شناسایی موانع درس‌پژوهی در دورۀ ابتدایی از منظر کارگزاران آموزشی

پژوهش در برنامه ریزی درسی

دوره 17، شماره 66، آذر 1399، صفحه 95-115   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2020.1896343.1608

نویسندگان

ام البنین احمدی حاجی¹؛ مرجان کیان^{* 2}؛ مجید علی عسگری³؛ سهیلا هاشمی⁴؛ رضا ساکی⁵

¹دانشجوی دکتری مطالعات برنامه درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، معلم دوره ابتدایی، شهرستان بابل، ایران.

²استادیار گروه مطالعات برنامه درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.

³دانشیار گروه مطالعات برنامه‌درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.

⁴دانشیار گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران.

⁵دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه شهید رجایی، تهران، ایران.

چکیده

هدف پژوهش، کنکاش و تحلیل تجارب کارگزاران آموزشی دربارۀ موانع مرتبط با فرایند درس‌پژوهی در دورۀ ابتدایی و ارائه تمهیدات بود. این پژوهش در چارچوب رویکرد کیفی و با استفاده از روش تحقیق پدیدارشناسی صورت گرفته است. جامعۀ آماری پژوهش را کارگزاران آموزشی تشکیل دادند که از طریق روش نمونه‌گیری معیار محور، 20 نفر ازجمله سیاست‌گذاران آموزشی، رؤسای تکنولوژی آموزشی استان‌ها، راهبران آموزشی و متخصصین حوزۀ برنامه درسی تا رسیدن به اشباع داده‌ها، از طریق مصاحبۀ نیمه‌ساختارمند شرکت داده شدند. برای تحلیل داده‌ها از روش مقوله‌بندی با استفاده از نرم‌افزار مکس کیو دا (نسخۀ 2018) استفاده شد. اعتبارپذیری کدگذاری‌های انجام شده به‌وسیلۀ بررسی توسط اعضا، همسوسازی منابع داده‌ها و خود بازبینی پژوهشگر صورت گرفت و تکرارپذیری آن با استفاده از دو شاخص ثبات و تکرار داده‌ها انجام شد. یافته‌های پژوهش نشان داد موانع درس‌پژوهی در چهار مقوله موانع فرهنگی، سازمانی، ساختاری و حرفه‌ای بودند که تهدیدی برای مشارکت معلمان در فرایند درس‌پژوهی محسوب می‌شوند. همچنین برای رفع هر یک از این موانع، تمهیداتی باید اندیشید. بر اساس نتایج پژوهش، توصیه می‌شود که سیاست‌گذاران برای ارتقاء و توسعۀ درس‌پژوهی به‌عنوان یک فعالیت مشارکتی معلمان مستقر در مدرسه، برنامه‌های استراتژیک تهیه کنند. همچنین تمامی ذینفعان آموزش‌وپرورش باید در شکل‌گیری و نگهداری ساختارهای سازمانی که از مشارکت مؤثر معلمان در فرایند درس‌پژوهی حمایت می‌کند، مشارکت نمایند.

کلیدواژه‌ها

پدیدارشناسی؛ درس‌پژوهی؛ دورۀ ابتدایی؛ کارگزاران آموزشی

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