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پدیدارنگاری تجارب معلمان ابتدایی در فرآیند تغییر آموزشی با نظر به رویکرد مایکل فولن | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 2، دوره 13، شماره 3 - شماره پیاپی 40، آبان 1403، صفحه 25-47 اصل مقاله (742.62 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2024.11704.3473 | ||
نویسندگان | ||
فاطمه سادات بیطرفان1؛ مرضیه دهقانی* 2؛ رضوان حکیم زاده3؛ رضا محمدی چابکی4 | ||
1دانشجوی دکتری برنامه ریزی درسی، گروه روش ها و برنامه های درسی و آموزشی، دانشگاه تهران، تهران، ایران. | ||
2دانشیار گروه روش ها و برنامه های درسی و آموزشی، دانشکدۀ علوم تربیتی و روان شناسی، دانشگاه تهران، تهران، ایران. | ||
3استاد تمام گروه روش ها و برنامه های درسی و آموزشی، دانشکدۀ علوم تربیتی و روان شناسی، دانشگاه تهران، تهران، ایران. | ||
4استادیار گروه رهبری و توسعۀ آموزشی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهیدبهشتی، تهران، ایران. | ||
چکیده | ||
هدف اصلی پژوهش حاضر، تبیین وضع موجود تغییرات آموزشی در عرصۀ خُرد (منطقه آموزشی و مدرسه) براساس تجارب زیستۀ معلمان دورۀ ابتدایی، با نظر به نظریۀ مایکل فولن (2007)، و تعیین فاصلۀ آن با وضعیت مطلوب است. رویکرد پژوهش از نوع کیفی و روش اصلی آن پدیدارنگاری است. جامعۀ مورد مطالعه شامل 10 نفر از معلمان دورۀ ابتدایی است که با روش نمونهگیری هدفمند، از نوع ملاکمحور، تا رسیدن به اشباع نظری، انتخاب شدند. همچنین بهمنظور اعتباربخشی به یافتهها، به انجام 2 مصاحبۀ تکمیلی پرداخته شد و در نهایت، 12 نفر بهعنوان نمونه انتخاب شدند. ابزار پژوهش شامل مصاحبۀ حضوری از نوع نیمهساختاریافته و ساختارنایافته است. از مهمترین دستاوردهای پژوهش حاضر، اثبات اهمیت جمع میان دو نوع عاملیت فردی و اجتماعی در معلم و همچنین نقش سهوجهی وی در جریان تغییرات آموزشی است. بر این اساس، دست یافتن به وضعیت مطلوب در زمینۀ تغییرات آموزشی، نیازمند تلاشی گسترده و البته مبتنی بر واقعیات نظام آموزشی (با تأکید بر تجاربزیستۀ مجریان برنامههای تغییر آموزشی) در جهت رفع محدودیتهای اجرایی ذکر شده خواهد بود و این مهم، در اولین قدم، مستلزم بازتعریف نقش و جایگاه معلمی، بهمثابه عنصر اصلی تغییرات آموزشی در عرصۀ خُرد میباشد. | ||
کلیدواژهها | ||
تغییر آموزشی؛ ادراک تغییر؛ مایکل فولن؛ معلم؛ عاملیت فردی؛ عاملیت اجتماعی | ||
عنوان مقاله [English] | ||
Phenomena of elementary teachers' experiences in the process of educational change according to Michael Fullen's approach | ||
نویسندگان [English] | ||
Fatemeh Sadat Bitarafan1؛ Marzieh dehghani2؛ Rezvan Hakimzadeh3؛ Reza Mohammadi Chaboki4 | ||
1Ph.D. Student of Curriculum Planning, Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
2Associate Professor, Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. | ||
3Full Professor, Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. | ||
4Assistant Professor, Department of Educational Leadership and Development, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran. | ||
چکیده [English] | ||
The main purpose of this study is to explain the current state of educational change in the micro (educational area and school) based on the life experiences of primary school teachers, according to the theory of Michael Fullan (2007) and determine its distance from the desired situation. The research approach is qualitative and its main method is phenomenology. The study population is elementary school teachers who were selected (10 people) as the criterion-based sampling method, criterion-type, until the theoretical saturation. Also, in order to validate the findings, 2 additional interviews were conducted and therefore, 12 people were selected. The research tool includes face-to-face interviews of semi-structured and unstructured type. One of the most important achievements of the present study is to prove the importance of the combination of two types of individual and social agency in the teacher and also his three-dimensional role in educational change. | ||
کلیدواژهها [English] | ||
Educational change, Perception of change, Michael Fullan, Teacher, Individual agency, Social agency | ||
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