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شناسایی و تبیین چارچوب قدرت‌پذیری معلمان در برنامه‌های درسی در راستای توسعه مفهوم "خودِ معلمی" در محیط آموزشگاهی | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 15، دوره 13، شماره 3 - شماره پیاپی 40، آبان 1403، صفحه 273-295 اصل مقاله (733.51 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2024.13817.3990 | ||
| نویسندگان | ||
| رضا معصومی نژاد* 1؛ قهرمان مددلو1؛ مهسا محمودی2؛ اسما صادقلو2؛ سارا کاشانیان2 | ||
| 1دکتری مطالعات برنامه درسی، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران | ||
| 2کارشناسی آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| یشینه و اهداف: معلمان نقش مهمی در تحقق اهداف برنامه‌های درسی دارند و فلسفه آموزشی آنها چارچوب تغییرات پایدار را در نظام آموزشی ترسیم می‌کند و ماهیت تصمیم‌گیری‌های مختلف را تحت تاثیر قرار می‌دهد. پژوهش حاضر با هدف شناسایی و تبیین چارچوب قدرت‌پذیری معلمان در برنامه‌های درسی در راستای توسعه مفهوم خودِ معلمی در محیط آموزشگاهی انجام شد. روش‌ها: رویکرد پژوهش کیفی و از نوع روش تحلیل محتوای استقرایی با تاکید بر خود فهمی پژوهشگر بود. مشارکت‌کنندگان معلمان شهرستان چایپاره در سال تحصیلی 1402-1401 بودند که 18 نفر از آنان به صورت نمونه‌گیری هدفمند از نوع مطلوب مورد مطالعه قرار گرفتند. در این راستا مصاحبه‌های نیمه ساختارمندی از آنها صورت گرفت و نمونه‌گیری تا اشباع داده‌ها ادامه یافت. برای اعتبارسنجی یافته‌ها از روش خود بازبینی محقق و توصیف غنی داده‌ها و برای تعیین پایایی داده‌ها از روش بررسی همزمان استفاده شد. یافته‌ها: یافته‌ها نشان داد که 6 مولفه فردیت‌گرایی، اجماع‌سازی، عمل‌گرایی، علم‌گرایی، بوم‌شناسی و خود انگاره برنامه‌درسی مضامین اصلی هستند که با 18 مضمون فرعی و 126 مضمون اولیه در جهت گسترش نفوذ معلمان در برنامه‌های درسی از طریق مفهوم خودِ معلمی تلاش کرده و شرایط را برای انطباق بیش‌تر با رویکردهای مختلف برنامه‌درسی فراهم می‌نمایند. نتیجه‌گیری: نتایج بیانگر این است که مدارس با فراهم کردن فرصت‌های آموزشی و مبنا قرار دادن قابلیت‌های معلمی، زمینه را برای گسترش نفوذ و تاثیر معلمان در برنامه‌های درسی هموار نماید و آنها را در راستای شکل‌گیری رویکردهای تصمیم‌گیری معلم محور به ایجاد هویت معلمی ترغیب کند. | ||
| کلیدواژه‌ها | ||
| برنامه درسی؛ خود معلمی؛ قدرت‌پذیری؛ محیط آموزشی؛ معلمان | ||
| عنوان مقاله [English] | ||
| Identifying and explaining the framework of teachers' empowerment in curricula in order to develop the concept of "teacher self" in the school environment | ||
| نویسندگان [English] | ||
| reza masouminejad1؛ gahraman madadlou1؛ mahsa mahmoudi2؛ asma sadeglou2؛ sara kashanian2 | ||
| 1PhD in Curriculum Studies, Department of Educational Sciences, Farhangian University, Tehran, Iran | ||
| 2Bachelor of Elementary Education, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| The aim of the current research was to identify and explaining the framework of teachers' empowerment in the curricula in order to develop the concept of teacher self in the school environment. The research approach was qualitative and inductive content analysis with emphasis on the researcher's self-understanding. The participants were 18 of them were studied by purposeful sampling of the desired type. In this regard, semi-structured interviews were conducted with them and sampling continued until data saturation. To validate the findings, the method of rich description of data and self-review of the researcher was used, and to determine the reliability of the data, the method of simultaneous review was used. The findings showed that 6 components of individualism, consensus-building, pragmatism, scientism, ecology and Curriculum self-image are the main themes, with 18 sub-themes and 175 primary themes in order to expand the teachers' influence in the curricula through the concept of teacher self. The results showed that schools, by providing educational opportunities and establishing teacher capabilities as a basis, pave the way for expanding the penetration and influence of teachers in curricula and encourage them by creating a teacher's identity in line with the formation of teacher-centered decision-making approaches. | ||
| کلیدواژه‌ها [English] | ||
| curriculum, teacher self, empowerment, educational environment, teachers | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 242 تعداد دریافت فایل اصل مقاله: 152 |
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