باورهای معلمان درباره مسؤولیت آنان در قبال انگیزش تحصیلی دانش‌آموزان (یک مطالعه پدیدارشناسانه)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری رشته برنامه‌ریزی درسی، دانشگاه فردوسی مشهد، مشهد، ایران

2 دانشیار گروه مطالعات برنامه‌درسی و آموزش، دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران

3 استاد گروه مطالعات برنامه‌درسی و آموزش، دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران

4 کارشناسی‌ارشد رشته برنامه‌ریزی درسی، دانشگاه فردوسی مشهد، مشهد، ایران

چکیده

پژوهش حاضر با هدف باورهای معلمان درباره مسؤولیت آنان در قبال انگیزش تحصیلی دانش‌آموزان انجام شد. با توجه به لزوم شناخت عمیق باورها و مسؤولیت معلمان، از رویکرد کیفی و روش پدیدارشناسی بهره گرفته شد. قلمرو پژوهش شامل معلمان مقطع ابتدایی مشهد مقدس بوده که از این میان تعداد پانزده نفر به صورت هدفمند انتخاب شدند. مصاحبه‌ها تا اشباع نظری ادامه یافت و به طور کلی پنج مضمون و پانزده مؤلفه شناسایی شدند. در پاسخدهی به سؤال نخست، سه بعد مسؤولیت وظیفه‌گرا، حمایت‌گرا و اقتضائی و در رابطه با سؤال دوم، مواجهه فعالانه مبنی بر تسهیل‌گری فرایند یاددهی یادگیری و پیوند خانواده و مدرسه و مواجهه منفعلانه مبنی بر پیچیده بودن فرایند یاددهی یادگیری و محدودیت‌های فرایند یاددهی یادگیری شناسایی شدند. یافته‌های پژوهش نشان می‌دهد که دامنه باور‌های معلمان در ارتباط با مسؤولیت‌ آنان گسترده بوده و نیازمند تأمل و بازنگری است. بنابراین در خصوص سازوکار شایستگی معلمان، مؤلفه باور‌های آنان بایستی مورد توجه قرار گیرد که این امر استلزام تربیت همه جانبه را تضمین خواهد نمود.

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