, Trends and Practices. Implications for Teacher Education in south Africa. East London: University of For Hare.
Mulkeen, A. (2005). Teachers for rural schools: A challenge for Africa. Rome: FAO
Kivunja, C., & M. Sims. (2015). Perceptions of multigrade teaching: a narrative inquiry into the voices of stakeholders in multigrade contexts in rural zambia.” Higher Education Studies 5 (2):10-20.
Engin, G. (2018). The Opinions of the multigrade classroom teachers on multigrade class teaching practices (multiple case analysis: Netherlands-Turkey example). International Journal of Progressive Education, 14(1), 177-200.
Okamoto, Y. (2020). Opportunities and challenges in multigrade teaching using direct and indirect teaching methods with zurashi and watari approaches in the philippines: Kagay-Anon Ria schools experiences. Available at SSRN 3652738.
Ngubane, T. I. (2011). Teachers teaching multi-grade classes in rural settings, A dissertation submitted in partial fulfillment of the requirements of Master in Education, University of Kwazulu-Natal, Durban.
Takako, S. U. (2009). Multigrade teaching training in Nepal: Diversity of practice and impact of training. Journal of International Cooperation Studies, 16(3), 123-141.
Jordaan, V.A. (2006). Facilitators course on multi-grade teaching. Facilitators guide with resources. Bloemfontein: Free State Department of Education.
Akcor, G., & Savasci, M. (2020). A review of challenges and recommendations for Novice EFL teachers in Turkey. Novitas-ROYAL (Research on Youth and Language), 14(2), 16-37.
Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools–a challenge for South Africa. South African Journal of Education, 39, 1-9.
Farrell, T. S. (2019). My training has failed me: Inconvenient truths about second language teacher education. TESL-EJ, 22(4), 1-16.

  • تاریخ دریافت 16 فروردین 1403
  • تاریخ بازنگری 24 خرداد 1403
  • تاریخ پذیرش 01 تیر 1403
  • تاریخ اولین انتشار 01 تیر 1403
  • تاریخ انتشار 01 شهریور 1403