ارتقای کیفیت یاددهی-یادگیری در مدارس دارای معلمان سیار: پژوهشی کیفی به شیوه نظریه داده بنیاد (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این مقاله درصدد است تا نظریه ای داده بنیاد را در خصوص تدریس معلمان سیار در مدارس چندپایه شهرستان بانه در استان کردستان ارایه نماید. این تحقیق بر چند پرسش اصلی متمرکز شده است: چه عواملی باعث پدیده ی معلمان سیار شده است؟ مهم ترین مشکلات و چالش های تدریس معلمان سیار چیست؟ راهبردهای بهبود کیفیت چه هستند؟ وجود این نوع مدارس چه پیامدهای را در بر دارد؟ پاسخ به این پرسش ها نیازمند تجارب معلمان سیار در کلاس های چندپایه مدارس روستایی بود از این رو، یک راهبرد کیفی نظریه داده بنیاد به شیوه نظام مند مناسب تشخیص داده شد. آموزش وپرورش شهرستان بانه میدان اصلی پژوهش بود. مشارکت کنندگان همه مدارس دارای معلمان سیار بودند. نمونه گیری به شکل هدفمند صورت گرفت. از این رو، 12 نفر از معلمان سیار، راهبران آموزشی و مسئولان آموزش وپرورش به مصاحبه دعوت شدند این تحقیق تأکید بر برقراری طبقه های مختلف عدالت اجتماعی، آموزشی و جنسیتی به عنوان عوامل مهم پیشگیری از تشکیل مدارس با معلمان سیار را برجسته می سازدImproving The Quality of Teaching- Learning In Schools With Itinerant Teachers: a Qualitative Research Based on The Foundational Data Theory
This article aims to present a foundational data theory regarding the teaching of itinerant teachers in multi-grade schools of Baneh city in Kurdistan province. Therefore, the current research is focused on the following main questions: What factors have caused the phenomenon of itinerant teachers? What are the most important problems and challenges of teaching itinerant teachers? What are the strategies for improving the teaching quality of mobile teachers? What are the consequences of having schools with mobile teachers? The answer to the above research questions required an in-depth study of the lived experiences of itinerant teachers in multigrade classes in rural schools. Therefore, an interpretive approach and qualitative strategy of foundational data theory in a systematic way was found suitable for the mentioned study. Education of Bane city was the main research field. The potential participants of this research were all schools with mobile teachers. Sampling was done in a purposeful and standard way. Therefore, in order of priority, 12 mobile teachers, educational leaders and education officials were invited to the interview. The results of this research have useful practical indications for the educational system and teacher training: firstly, despite the severe lack of teaching time for mobile teachers, playing such a role for teachers and students has created a complicated situation in real school life, and teachers must Build your own knowledge to benefit from the skills needed to face this challenge. Social interaction between teachers, students and their parents is a prerequisite for building such knowledge. Another important point is the need to empower itinerant classroom teachers; Empowering and improving teachers, especially in the areas of knowledge, attitude and classroom management skills, is one of the requirements that should be placed on the agenda of education officials. Considering the consequences of teaching mobile teachers, creating platforms in the form of empowerment courses and improving the teachers' professions is strongly felt. This research emphasizes the establishment of different types of social, educational and gender justice as important factors in preventing the establishment of schools with itinerant teachers. According to the analyzes related to the evaluation criteria of students in different levels of mobile schools, the identified concepts have been categorized into four coding options. Criterion evaluation, formative evaluation, constructive and positive evaluation, evaluation tool for these schools, evaluation of basic courses. According to the results of the conducted research and the findings of the current research, these results can be explained that most of the mobile schools in Baneh city are managed through multi-level classes. Therefore, if a teacher with sufficient motivation and skill is appointed for this work, significant results will be achieved. Of course, it is necessary to address the state of education in itinerant classes and identify issues and problems through necessary research and investigations and try to solve them. In such studies, one should pay attention to the characteristics of teachers, students, lesson organization, physical conditions of the educational space, class schedule, teachers' teaching activities, students' learning activities, the amount of students' homework, the method of evaluating what they have learned, the method motivation by the teacher, job satisfaction, etc. Finally, it is necessary to provide a suitable framework and model for setting up teaching and learning activities in mobile classrooms. One of the interviewees believes that: "There is nothing more important than the academic success of students. It is one of the important criteria and criteria for evaluating the success of a school. Therefore, the mobile teacher should focus his main attention on the success of the main and basic subjects. students. And he should continuously follow up the level of success and academic progress of the basic courses so that if there is a problem, he can think of a solution first". According to the analysis related to the quality strategies of the mobile school education system, the identified concepts are categorized into five categories. Professional growth and development of teachers, effective communication in school, positive economic resources, doing systematic work, training and retraining, the results of this research with Msimanga, 2019). Mehraban, 2009,) was consistent. In this context, Batra states that poor children are deprived of learning not because of the lack of necessary conditions for the possibility of participation and learning, but because of the conditions of deprivation of the ability to describe the everyday classroom, and this affects the academic performance of these children. It affects He also believes that the density of students in the class does not have a significant effect on their grade point average and math score. On the other hand, family resources have an important effect on the quality of children's education. In this context, Rabiei and Salehi state that the acceptance rate and retention rate in non-profit schools are higher than public schools in all three levels. According to the results of the research and the findings of the current research, these results can be explained as such that in deprived areas such as these villages and huts, the economic-social conditions of families are at a low level, and this is the basis for the performance It provides weak students. In addition, due to multi-level classes in rural areas (covering two schools by one teacher), the density of students sometimes increases. In addition to the density of students, the time needed to teach each level is limited and these factors can have a direct effect on the poor performance of students. Poor facilities, lack of attention of families to their children's education and other such factors are also factors affecting the academic performance of students (Mehraban, 2009). The results of the analysis showed that the teachers believed that a set of concepts such as educational injustice, physical exhaustion, illiteracy of parents, limited access to facilities, educational, cultural and sports poverty and the absence of extracurricular classes are the factors that create the low quality of education in these areas. Regarding the process of teaching and learning in classes with mobile teachers, four optional codes were identified. These four selection codes include reading, writing and math literacy, lack of educational facilities, orderly teaching for two schools, challenges related to time management, etc. The effective strategies and actions that have been deduced in order to correct the existing unfavorable conditions based on the quotes of mobile leaders and teachers, include a range of strategies related to the social environment, the educational environment, and the organizational environment. In explaining the results obtained from the aforementioned strategies, it can be said that when the traditional conditions governing these communities are corrected, the various discriminations that are allowed to these areas will be reduced, the living conditions and the level of culture of the families will improve, accordingly. Many obstacles in the way of education are removed. In addition, if the problems related to the educational environment are resolved and, for example, the teaching skills of the teachers are increased and the educational equipment is in a good condition, it is natural that the educational conditions will also improve in this environment.
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