واکاوی و تبیین رویکرد معلم تأملی و نقش آن در بهبود دانش برنامۀ درسی: توسعۀ یک گفتمان تربیتی در دانشگاه فرهنگیان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف شناسایی و تبیین شاخص های معلم تاملی در راستای بهبود دانش برنامه درسی صورت گرفت. رویکرد تحقیق کیفی از نوع تحلیل مضمون همراه با تحلیل مقایسه ای بود. مشارکت کنندگان دانشجو- معلمانی بودند که در آن داده ها از طریق مصاحبه نیمه سازمانیافته گردآوری شد. از روش خود بازبینی پژوهشگر، توصیف غنی داده ها برای تعیین روایی داده ها و از روش تحلیل موازی و فرایند سیستماتیک در ثبت و نوشتن داده ها برای تعیین پایایی استفاده شد. داده های به دست آمده از طریق تحلیل شبکه مضامین اتراید-استرلینگ(2001) مورد بررسی قرار گرفت. یافته های این تحقیق 9 مضمون فراگیر 27 مضمون سازمان دهنده و 170 مضمون اولیه را دربر می گیرد و شامل مقوله های فراشناخت، خود انگیختگی آموزشی، خود روایت گری، مساله محوری، خود تحققی آموزشی، ساختارسازی انتزاعی، ذهن آگاهی، خود تعیین گری آموزشی و نگرش پروری می شود که در آن دانش برنامه درسی مبتنی بر ماهیت شخصی سازی معلم بوده و تحت تاثیر روند تفکرپذیری آنها سازماندهی و به اجرا گذاشته می شود. نتایج نشان داد که رویکرد تاملی به عنوان معیار کیفیت استاندارد فعالیت های آموزشی دانشجویان در دانشگاه فرهنگیان لحاظ شده و نگرش نظام مندی برای توسعه ابعاد مختلف آن تعریف شود. هم چنین دانشگاه فرهنگیان در راستای تحقق اهداف معلم فکور به طراحی برنامه های درسی مطابق با هویت فکری نو معلمان بپردازد.Analyzing and explaining the reflective teacher approach and its role in improving curriculum knowledge: Developing an educational discourse at Farhangian University
The present research was conducted with the aim of identifying and explaining the indicators of reflective teacher approach and the role of these components in the development of curriculum knowledge. The qualitative research approach was thematic analysis with comparative analysis. The participants were student-teachers in which data was collected through semi-structured interviews (individual and group).The researcher's self-review method, rich description of the data was used to determine the validity of the data, and the parallel analysis method and the systematic process in recording and writing the data were used to determine the reliability. The obtained data were analyzed through thematic network analysis of Etride-Sterling (2001). The findings of this research include 9 overarching themes, 24 organizing themes and 171 primary themes and include the categories of metacognition, educational spontaneity, self-directedness, problem-oriented, educational self-actualization, abstract structuring, mindfulness, educational self-determination and attitude development in which curriculum knowledge It is based on the nature of the teacher's personalization and is organized and implemented under the influence of their thinking process. The results show that in order to develop the skills of student-teachers, Farhangian University emphasized the reflection approach as a factor to improve activities and provide the conditions for improving process-oriented educational experiences in the educational system. Introduction Teachers and their skills are considered as the main focus of improving the quality of the education process, and paying attention to their performance provides the conditions for improving and facilitating sustainable school learning. But most of the teachers, when faced with educational issues and events, examine these issues superficially and provide temporary solutions, and insisting on repeatedly using this process and getting used to the existing conditions puts teachers in a position to resist these changes. In fact, thinking about educational problems in order to understand its characteristics and dimensions as a strategy to correct the existing situation requires the use of a reflective approach and accepting the nature of the teacher as an active implementer of thought in the curriculum. In fact, reflective activity allows teachers to take a moment to examine their past teaching experiences and through the tools of self-observation, self-analysis and self-evaluation, identify individual experiences and discover the truth about themselves and improve their professional life (Suphasri & Chinokul, 2021). In the current research, the answers to the questions that can define the role of new teachers with a reflective approach and shape the nature of the reflective teacher's relationship with the curriculum in a favorable way have been proposed. These questions are: 1- What components does a reflective teacher include in order to form an educational discourse in Farhangian University? 2- What is the role of the reflective teacher's approach in the formation of the relationship between the teacher and the curriculum? Methodology In this research, the method of thematic analysis along with comparative analysis were used to understand the nature of the (reflective) thoughtful teacher. The participants were studen-teachers of Farhangian University, 14 of whom were admiestered semi-structured interviews using purposive sampling. The process of interviewing students-teachers was both individually and in groups. First, the students expressed their personal views on the application of reflection in the teaching profession and in the direction of contemplate and thinking deeply about educational phenomena. Then, in the framework of groups of 4 or 5 people and common consensus, the indicators that can lead to the formation of reflective teachers in education and its effectiveness on curriculum knowledge were determined. The process of asking the interview questions had an argumentative nature, so that first, general questions about the research topic were asked, and then more detailed and accurate questions were asked according to the interview process. In the data analysis stage, the relationship between the components of reflective teacher and their role in the formation of curriculum identity was determined. For the validity of qualitative data, techniques such as researcher self-review and the method of obtaining parallel information were used, and for the transferability of research findings, rich description of data was used. Findings Findings of this research include 9 overarching themes, 27 organizing themes and 170 primary themes including categories of metacognition, educational spontaneity, self-directedness, problem-oriented, educational self-actualization, abstract structuring, mindfulness, educational self-determination and attitude development, in which the components of reflective teacher act in a meaningful interactions in order to form and improve the reflection process in the educational activities of teachers. Also, in the teacher's approach, the curriculum is a reflective phenomenon that the teacher defines. The teacher, in the role of curriculum content designer, mtervine his mental ideas in its conceptual formation. In other words, the curriculum is the mentalities, and individual thoughts of teachers who are trying to convey it meaningfully with a new structure to the students. Therefore, the curriculum identity is overshadowed by the mental experiences and personal creativity of the teachers, and the implemention of course materials is made according to the cognitive motivations and analytical ability of the teachers. Therefore, the relationship between the reflective teacher and the curriculum is a two-way relationship in wich the quality of interactions between teachers' reflection and the curriculum has an evolutionary process that leads to the improvement and greater efficiency of the quality of teachers' performance in the curriculum. Discussion and conclusion Thoughtful actions of teachers are considered as a platform for providing transparency to the process of educational life and genuine awareness of the events and phenomena governing them, which tries to define how to implement curricula from a new angle. These features include: Controlling cognitive information and getting feedback from them in order to upgrade the cycle of correction and improvement of educational awareness that leads to the creation of thoughtful actions of teachers in the process of implementing educational content. Resolving the intellectual ambiguities of teachers with regard to reflection and deep thinking that puts them in a cognitively enjoyable situation which leads to understanding new perspectives and revealing the hidden angles of educational issues. Personal conceptualizations which promote teachers' explanatory power in facing challenges and form cognitive and logical analysis of educational subjects with the purpose of transformation and enrichment of intellectual content. The careful examination and study of educational subjects develops the challenging mindset of teachers and makes their intellectual performance critical in educational situations that seek to identify existing obstacles. Providing educational capabilities provides the conditions to accelerate thinking in the field of education and creates a mutual interactive cycle between input, process and output within the framework of individual activities. The integrated understanding of teachers determines their reactions in creating a holistic conceptualization and creating thought patterns with specific thinking methods. Mental preparation and multi-facets mastery of intellectual elements leads to the interaction between abstract concepts and their understanding, so that none of the influential factors in the process of deep thinking of phenomena is neglected. By being in a conflicting situation, teachers increase the power of their personal choice among different mental concepts in the process of thinking, and by changing the type of conceptualizations, they assume the meaningful quality of educational phenomena.
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