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بررسی پدیدارشناسانه انتظارات و تجربیات معلمان از آمادهسازی آنان در راستای سند تحول بنیادین آموزشوپرورش | ||
| نظریه و عمل در تربیت معلمان | ||
| مقاله 12، دوره 10، شماره 18، مهر 1403، صفحه 205-219 اصل مقاله (1.4 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/itt.2024.16720.961 | ||
| نویسندگان | ||
| میترا دهنوی1؛ حسین جعفری ثانی* 2؛ مرتضی کرمی3؛ مهرناز سادات رضوانیان4 | ||
| 1کارشناس ارشد برنامه ریزی درسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 2دانشیار گروه مطالعات برنامه درسی و آموزش، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 3استاد گروه مطالعات برنامه درسی و آموزش، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد ، مشهد، ایران | ||
| 4دانشجوی دکتری برنامه ریزی درسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: یکی از اهداف سند تحول بنیادین در نظام آموزشی، آمادهسازی کارکنان است. در نظام آموزشوپرورش ایران، سند تحول بنیادین در راستای تغییروتحول این نظام تدوین شده است. برایناساس، هدف از این پژوهش بررسی پدیدارشناسانه انتظارات معلمان از آمادهسازی آنان در راستای سند تحول بنیادین است. روشها: پژوهش حاضر از حیث هدف، کاربردی بوده که با رویکرد کیفی و روش پدیدارشناسی توصیفی انجام شده است. روش جمعآوری دادهها مصاحبه نیمهساختاریافته بود. مشارکتکنندگان این مطالعه از بین تمامی معلمان شرکتکننده در آزمون سند تحول بنیادین در آموزشوپرورش شهر مشهد بودند که به روش نمونهگیری هدفمند ملاک محور 15 نفر از آنان انتخاب شدند. روش تجزیهوتحلیل دادهها به روش تحلیل مضمون بهصورت کدگذاری سه سطحی: باز، محوری و گزینشی بود. همچنین بهمنظور تأمین اعتبار یافتهها از معیارهای چهارگانه (باورپذیری، اطمینانپذیری، انتقالپذیری و تأییدپذیری) استفاده شد. یافتهها: یافتههای پژوهش حاکی از این بود که انتظارات معلمان را میتوان در سه دسته: انتظارات مدرسهای، سازمانی و اجتماعی دستهبندی کرد. همچنین تجارب درون مدرسهای، تخصصی، شخصی و پوچ، چهار بعد اصلی تجربیات معلمان را نشان داد، عوامل تسهیلکننده در قالب دو عامل شخصی و اجرایی و عوامل بازدارنده در قالب سه عامل سازمانی، اقتصادی و انگیزشی شناسایی شد. نتیجهگیری: باتوجهبه یافتهها، میتوان چنین نتیجه گرفت که موردمطالعه پذیرش قلبی و درونی نسبت به سند تحول بنیادین نداشتند؛ بنابراین نیاز است بهطور مؤثرتری به آمادهسازی معلمان در راستای اجرای سند تحول بنیادین پرداخته شودنتیجه گیری : با توجه به یافته ها، میتوان چنین نتیجه گرفت که مورد مطالعه پذیرش قلبی و درونی نسبت به سند تحول بنیادین نداشتند. بنابراین نیاز است به طور موثرتری به آماده سازی معلمان در راستای اجرای سند تحول بنیادین پرداخته شود. | ||
| کلیدواژهها | ||
| انتظارات؛ تجربیات؛ پدیدارشناسی؛ معلمان؛ سند تحول بنیادین | ||
| موضوعات | ||
| تربیت معلم مطلوب و تراز | ||
| عنوان مقاله [English] | ||
| A phenomenological study of teachers' expectations and experiences of their preparation in line with the fundamental transformation document of education | ||
| نویسندگان [English] | ||
| Mitra Dehnavi1؛ Hossein Jafari Suny2؛ Morteza Karami3؛ Mehrnaz Sadat rezvanian4 | ||
| 1Master of Curriculum Development, Department of Curriculum Studies and Instruction, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 2Associate Professor, Department of Curriculum Studies and Instruction, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 3Professor, Department of Curriculum and Education Studies. Faculty of Educational Sciences and Psychology, Ferdowsi University, Mashhad, Iran Iran. | ||
| 4Department of Curriculum and Education Studies. Faculty of Educational Sciences and Psychology, Ferdowsi University, Mashhad, Iran Iran. | ||
| چکیده [English] | ||
| Background and Objectives: One of the objectives of the Fundamental Transformation Document in the education system is to prepare its staff. Thus, the aim of this study is to phenomenologically examine teachers' expectations regarding their preparation in alignment with the Fundamental Transformation Document. Methods: The participants in this study were teachers who took the exam for the Fundamental Transformation Document in Education in Mashhad, with 15 teachers selected through purposive sampling. The data collection method was semi-structured interviews. The participants of this study were all teachers participating in the Fundamental Transformation Document in Education exam in Mashhad, 15 of whom were selected through purposive sampling. The data analysis method was content analysis with three-level coding: open, axial, and selective. Additionally, to ensure the validity of the findings, four criteria—credibility, reliability, transferability, and confirmability—were applied. Findings: The findings of the study indicated that teachers' expectations can be categorized into three categories: school, organizational, and social expectations. Also, in-school, professional, personal and abstract experiences showed four main dimensions of teachers' experiences. Facilitating factors were identified in the form of two personal and executive factors and inhibiting factors were identified in the form of three organizational, economic and motivational factors.. Conclusion: According to the findings, it can be concluded that the subjects studied did not have a heartfelt and internal acceptance of the Fundamental Transformation Document. Therefore, there is a need to prepare teachers more effectively in order to implement the Fundamental Transformation Document | ||
| کلیدواژهها [English] | ||
| Expectations, Experiences, Phenomenology, Teachers, Transformation Document | ||
| مراجع | ||
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