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شناسایی شاخصههای معلمان فکور از دیدگاه معلمان و مدیران مدارس شهرستان نی ریز | ||
| نظریه و عمل در تربیت معلمان | ||
| مقاله 18، دوره 10، شماره 17، فروردین 1403، صفحه 305-323 اصل مقاله (1.3 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/itt.2024.3374 | ||
| نویسندگان | ||
| عفت افتخاری* 1؛ سارا اسدپور2؛ مراد یاری دهنوی3؛ حجت افتخاری4 | ||
| 1دانشجوی کارشناسی ارشد فلسفه تعلیم و تربیت دانشگاه شهید باهنر کرمان، کرمان، ایران | ||
| 2استادیار بخش علوم تربیتی دانشگاه شهید باهنر کرمان، کرمان، ایران | ||
| 3دانشیار بخش علوم تربیتی دانشگاه شهید باهنر کرمان، کرمان، ایران | ||
| 4مدرس دانشگاه فرهنگیان، شهیدرجایی شیراز / دکتری تخصصی برنامه ریزی درسی، شیراز، ایران | ||
| چکیده | ||
| پیشینه و اهداف: هدف پژوهش حاضر، شناسایی شاخصههای معلمان فکور از دیدگاه معلمان و مدیران مدارس شهرستان نیریز بود. روشها: پژوهش حاضر در قالب پارادایم کیفی و با روش پدیدارشناسی انجام شد. مشارکت کنندگان بالقوه پژوهش را کلیه مدیران و معلمان مدارس ابتدایی شهرستان نیریز در سال تحصیلی 1402-1401 تشکیل میدادند. روش انتخاب شرکت کنندگان در پژوهش، بهصورت هدفمند (افراد مطلع) بود. افراد نمونه در بخش معلمان باتوجهبه نظر مدیران با سابقه بالای ده سال سابقه مدیریت (10 معلم) و افراد نمونه در بخش مدیران باتوجهبه نظر کارشناس متوسطه و ابتدایی اداره آموزشوپرورش شهرستان نیریز (7مدیر) بود. جمعآوری دادهها از طریق مصاحبه های بینفردی نیمهساختاریافته انجام شد. مصاحبه ها ضبط شده و پس از پیاده سازی مورد بررسی واقع شدند. فرایند جمعآوری دادهها تا رسیدن به اشباع نظری ادامه یافت. به منظور تجزیهوتحلیل دادهها، کدگذاری در سه مرحله کدگذاری باز، محوری و انتخابی انجام شد. اطمینان از دادهها از طریق کنترل توسط اعضا صورت گرفت. یافتهها: پس از تحلیل کل مصاحبهها، تعداد 985 کد اولیه شناسایی شد که پس از پالایش به 575 کدباز، 24 زیرمقوله و 7 کد محوری تبدیل شدند. بیشترین تعداد کدهای باز به شاخصة تدریس اثربخش با 163 کدباز و کمترین تعداد کدباز به مربوط به شاخصة غنیسازی محیط آموزش 25 کدباز اختصاص یافت. بیشترین تعداد کدهای باز به شاخصة تدریس اثربخش با 163 کدباز و کمترین تعداد کدباز به مربوط به شاخصة غنیسازی محیط آموزش 25 کدباز اختصاص یافت. نتیجهگیری: شاخصههای معلمان فکور شامل شاخصة تدریس اثربخش، غنیسازی محیط آموزش، توجه و پرورش تفکر دانشآموزان، ویژگی های شخصی معلم فکور، ارزشیابی سازنده، نحوه رفتار در محیط و مدیریت فرایندهای کلاسی بود. با عنایت به نتایج پیشنهاد میشود آموزشوپرورش و دانشگاه فرهنگیان در جذب و گزینش و تربیت معلمان شاخصه های مذکور را در برنامه های درسی و آموزشی در نظر داشته باشند. | ||
| کلیدواژهها | ||
| پدیدارشناسی؛ "معلم فکور؛ معلمان؛ مدیران؛ مدارس | ||
| موضوعات | ||
| پژوهش های معلمی (درس پژوهی، اقدام پژوهی و ...) | ||
| عنوان مقاله [English] | ||
| Identifying the characteristics of thoughtful teachers from the point of view of teachers and principals of schools in Niriz city | ||
| نویسندگان [English] | ||
| Effat Eftekhari1؛ Sara Asadpour2؛ Morad Yari Dahnavi3؛ Hojjat Eftekhari4 | ||
| 1Master's student in History and Philosophy of Education, Shahid Bahonar University, Kerman | ||
| 2Assistant Professor of Educational Sciences Department of Shahid Bahonar University of Kerman | ||
| 3Associate Professor of Educational Sciences Department of Shahid Bahonar University of Kerman | ||
| 4Lecturer at Farhangian University, Shahid Rajaee, Shiraz / PhD in Curriculum Planning, Shiraz, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The purpose of the present study was to identify the characteristics of Fakkur teachers from the point of view of teachers and principals of schools in Niriz city.Methods: The present research was conducted in the form of qualitative paradigm and phenomenological method. The potential participants of the research were all principals and teachers of primary schools in Niriz city in the academic year of 2021-2022. Research method: The present research was conducted in the form of qualitative paradigm and phenomenological method. The potential participants of the research were all principals and teachers of primary schools in Niriz city in the academic year of 2021-2022. The interviews were recorded and analyzed after implementation. The data collection process continued until theoretical saturation was reached. In order to analyze the data, coding was done in three stages of open, central and selective coding. The assurance of the data was done through control by the members.Findings: After analyzing all the interviews, 985 primary codes were identified, which after refining became 575 open codes, 24 subcategories and 7 central codes. The highest number of open codes was assigned to the indicator of effective teaching with 163 open codes and the lowest number of open codes was assigned to the indicator of enriching the educational environment with 25 open codes. The highest number of open codes was assigned to the indicator of effective teaching with 163 open codes and the lowest number of open codes was assigned to the indicator of enriching the educational environment with 25 open codes.Conclusion: The characteristics of thinking teachers included the characteristics of effective teaching, enrichment of the educational environment, attention and development of students' thinking, personal characteristics of thinking teachers, constructive evaluation, behavior in the environment and management of classroom processes. | ||
| کلیدواژهها [English] | ||
| "Phenomenology", "Teacher Thought", "Teachers", "Administrators", "Schools", "Ni Raz" | ||
| مراجع | ||
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