تجارب زیسته معلمان از تدریس در کلاس های چندپایه (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف: هدف پژوهش حاضر، توصیف تجارب زیسته معلمان از تدریس در کلاس های چند پایه دوره ابتدایی در مناطق روستایی است. روش: متناسب با هدف، روش پژوهش کیفی و از نوع پدیدارشناسی بوده و جامعه پژوهش شامل کلیه معلمان چند پایه دوره ابتدایی مناطق روستایی شهرستان ماکو بوده که از بین آنها نمونه پژوهش به تعداد 15 نفر با روش نمونه گیری هدفمند ملاک محور، انتخاب شدند. داده ها با استفاده از مصاحبه کیفی نیمه ساختاریافته گردآوری شد و به روش هفت مرحله ای کلایزی، مورد تجزیه و تحلیل قرار گرفت. جهت اعتباریابی داده ها، از نظرات اساتید متخصص، کارشناسان و معلمانی که سال ها در مدارس و کلاس های چندپایه مناطق روستایی شهرستان ماکو خدمت نموده اند استفاده گردید. یافته ها: تحلیل عمیق تجارب معلمان، به شناسایی و دسته بندی 6 مضمون اصلی: روش های تدریس و کلاسداری، مشکلات کلاس های چند پایه، مسائل برنامه درسی، مسائل مالی معلمان و مدارس، تقویت کلاس های چند پایه و محاسن کلاس های چند پایه، و 13 زیر مضمون: روش های تدریس، کلاسداری، مشکلات دانش آموزان کلاس های چند پایه، مشکلات معلمان کلاس های چند پایه، مشکلات خانواده های دانش آموزان کلاس های چند پایه، محتوای برنامه درسی، اجرای برنامه درسی، دستمزد معلمان، هزینه مدارس، کاستن از مشکلات کلاس های چند پایه، بهبود و افزایش بهره وری کلاس های چند پایه، محاسن مربوط به معلمان و محاسن مربوط به دانش آموزان منتج شد.Lived experience of teachers from teaching multi-grade classrooms
Objective: The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas. Method: in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used. Findings: In-depth analysis of teachers’ experiences resulted in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students. Keywords: lived experience of teachers, multi-grade classes, primary education Abstract Objective: The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas. Method: in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, Research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used. Findings: In-depth analysis of teachers’ experiences in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students. Keywords: lived experience of teachers, multi-grade classes, primary education Abstract Objective: The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas. Method: in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, Research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data,
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