پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 535 |
| تعداد مقالات | 4,204 |
| تعداد مشاهده مقاله | 6,677,149 |
| تعداد دریافت فایل اصل مقاله | 3,344,895 |
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 | ||
|
Bruner, J. (1994). Four ways to make a meaning. [Cassette Recording]. New Orleans, LA: American Educational Research Association. Bruner, J. (Fall 2004). Life as narrative. Social Research, 71(3), 691-710. Retrieved from ERIC. (ERIC Document Reproduction Service No. 376164). Clandinin, D.J., & Connelly, F.M. (1990). Stories o f experience and narrative inquiry. Educational Researcher 19(5), 2-14. (ERIC Document Reproduction Service No. 414358). Clandinin, D. J., & Connelly, F. M. (2004). Knowledge, narrative and self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 575–600). Dordrecht: Kluwer. Convery, A. (1993). Developing fictional writing as a means o f stimulating teacher reflection: A case study. Educational Action Research 1(1), 135-151, doi: 10.1080/0965079930010108 Cramer, R.L. (2001). Creative power: The nature and nurture o f children’s writing. New York: Longman. Dewey, J. (1997). How we think. Minneola, N. Y.: Dover Publications, Inc. Daiute, C., & Buteau, E. (2002). Writing for their lives: Children’s narrative supports for physical and psychological well-being. In S.J. Lepore & J.M. Smythe (Eds.) The writing cure: How expressive writing promotes health and emotional well-being (pp. 53 - 73). Washington, DC: American Psychological Association. Retrieved from EBSCOHost. Eisner, E. (1985). Learning and teaching the Wavs o f Knowing. Eighty-fourth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press. Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Cambridge: Polity Press (in association with Basil Blackwell). Grossman, M. (Fall 1982). The subject of narrative and the rhetoric o f self. Papers on Language & Literature 18(4), 398-415. Retrieved from EBSCOHost. Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P. (2004). The epistemological dimensions and dynamics of professional dialogue in self-study. In J. John Loughran, Vicki Kubler LaBoskey, Mary Lynn Hamilton, & Tom Russell (Eds.), The International handbook of selfstudy of teaching and teacher education (Volume 2, pp. 1109–1168). Dordrecht: Kluwer .Publishers. Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and the promise of Self-study. In M. L. Hamilton et al. (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 234–246). London: Falmer. Press. Kelchtermans, G. (Fall 2008). Study, stance, and stamina in the research on teachers’ lives: A rejoinder to Robert V. Bullough, Jr. Teacher Education Quarterly, 27-36. Retrieved from EBSCOHost. Loughran, J., & Northfield, J. (1998). A framework for the development of self-study practice. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 7–18). London: Falmer Press. Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (Eds.). (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht: Kluwer. LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices, (Vol. 2, pp. 817–869). Dordrecht: Springer. Lyons, N., & LaBoskey, V. K. (Eds.). (2002). Narrative inquiry in practice: Advancing the knowledge of teaching.New York: Teachers College Press. McAdams, D.P. (2006). The role of narrative in personality psychology today. Narrative Inquiry 16(1), 11-18. Retrieved from http://www.sesp.northwestem.edu/docs/ publications/ 1049432884490a09930cdc3.pdf. Pinar,W.F.(1998).Curriculum Toward New Identities. New York: Routledge. Pinnegar, S., & Russell, T. (1995). Self-study and living educational theory. Theme issue self-study and living educational theory. T eacher Education Quarterly, 22(3), 5–9. Schon, D[1].A. (1991). The reflective practitioner: How professionals think in action. Aldershot, Hants, U.K.: Ashgate. Tooth, R., & Renshaw, P. (2009). Reflections on pedagogy and place: A journey into learning for sustainability through environmental narrative and deep attentive reflection. Australian Journal o f Environmental Education 25, 95-104. Retrieved from EBSCOHost. Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal o f Education 72(1), 67-68. doi: 10.1207/s 15327930pje7201 _4
| ||
|
آمار تعداد مشاهده مقاله: 772 تعداد دریافت فایل اصل مقاله: 486 |
||