Analyzing the lived experiences of teachers with divergent learning style in the classroom process: opportunities and challenges

Document Type : Research Paper

Authors

1 Masters student in Curriculum, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Associate Professor, Department of Curriculum and Education Studies, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

3 PhD in Curriculum, Faculty of Psychology and Educational Sciences, University of Tehran, Iran.

Abstract

Teachers are main agents in education field. Their learning style can lead to actions differentiate their classroom from other classes. purpose of research is to identify opportunities and challenges of classroom process of teachers with a divergent learning style. qualitative approach and descriptive phenomenological method were used. participants of research were among primary school teachers of Markazi Province in 1400-1401, 15 of them were purposefully selected. In order to collect the data, a semi-structured interview was used, and to analyze data of research, seven-step Clause method was used. deep analysis of interviews resulted in representation of 8 themes and 20 related sub-themes. Based on findings, there are opportunities in six themes, including application of problem-oriented teaching methods, positive educational results, positive educational results, strengthening aesthetic capacities, evaluation as students' learning, flexible classroom management, and research challenges. They were categorized in two parts, including negative feedback of stakeholders to teacher and mismatched expectations of teacher with existing situation. According to results of research, it is recommended for teachers to control factors that cause dissatisfaction by being aware of their learning style and opportunities and challenges it creates in the classroom. Take an effective step to strengthen strengths and eliminate the weaknesses

Keywords

References

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