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واکاوی تجارب زیسته معلمان از اجرایی سازی سند تحول بنیادین در مدارس ابتدایی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقاله 6، دوره 4، شماره 2 - شماره پیاپی 7، اسفند 1403، صفحه 91-100 اصل مقاله (580.36 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.18615.1127 | ||
| نویسنده | ||
| اکرم حمیدی نصرآباد* | ||
| گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| زمینه و اهداف: این پژوهش با هدف واکاوی تجارب زیستة معلمان از اجراییسازی سند تحوّل بنیادین در مدارس ابتدایی سطح شهر بیرجند انجام شد. تجربة معلمان به کلیة ادراکات، احساسات، برداشتها و تفاسیر آنها از نحوة اجرایی شدن سند تحوّل بنیادین (131 راهکار اجرایی ) اطلاق میشود. این پژوهش با درک اهمیت تجربة زیستة انسان در ارزیابی وضعیت موجود و شناسایی کمبودها و خلأهایی که منتج به عدم اجرا یا نقص در اجرای سند تحوّل بنیادین به مثابه یک سند قانون اساسی می شود. روش ها: در این پژوهش از روش پدیدارشناسی برای شناخت تجارب زیستة آنها استفاده شد. مشارکتکنندگان در پژوهش برحسب جامعه با استفاده از نمونه گیری هدفمند تعداد 16 نفر از معلمان با سابقة کاری بالای ده سال تا رسیدن به اشباع نظری انتخاب شد. ابزار گردآوری داده ها، مصاحبه های عمیق و نیمه ساختاریافته بود. تحلیل دادهها با استفاده از روش کلایزی و با نرم افزار MaxQDA صورت گرفت. یافته ها: در نهایت نتایج نشان داد که معلمان نسبت به کم و کیف سند تحوّل بنیادین آشنایی محدودی دارند و صرفاً در قالب 6 ساحت کلی آن را تعریف میکنند؛ ولی در اجرای آنها دچار ابهام و اشکال هستند. نتیجه گیری: اجرایی سازی سند تحوّل بنیادین نیازمند انجام اقدامات دانشی، نگرشی و مهارتی لازم جهت افزایش دانش و باور و اقدام عملی در تحقّق اثربخش آن است. | ||
| کلیدواژه‌ها | ||
| سند تحول بنیادین؛ تجارب زیسته؛ معلمان؛ مدارس ابتدایی؛ سند | ||
| عنوان مقاله [English] | ||
| An analysis of teachers' lived experiences of implementing the fundamental transformation document in elementary schools. | ||
| نویسندگان [English] | ||
| Akram Hamidi Nasrabad | ||
| Department of Educational Sciences, Farhangian University,P.0.Box 14665-889, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: This study was conducted with the aim of analyzing the lived experiences of teachers from the implementation of the Fundamental Transformation Document in elementary schools in Birjand city. Teachers' experience refers to all their perceptions, feelings, impressions, and interpretations of how the Fundamental Transformation Document (131 implementation strategies) was implemented. This study was conducted with the understanding of the importance of human lived experience in assessing the current situation and identifying deficiencies and gaps that result in non-implementation or defects in the implementation of the Fundamental Transformation Document as a constitutional document. Methods: In this study, the phenomenological method was used to understand their lived experiences. The participants in the study were selected from the community using purposive sampling, a number of 16 teachers with more than ten years of work experience until theoretical saturation was reached. The data collection tool was in-depth and semi-structured interviews. Data analysis was performed using the Claise method and MaxQDA software. Findings: Finally, the results showed that teachers have limited knowledge of the fundamental transformation document and only define it in terms of 6 general areas, but they are confused and have difficulties in implementing them. Conclusion: Implementing the fundamental transformation document requires taking the necessary knowledge, attitude, and skill measures to increase knowledge and belief and take practical action to effectively implement it. | ||
| کلیدواژه‌ها [English] | ||
| Fundamental Transformation Document, Teachers.Fundamental Transformation Document, Lived Experiences, Teachers | ||
| مراجع | ||
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Akhlaghi, A, Saleh Sadekpour, B, Navid Adham, M. (2019). Future study of the implementation of the goals of the document of fundamental transformation of education in the horizon of 2025. Strategic studies of public policy (strategic studies of globalization), 10(34), 56-80. [In Persian]. Ansari, H, Qaraei Asgoi, M. (2017). Document of the fundamental transformation of the future research product. National conference of new achievements of the world in education, psychology, law and social cultural studies. [In Persian]. Azad, S (2019), the problems of implementing the fundamental transformation document from the words of the principals (obstacles that have appeared on the path of the transformation document), School Management Development, No. 6, 1-4[In Persian]. Azimi, R, Namdari Pejman, M,Hosseini,S. (2023). Analyzing the process of professional development based on the lived experiences of the teachers. Educational and school studies, 13(1), 37-53. [In Persian]. Fundamental Transformation of Education (2013). Ministry of Education and Supreme Council Cultural revolution.[In Persian]. Gol Sanam Lo, M, Naimi, E, Khorsandi Taskoh, A, Shariati, S. (2021). Designing a model of a good teacher based on the document of the fundamental transformation of education. Basij strategic studies, 24(90), 179-222. [In Persian]. Heydari, M, Badiyan, R, Najafi, M (2018), Analysis of the place of self-management in the fundamental document of the transformation of education and training, Research on Islamic Education and Training Issues, Year 27, New Period, Number 42, pp. 161-185[In Persian]. Islamian, H, Jahanbakhshi, M, Rahmani, M (2014), an analytical look at the challenges of implementing the document of fundamental transformation in education, the first international conference on management, economics, accounting and educational sciences. [In Persian]. Jalali, K, Taleb, Z, Hashemi, S (2021), evaluation model based on competence based on the fundamental transformation document in Sama secondary schools, Jundishapour Education Development Journal, Quarterly of the Center for Studies and Development of Medical Sciences Education, year 12, pp. 155[In Persian]. Navid Adham, M (2013), managerial requirements of fundamental transformation in education, culture strategy, volume 5, number 17-18, pp. 295-323[In Persian]. Nazarpour, M (2017), Architecture of learning environments based on the document of fundamental transformation of education, management and planning in educational systems, period 11, series 21, number 2, pp. 209-229[In Persian]. Pahang, N, Mahdiyun, R, Yari Qoli, B (2016), Identifying the factors affecting the quality of schools and examining its current situation: mixed research, school management, volume 5, number 1, pp. 173-193[In Persian]. Samadi, M (2021), explaining the challenges of implementing the document of fundamental transformation of education based on the metacombination method, Public Policy Quarterly, Volume 7, Number 4, pp. 319-330[In Persian]. Samadi, M (2021), Identifying the neglected political capacities of the document of fundamental transformation of education and training in a meta-combination method, scientific quarterly of strategic studies of public policy, volume 12, number 43, pp. 81[In Persian]. Sepidnameh, B, Farastkhah, M, Rahmani, J (2017), Science and Religion Discourse in the Document of Fundamental Transformation of Education, Socio-Cultural Development Studies Quarterly, Volume 6, Number 4, pp. 9-34[In Persian]. Sobhani, M, Shahrakipour, H, Sharifi, A (1400), Examining the results of Taraz school with the approach of fundamental change document, Association of Sociology of Education, Volume 7, Number 2, pp. 289-298[In Persian]. Zakai, M. (2008) Theory and Method in Qualitative Research, Social Sciences Quarterly, No. 7. [In Persian]. | ||
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