پدیدارنگاری تجارب معلمان ابتدایی در فرآیند تغییر آموزشی با نظر به رویکرد مایکل فولن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه ریزی درسی، گروه روش ها و برنامه های درسی و آموزشی، دانشگاه تهران، تهران، ایران.

2 دانشیار گروه روش ها و برنامه های درسی و آموزشی، دانشکدۀ علوم تربیتی و روان شناسی، دانشگاه تهران، تهران، ایران.

3 استاد تمام گروه روش ها و برنامه های درسی و آموزشی، دانشکدۀ علوم تربیتی و روان شناسی، دانشگاه تهران، تهران، ایران.

4 استادیار گروه رهبری و توسعۀ آموزشی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهیدبهشتی، تهران، ایران.

چکیده

هدف اصلی پژوهش حاضر، تبیین وضع موجود تغییرات آموزشی در عرصۀ خُرد (منطقه آموزشی و مدرسه) براساس تجارب زیستۀ معلمان دورۀ ابتدایی، با نظر به نظریۀ مایکل فولن (2007)، و تعیین فاصلۀ آن با وضعیت مطلوب است. رویکرد پژوهش از نوع کیفی و روش اصلی آن پدیدارنگاری است. جامعۀ مورد مطالعه شامل 10 نفر از معلمان دورۀ ابتدایی است که با روش نمونه‌گیری هدفمند، از نوع ملاک‌محور، تا رسیدن به اشباع نظری، انتخاب شدند. همچنین به‌‌منظور اعتباربخشی به یافته‌ها، به انجام 2 مصاحبۀ تکمیلی پرداخته شد و در نهایت، 12 نفر به‌عنوان نمونه انتخاب شدند. ابزار پژوهش شامل مصاحبۀ حضوری از نوع نیمه‌ساختاریافته و ساختارنایافته است. از مهم‌ترین دستاوردهای پژوهش حاضر، اثبات اهمیت جمع میان دو نوع عاملیت فردی و اجتماعی در معلم و همچنین نقش سه‌وجهی وی در جریان تغییرات آموزشی است. بر این اساس، دست یافتن به وضعیت مطلوب در زمینۀ تغییرات آموزشی، نیازمند تلاشی گسترده و البته مبتنی ‌بر واقعیات نظام آموزشی (با تأکید بر تجارب‌زیستۀ مجریان برنامه‌های تغییر آموزشی) در جهت رفع محدودیت‌های اجرایی ذکر شده خواهد بود و این مهم، در اولین قدم، مستلزم بازتعریف نقش و جایگاه معلمی، به‌مثابه عنصر اصلی تغییرات آموزشی در عرصۀ خُرد می‌باشد.

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