ادراک معلمان از چالش های تدریس یادگیری خودتنظیمی در کلاس درس: یک مطالعه کیفی پدیدارشناسی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف پژوهش بررسی ادراک معلمان از چالش های تدریس یادگیری خودتنظیمی در کلاس درس بود. پژوهش در چارچوب رویکرد کیفی و با روش پدیدارشناسی انجام شد. جامعه پژوهش تمامی معلمان شاغل در مدارس ابتدایی دوره دوم شهرستان تربت حیدریه و روش نمونه گیری، هدفمند بود. با 12 نفر از جامعه پژوهش در سال تحصیلی 403-1402 بر اساس اشباع نظری داده مصاحبه شد. برای حصول اطمینان از روایی پژوهش از راهبردهای بررسی توسط اعضا و کسب اطلاع از همگنان و به منظور تحلیل داده ها از روش کلایزی و کدگذاری، مقوله بندی و استخراج مضمون های اصلی استفاده شد. بر مبنای نتایج، 162 مفهوم و 34 مقوله حاصل شدند که در پنج مضمون مربوط به چالش های تدریس یادگیری خودتنظیمی با عناوین «شایستگی حرفه ای ناکافی معلم»، «کاستی های دانش آموزی»، «معضلات فیزیکی و انسانی مدرسه»، «فرهنگ آموزشی نامتناسب والدین» و «محدودیت و ضعف در امور سازمانی» دسته بندی شدند. کاربست و توجه به چالش های تدریس یادگیری خودتنظیمی که در پژوهش حاضر مطرح شد به افزایش آگاهی معلمان، مدیران و مسئولان آموزش وپرورش از این سازه مهم منجر خواهد شد و راه برای طراحی مداخلات و برنامه ریزی مؤثر به منظور بهبود کیفیت آموزش و توسعه یادگیری خودتنظیمی دانش آموزان که متغیری اساسی در موفقیت تحصیلی و یادگیری مادام العمر است، هموارتر خواهد کرد.Teachers' Perception of the Challenges of teaching self-regulated Learning in the classroom: A Phenomenological Study
The purpose of the research was to investigate the teachers' perception of the challenges of teaching self-regulated learning in the classroom. The research was conducted in the framework of qualitative approach and phenomenological method. The research population is all teachers working in the second grade primary schools of Torbat Heydarieh city and the sampling method was purposeful. 12 people from the research community were interviewed in the academic year 2023-24 based on theoretical data saturation. In order to ensure the validity of the research, research strategies were used by the members to obtain information from the homogenous and to analyze the data, the Collaizi method and coding, categorization and extracting the main themes were used. Based on the results, 162 concepts and 34 categories were obtained in five themes related to the challenges of teaching self-regulated learning with the titles "inadequate professional competence of the teacher", "student deficiencies", "physical and human problems of the school", "inappropriate educational culture of parents" and "limitation and weakness in organizational affairs" were categorized. Applying and paying attention to the challenges of teaching self-regulated learning that was raised in the current research has led to an increase in the awareness of teachers, administrators and education officials about this important structure and a way to design interventions and effective planning in order to improve the quality of education and develop students' self-regulated learning. It is a fundamental variable in academic success and lifelong learning, it will make it smoother.IntroductionRapid changes in technology have made it necessary for students to be able to continue learning independently throughout their lives. It is clear that self-regulation is necessary to continue independent learning throughout life (Woolfolk, 2016). Research background shows that self-regulated learning can be taught (Donker et al., 2014), but few teachers prepare students for it (Lawson et al., 2019). On the other hand, the literature has shown that several challenges, including teacher's beliefs, affect teacher's actions. In order to identify such beliefs, the importance of investigating teachers' perceptions is highlighted. Undoubtedly, the information collected from teachers' perceptions can provide basic data for the development of students' self-regulated learning.MethodThis study is a qualitative research with a phenomenological approach.Statistical population: The statistical population included all the teachers working in the second primary schools of Torbat Heydarieh city in the academic year 2023-24.Sampling method and sample size: The sampling method of the research was purposeful and the type of sample was homogeneous. Based on the rule of theoretical data saturation, 12 participants from the research community were selected as a sample.Research tools: Data collection in the present study was done by using semi-structured interviews.Data implementation and analysis method: In order to analyze the data, the Collaizi method was used, and in order to validate the data, the four criteria of Credibility, transferability, Dependability and Confrimability were used.Result The analysis of the collected data from the interviews identified five themes as teachers' perception of the challenges of teaching self-regulated learning, which are as follows: Inadequate professional competency of the teacherThe interviewees believed that insufficient professional competency of the teacher is one of the challenges of teaching self-regulated learning. In this regard, the teachers stated things that were classified into categories such as "limited knowledge", "use of teaching methods incompatible with self-regulated learning", "inappropriate educational belief", "weakness in self-regulated learning", and "lack of motivation".Students deficienciesStudent deficiencies is another challenge of teaching self-regulated learning. The interviewees believed that students do not have the necessary skills in terms of self-regulated learning, do not have a favorable attitude regarding teaching methods compatible with self-regulated learning, and they are not aware of the importance of self-regulated learning and are unmotivated. Physical and human problems of the schoolAccording to the interviewees, the physical and human limitations and problems that exist in the school site cause problems in teaching and learning self-regulation. The interviewees believed that the necessary access to facilities such as the laboratory in the school is limited and there is no common perspective regarding the importance of teaching self-regulated learning in the school.Limitation and weakness in organizational affairsAnother theme was limitation and weakness in organizational affairs. The subcategories that were mentioned in this context, included teachers' emphasis on short class time, large amount of course material, large number of students, traditional evaluation system and curriculum problems.Inappropriate educational culture of parentsThe last theme is the inappropriate educational culture of parents, which includes the knowledge, belief and performance of parents regarding education and learning. The participants pointed out that parents have limited knowledge and weak participation regarding self-regulated learning, and even by emphasizing teacher-centered teaching methods, they inappropriately interfere in education, of their chidren.Discussion and conclusionIn examining the research question, teachers expressed the challenges of teaching self-regulated learning in the classroom, which were classified into five themes.Teacher's professional competence is a comprehensive concept that has been proposed regarding self-regulated learning teaching and based on the results, it is insufficient in teachers. This finding is consistent with the results of Karlen et al.'s research (karlen et al., 2020). According to the teachers' point of view, a set of qualifications for teaching self-regulated learning is necessary for teachers to teach self-regulated learning, and these qualifications are insufficient in teachers.The second theme of the findings of the present study is "student deficiencies", which is consistent with the results of Yilmaz and Akyildiz's study (Yilmaz & Akyildiz, 2023). In explaining this finding, it can be said that the undesirable characteristics of students, including ignorance of the importance of this component, etc., clearly show their effect by making it difficult to learner-oriented teaching, etc., on limiting the teacher's educational actions to promote self-regulated learning.Another theme is "Physical and human problems of the school". This finding is in harmony with the results of Alvi and Gillies research (Alvi & Gillies, 2020). Based on this finding, teachers' efforts to support self-regulated learning are affected by school facilities and culture, and it may be necessary to make fundamental changes at the school level so that teachers can teach self-regulated learning."Limitation and weakness in organizational affairs" is another theme of the findings of the present study, which is consistent with the results of Eccles and Roeser's research (Eccles & Roeser, 2010). In the explanation of this finding, it can be said that the organizational matters predicted by those involved (including classroom software, etc.) affect the teacher's actions.The last theme of the findings of the present research "inappropriate educational culture of parents" is consistent with the findings of the study of Alvi and Gillies (Alvi & Gillies, 2020). It seems that parents' lack of awareness of self-regulated learning and its importance and emphasis on traditional methods may make it difficult to support actions by teacher and providing a platform at home to practice teacher self-regulation training
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