شناسایی و تبیین چارچوب قدرت‌پذیری‌ معلمان در برنامه‌های درسی در راستای توسعه مفهوم "خودِ معلمی" در محیط آموزشگاهی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری مطالعات برنامه درسی، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

2 کارشناسی آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران

چکیده

یشینه و اهداف: معلمان نقش مهمی در تحقق اهداف برنامه‌های درسی دارند و فلسفه آموزشی آنها چارچوب تغییرات پایدار را در نظام آموزشی ترسیم می‌کند و ماهیت تصمیم‌گیری‌های مختلف را تحت تاثیر قرار می‌دهد. پژوهش حاضر با هدف شناسایی و تبیین چارچوب قدرت‌پذیری‌ معلمان در برنامه‌های درسی در راستای توسعه مفهوم خودِ معلمی در محیط آموزشگاهی انجام شد. روش‌ها‌: رویکرد پژوهش کیفی و از نوع روش تحلیل محتوای استقرایی با تاکید بر خود فهمی پژوهشگر بود. مشارکت‌کنندگان معلمان شهرستان چایپاره در سال تحصیلی 1402-1401 بودند که 18 نفر از آنان به صورت نمونه‌گیری هدفمند از نوع مطلوب مورد مطالعه قرار گرفتند. در این راستا مصاحبه‌های نیمه ساختارمندی از آنها صورت گرفت و نمونه‌گیری تا اشباع داده‌ها ادامه یافت. برای اعتبارسنجی یافته‌ها از روش خود بازبینی محقق و توصیف غنی داده‌ها و برای تعیین پایایی داده‌ها از روش بررسی همزمان استفاده شد. یافته‌ها: یافته‌ها نشان داد که 6 مولفه فردیت‌گرایی، اجماع‌سازی، عمل‌گرایی، علم‌گرایی، بوم‌شناسی و خود انگاره برنامه‌درسی مضامین اصلی هستند که با 18 مضمون فرعی و 126 مضمون اولیه در جهت گسترش نفوذ معلمان در برنامه‌های درسی از طریق مفهوم خودِ معلمی تلاش کرده و شرایط را برای انطباق بیش‌تر با رویکردهای مختلف برنامه‌درسی فراهم می‌نمایند. نتیجه‌گیری: نتایج بیانگر این است که مدارس با فراهم کردن فرصت‌های آموزشی و مبنا قرار دادن قابلیت‌های معلمی، زمینه را برای گسترش نفوذ و تاثیر معلمان در برنامه‌های درسی هموار نماید و آنها را در راستای شکل‌گیری رویکردهای تصمیم‌گیری معلم‌ محور به ایجاد هویت معلمی ترغیب کند.

کلیدواژه‌ها

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