نوع مقاله : مروری(کیفی)
نویسندگان
1 دانشجوی کارشناسی ارشد برنامه درسی دانشکده علوم تربیتی دانشگاه الزهرا تهران ایران
2 گروه مدیریت و برنامه ریزی دانشکده علوم تربیتی دانشگاه الزهراء(س)، تهران، ایران
3 دانشیار گروه مدیریت و برنامه ریزی آموزشی دانشگاه الزهرا(س)
چکیده
پژوهش حاضر با هدف واکاوی مسئولیت‌پذیری دانش‌آموزان ابتدایی از دیدگاه معلمان، مدیران و والدین انجام شد. این مطالعه به لحاظ هدف کاربردی، از نوع کیفی و با رویکرد تحلیل مضمون بود. مشارکت کنندگان در پژوهش معلمان، مدیران و والدین بودند. ابزار پژوهش مصاحبه نیمه ساختارمند بود که با 8 نفر از معلمان، 7 نفر مدیران و 9 نفر والدین به اشباع نظری رسید. نتایج تحلیل مضمون در بخش معلمان برای مصادیق مسئولیت پذیری دو زیر مقوله فردی (شخصی) و کلاسی (حرفه‌ای)؛ برای عوامل مؤثر بر مسئولیت‌پذیری چهار زیر مقوله عامل خانوادگی، عامل اجتماعی، عامل شخصیتی و عامل آموزشی؛ برای اقدامات معلم برای مسئولیت پذیری دانش آموزان دو زیر مقوله تکالیف رسمی و تکالیف غیررسمی؛ برای شیوه ارزشیابی از مسئولیت پذیری دو زیر مقوله کمی وکیفی و برای پیامدهای مسئولیت پذیری سه زیر مقوله کوتاه مدت، میان مدت و بلند مدت استخراج گردید. همچنین نتایج تحلیل مضمون مصاحبه مدیران برای مصادیق مسئولیت پذیری زیر مقولات فردی و گروهی، برای مؤثر بر مسئولیت‌پذیری زیر مقولات خانوادگی، شخصیتی، محیطی و آموزشی؛ اقدامات مدیر برای مسئولیت پذیری دانش آموزان مقولات تیمی، فردی، اجتماعی سازمانی و برای پیامدهای مسئولیت پذیری دو زیر مقوله فردی و اجتماعی استخراج گردید.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
The lived experience of teachers, administrators and parents on the responsibility of primary school students
نویسندگان [English]
- Hedyeh Mohamadzadeh 1
- Afsaneh Naraghiadeh 2
- Parvin Samadi 3
1 Master's student of the curriculum of the Faculty of Education, Alzahra University, Tehran, Iran
2 Department of Management and Planning, Faculty of Educational Sciences, AlZahra University, Tehran, Iran
3 Associate Professor, Department of Management and Educational Planning, Alzahra University
چکیده [English]
Introduction
The present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parents
Method
This study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research were teachers, administrators and parents. The research tool was a semi-structured interview that reached theoretical saturation with 8 teachers, 7 managers and 9 parents
Results
The results of the analysis of the theme in the teachers' section for examples of responsibility in two sub-categories: individual (personal) and class (professional); For factors affecting responsibility, there are four sub-categories of family factor, social factor, personality factor and educational factor; For the teacher's actions to make students responsible, two sub-categories of formal assignments and informal assignments; For the evaluation method, two quantitative and qualitative sub-categories were extracted from responsibility, and three short-term, medium-term and long-term sub-categories were extracted for the consequences of responsibility.
Discussion
Also, the results of the content analysis of managers' interviews for examples of responsibility under individual and group categories, to affect responsibility under family, personal, environmental and educational categories; The manager's actions for students' responsibility of team, individual, social and organizational categories were extracted and for the consequences of responsibility, two sub-categories of individual and social were extracted. In general, when a person learns from childhood to create a balance and be responsible for his potential and actual abilities and the expectations that exist from him, he will undoubtedly be successful in his educational, career and life destiny. Less confusion and failure.
Since developing societies need responsible and self-sufficient people, therefore today's people must accept responsibility for their lives and destiny more than ever, and this is not possible unless the basis of education is based on increasing children's understanding. and teenagers about their role in building their destiny and quality of life, and to achieve this goal, effort and careful planning is necessary. Teaching responsibility helps children and teenagers to accept responsibility for their feelings, knowledge and behavior and also to accept that they are responsible for their health, success, relationship with others and relationship with the environment.
کلیدواژه‌ها [English]
- Responsibility
- Commitment
- Regularity
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