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کلاسهای چندفرهنگی در دوره ابتدایی: تجارب زیسته معلمان از چالشها تا راهکارها | ||
| مطالعات بین رشته ای در آموزش | ||
| دوره 5، شماره 2 - شماره پیاپی 15، تیر 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/ise.2026.21218.1473 | ||
| نویسندگان | ||
| وحید پوراصفهانی* 1؛ مرضیه دهقانی2؛ محمد جوادی پور2 | ||
| 1دانشجوی دکتری رشته مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران. | ||
| 2دانشیار گروه روشها و برنامههای درسی و آموزشی دانشکده رواشناسی و علوم تربیتی، دانشگاه تهران | ||
| چکیده | ||
| پیشینه و اهداف: چندفرهنگی در کلاسهای درس دوره ابتدایی، فرصتی برای یادگیری متقابل و در عین حال زمینهساز چالشهای آموزشی و تربیتی است که نیازمند مشارکت فعال و مؤثر معلمان است. هدف این پژوهش، تجارب زیسته معلمان از چالشهای موجود در کلاسهای چندفرهنگی دوره ابتدایی و ارائه راهکارهایی برای مقابله با آنها بود. روشها: این پژوهش با رویکرد کیفی و روش پدیدارشناسی توصیفی انجام شد. دادهها از طریق مصاحبههای نیمهساختاریافته با معلمان جمعآوری شد. مشارکتکنندگان این پژوهش شامل معلمان شاغل در کلاسهای چندفرهنگی ناحیه یک استان قم در سال تحصیلی 1402-1403 بودند. معیار ورود مشارکتکنندگان، تجربهی مستقیم تدریس در کلاسهای چندفرهنگی بود، و با تعداد ۳۵ نفر از شرکتکنندگان تا زمان اشباع نظری دادهها ادامه یافت. دادههای مصاحبه با استفاده از روش تحلیل محتوای توصیفی کلایزی (۱۹۷۸) تحلیل شد و اعتمادپذیری یافتهها بر اساس معیارهای گوبا و لینکلن (۱۹۸۵) بررسی شد. یافتهها: سؤال اول پژوهش که به چالشهای آموزشی و تربیتی کلاسهای چندفرهنگی اختصاص داشت، چهار مضمون اصلی و چهارده زیرمضمون را نشان داد: تنشهای فرهنگی پنهان میان دانشآموزان، محدودیتهای حرفهای و سازمانی معلمان، حاشیهنشینی والدین در فرایند تربیت چندفرهنگی و خلأهای راهبردی در سیاستهای آموزشی کلان. سؤال دوم پژوهش که به بررسی راهکارهای آموزشی و تربیتی اختصاص داشت، پنج مضمون اصلی و ده زیرمضمون را شناسایی کرد که شامل؛ راهکارهای فرهنگی، اجتماعی، تربیتی، حرفهای و روانشناختی میشود. نتیجهگیری: همپوشانی میان چالشها و راهکارها، ضرورت اتخاذ رویکردی تلفیقی و چندسطحی برای بهبود کیفیت آموزش و یادگیری در کلاسهای چندفرهنگی دوره ابتدایی را برجسته میکند. این رویکرد میتواند هم توانمندی حرفهای معلمان را افزایش دهد و هم محیطهای آموزشی را در زمینههای فرهنگی متنوع، فراگیرتر سازد. | ||
| کلیدواژهها | ||
| کلاسهای چندفرهنگی؛ دوره ابتدایی؛ تجارب زیسته؛ معلمان؛ چالشها؛ راهکارها | ||
| عنوان مقاله [English] | ||
| Multicultural classrooms in Primary school: Teachers' lived experiences from challenges to solutions | ||
| نویسندگان [English] | ||
| Vahid Pouresfahani1؛ Marzieh Dehghani2؛ , Mohammad Javadipour2 | ||
| 1PhD student in Curriculum Studies. Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran | ||
| 2Associate Professor, Department of Curriculum and Instructional Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran | ||
| چکیده [English] | ||
| Introduction: Contemporary societies are increasingly characterized by cultural, linguistic, and social diversity, making multicultural education an essential element of equitable and inclusive schooling (Banks, 2020). Multicultural classrooms create opportunities for intercultural interaction, mutual understanding, and the development of students’ social competencies (Rahmat et al., 2023). In Iran, ethnic diversity and the presence of immigrant students have expanded the prevalence of multicultural learning environments, generating both educational opportunities and challenges (Arkani et al., 2024). Previous research has identified several challenges in multicultural classrooms, including students’ limited understanding of cultural differences, insufficient teacher preparation, inadequate educational resources, and the absence of structured multicultural curricula (Nes et al., 2023; Hoswani et al., 2023). At the same time, effective multicultural education depends on the active role of teachers and other educational stakeholders (Banks, 2019). Although prior studies have demonstrated the positive effects of multicultural education on equity, social interaction, and student development, teachers’ lived experiences of these challenges and potential solutions remain underexplored. Therefore, drawing on Banks’ (2020) framework, this phenomenological study investigates Iranian elementary school teachers’ perceptions of the challenges and educational strategies associated with multicultural classrooms. Methods and Data: This study employed a qualitative approach based on descriptive phenomenology to explore elementary school teachers’ lived experiences of multicultural classrooms. The research field was identified through consultation with elementary education experts in Qom Province, where District One was recognized as having the highest concentration of multicultural schools. The district includes students from diverse ethnic and cultural backgrounds, including Kurdish, Turkish, Lor, baloch, Arab, Afghan, Pakistani, Indian, and Iraqi communities. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. The final sample consisted of 35 elementary school teachers with at least three years of experience teaching in multicultural classrooms. Data were collected through face-to-face semi-structured interviews conducted in schools, each lasting between 40 and 60 minutes. The interview protocol was organized around two major themes and three guiding questions, while allowing flexibility for follow-up questions to gain deeper insights into participants’ experiences. All interviews were audio-recorded, transcribed, and analyzed manually using Colaizzi’s (1978) seven-step descriptive phenomenological method. Significant statements were extracted, coded, and organized into themes and subthemes related to educational challenges and pedagogical strategies in multicultural classrooms. Trustworthiness was ensured according to Lincoln and Guba’s (1985) criteria, including credibility, dependability, confirmability, and transferability. Member checking, prolonged engagement, expert review, detailed documentation, and voluntary informed participation were employed to enhance the rigor and ethical integrity of the study. Findings: The findings revealed that teachers perceived multicultural classrooms as environments characterized by both significant challenges and valuable opportunities for educational development. Analysis of the interview data identified four major themes and fourteen subthemes related to the challenges of multicultural classrooms. The first theme, hidden cultural tensions among students, included the reproduction of stereotypes, ridicule of cultural identities, feelings of exclusion among minority students, informal discrimination, verbal conflicts, and occasional physical aggression. The second theme, teachers’ professional and organizational constraints, reflected difficulties in fulfilling teaching roles, unconscious biases, insufficient institutional support, and structural barriers to implementing multicultural education. The third theme, parental marginalization in multicultural education, highlighted the effects of economic limitations, reduced parental involvement, and conflicts between family practices and educational approaches. The fourth theme, strategic gaps in educational policies, emphasized the lack of standardized curricula, instructional resources, professional development programs, and coherent policies for multicultural education. Regarding the second research question, five major themes and ten subthemes were identified as practical strategies for addressing these challenges. Teachers reported employing cultural strategies, such as multicultural food exhibitions and indigenous games, to promote cultural awareness and belonging. Social strategies included group discussions and collaborative performances that encouraged empathy and intercultural dialogue. Educational strategies emphasized the teacher’s role as an impartial guide and ethical role model. Professional strategies involved integrated instruction and effective classroom management to connect cultural diversity with learning processes. Finally, psychological strategies, including purposeful tolerance, encouragement, and positive reinforcement, were used to reduce tensions and strengthen students’ motivation. Discussion and Conclusion: The findings revealed that cultural diversity in multicultural classrooms represents a complex experience affecting teachers’ psychological, professional, and social roles. Teachers reported challenges related to managing diverse student interactions, limited resources, and organizational constraints, which influenced both instructional quality and their professional practices. To address these challenges, teachers employed a range of cultural, social, pedagogical, professional, and psychological strategies, including food exhibitions, indigenous games, group discussions, collaborative activities, integrated instruction, classroom management, purposeful tolerance, and positive reinforcement. These strategies were perceived as effective in fostering empathy, participation, intercultural interaction, and multicultural learning. The findings support Banks’ (2019, 2020) multicultural education framework, emphasizing the importance of teachers’ professional and intercultural competencies in creating inclusive learning environments. Despite providing in-depth insights into teachers’ lived experiences, the study was limited to elementary school teachers in District One of Qom Province and did not include the perspectives of students, parents, or school administrators. Therefore, policymakers are encouraged to develop standardized multicultural curricula and professional development programs, while future research should examine multicultural education from the perspectives of multiple stakeholders and across diverse educational contexts. | ||
| کلیدواژهها [English] | ||
| Multicultural Classrooms, primary education, lived experiences, teachers, challenges, strategies | ||
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