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روایات به عنوان ابزاری برای خود پژوهی دانشجو معلمان در دوره های کارورزی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| دوره 3، شماره 2 - شماره پیاپی 5، اسفند 1402، صفحه 1-10 اصل مقاله (1.15 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2024.15348.1076 | ||
| نویسندگان | ||
| مرتضی بازدار قمچی قیه* 1؛ محمد رحیم بهلولی2 | ||
| 1گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران. | ||
| 2گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: هدف مطالعه حاضر تبیین ضرورت به کارگیری روایات در دوره های کارورزی دانشجو معلمان است. برای این کار، مهم ترین مفاهیم کاربردی یعنی تامل، خودپژوهی، روایت مورد بررسی قرار گرفت. روش: رویکرد حاکم بر این پژوهش کیفی بوده و از روش توصیفی تحلیلی استفاده شده است. در این پژوهش داده ها به شیوه اسنادی گرداوری شده است. یافته ها: بر این اساس، تامل عمیق به عنوان تاملی توصیف می شود که نشان می دهد چگونه دانشجویان تجارب خود را حس می کنند و آیا این حس، از شیوه کار آنها، اطلاعاتی می دهد و اینکه به عنوان یک معلم ، چه ویژگی هایی دارند. از طرفی از آنجا که هدف خودپژوهی بهبود شیوه های معلمی برای معلمان تازه کار و باتجربه در فرایند یادگیری است، لذا خود پژوهی در برنامه های تربیت معلم، به معنای فهم بهتر فرایند آموزش معلمان است و دارای ابعاد شخصی و اجتماعی است. هچنین روایات یکی از مناسب ترین روش برای کسب تجارب زندگی به شمار می رود. در واقع روایات، آینه ای از جنس تجربه هستند که ویژگی ها و توانایی های ما را به خودمان منعکس می کنند. نتیجه گیری: آنچه که مطالعه حاضر بر آن تاکید داشت این بود که روایات برای دانشجو معلمان در برنامه های تربیت معلم به ویژه در دوره های کارورزی به عنوان ابزاری برای تامل عمیق هستند تا فرد از طریق آن بتواند «خود» را مورد کاوش قرار دهد و مهارت های لازم را برای حرفه معلمی در ابعاد مختلف به دست آورد. | ||
| کلیدواژه‌ها | ||
| کارورزی؛ تامّل؛ خودپژوهی؛ روایت؛ معلم | ||
| عنوان مقاله [English] | ||
| Narratives as a tool for student-teachers self-study in internships | ||
| نویسندگان [English] | ||
| Morteza Bazdar Gamchigaya1؛ mohammad rahim bohlooli2 | ||
| 1Department of Educational Sciences, Farhangian University, PO Box 889-14665, Tehran, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: The present study aims to explain the necessity of using narratives and stories in student internship courses. For this purpose, the most essential concepts, namely reflection, self-study, and narration, were defined and examined. Method: This research is based on a qualitative approach, and a descriptive-analytical method was used. In this research, the data was collected in a documentary way. Findings: In essence, profound reflection describes how students feel about their experiences and whether that sense informs their style and what they have as teachers. Since self-study aims to improve teaching practices for pre-service and experienced teachers in the learning process, self-study in teacher education programs is intended to understand better and facilitate the process of teacher education, and it has personal and social dimensions. Also, according to this study, narratives mediate our lives, knowledge, and experiences. Narratives are one of the most appropriate ways to gain life experiences. Narratives and stories are mirrors of experience that reflect our qualities and abilities. Conclusion: What the present study intended to emphasize and to confirm through the theoretical foundations and explanations of the various views was that the narratives and stories of the students in the teacher training programs, especially in internships as a tool for deep reflections so that one can explore the 'self' and acquire the skills needed for the teaching profession in various dimensions. | ||
| کلیدواژه‌ها [English] | ||
| Internship, Reflection, Self-Study, Narrative, Teacher | ||
| مراجع | ||
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