واکاوی تجارب زیسته معلمان با سبک یادگیری واگرا در فرایند کلاسی: فرصت‌ها و چالش‌ها

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی‌ارشد برنامه ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 دانشیار، گروه مطالعات برنامه درسی و آموزش، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

3 دانش آموخته دکتری برنامه‌ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

چکیده

معلمان، کارگزاران اصلی حوزه تعلیم و تربیت هستند. سبک یادگیری آن‌ها می‌تواند به اقداماتی منجر شود که کلاس درس آن‌ها را از سایر کلاس‌ها متمایز کند.‌ هدف پژوهش حاضر شناسایی فرصت‌ها و چالش‌های فرایند کلاسی معلمان دارای سبک یادگیری واگرا است. در همین راستا از رویکرد کیفی و روش پدیدارشناسی توصیفی استفاده شد. شرکت‌کنندگان این پژوهش از میان معلمان دوره ابتدایی استان مرکزی در سال 1401-1400 بودند که 15 نفر از آنان به طور هدفمند انتخاب شدند. به منظور گردآوری داده‌ها از مصاحبه نیمه‌ساختارمند و جهت تحلیل داده‌های پژوهش از روش هفت مرحله‌ای کلایزی استفاده شد. تحلیل عمیق مصاحبه‌ها به بازنمایی 8 مضمون و 20 زیرمضمون مرتبط منتج گردید. براساس یافته‌های پژوهش، فرصت‌ها در شش مضمون شامل کاربرد روش-های تدریس مسئله‌محور، نتایج مثبت آموزشی، نتایج مثبت تربیتی، تقویت ظرفیت‌های زیباشناسانه، ارزشیابی به منزله یادگیری دانش-آموزان، مدیریت منعطف کلاس و چالش‌های پژوهش در دو بخش شامل بازخورد منفی ذینفعان به معلم و انتظارات ناهمسوی معلم با وضعیت موجود دسته‌بندی شدند. با توجه به نتایج پژوهش، به معلمان توصیه می‌گردد با شناخت و آگاهی نسبت به سبک یادگیری خود و فرصت‌ها و چالش‌هایی که در کلاس ایجاد می‌کند، عوامل سبب‌ساز نارضایتی‌ها را کنترل کرده و در جهت تقویت نقاط قوت و برطرف نمودن نقاط ضعف گامی موثر بردارند.

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