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روایت نگاری فلسفه تربیتی شخصی معلمان با نظر به روایت آنان در خصوص چرایی تربیت و چگونگی مواجه با متربیان

نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری، دانشکده روانشناسی و علوم تربیتی، دانشگاه شیراز، شیراز، ایران

2 دانشیار، گروه فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روان شناسی، دانشگاه خوارزمی، تهران، ایران

چکیده

هدف از انجام این پژوهش روایت نگاری فلسفه تربیتی شخصی معلمان شهرستان کنگان بود. این پژوهش از نوع کیفی است که به روش روایت پژوهی انجام شد. جامعه پژوهش کلیه معلمان مقطع ابتدایی شهرستان کنگان بودند که در سال تحصیلی 1401-1400 مشغول به کار بودند. از این جامعه پژوهش، با روش نمونه‌گیری هدفمند و تا اشباع نظری داده‌ها با 15 نفر از این معلمان مصاحبه نیمه ساختاریافته صورت گرفت. سپس داده‌ها با روش تحلیل مضمون و با کمک نرم‌افزار MAXQDA تحلیل شد و به ترتیب مضامین پایه، سازمان‌دهنده و فراگیر استخراج شد. برای پایایی داده‌ها از روش توافق بین کدگذاران و برای روایی یافته‌ها از روش بازنگری توسط متخصصان استفاده شد. تحلیل یافته‌ها 10 مضمون سازمان دهنده و 21 مضمون پایه را نشان داد. مهم ترین یافته‌های تحقیق عبارت بودند از :  توجه به مولفه های اخلاق‌مداری ، خودکارآمدی ، ارزش مداری و ایجاد مدرسه پویا برای حرفه معلمی، درنظرگرفتن نقش تربیتی(هدایت گری  و الگو و اسوه بودن) در کنار تقش آموزشی(تدریس و آموزش) برای معلمان، پی جویی زندگی شاد و آگاهانه به عنوان نتایج تربیت، توجه به نقاط قوت(بیرونی و درونی) و ضعف های (شناختی، اجتماعی و روان‌شناختی) شاگردان در تربیت و ایجاد محرک‌های شغلی سازمان محور و شاگرد محور برای معلمان.

کلیدواژه‌ها

عنوان مقاله [English]

Narrative Writing of Teachers' Personal Educational Philosophy with A View to Their Narration of Why Training and How to Deal with Trainers

نویسندگان [English]

  • rezvan mohammadi 1
  • Susan Keshavarz 2
  • Ramazan Barkhordari 2

1 PhD student, Faculty of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran

2 Associate Professor, Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, kharazmi University, Tehran, Iran

چکیده [English]

Introduction
The philosophy of education as one of the types of philosophies, as the output of human rational activity regarding what, why and how to educate, has appeared in various formats to effectively guide the educational actions and measures of various societies, and personal educational philosophy is one of these manifestations. With this opinion, the personal educational philosophy of a teacher has been mentioned in high-level documents and education policies, but it has not been investigated and researched operationally in Iranian schools. so; This research seeks to analyze the personal educational philosophy of Kangan city teachers in a narrative form.
 
Method
This research is of a qualitative type that was conducted using the narrative research method. The research community was all elementary school teachers in Kangan city who were working in the academic year of 1400-1401. From this research community, a semi-structured interview was conducted with 15 of these teachers using the purposeful sampling method until the theoretical saturation of the data. Then, the data was analyzed by thematic analysis method with the help of MAXQDA software, and basic, organizing and comprehensive themes were extracted respectively. For the reliability of the data, the method of agreement between the coders was used, and for the validity of the findings, the method of review by experts was used.
 
Results
The analysis of the findings showed 10 organizing themes and 21 basic themes. The most important findings of the research were: Paying attention to the components of ethics, self-efficacy, value orientation and creating a dynamic school for the teaching profession, taking into account the educational role (guidance, being a role model) along with the educational role (teaching and instruction) for teachers,seeking happy and conscious life as the results of education, pay attention to the strengths (external and internal) and weaknesses (cognitive, social and psychological) of students in training and create organization-oriented and student-oriented job incentives for teachers.
 
Discussion
Therefore, the research can be understood that by formulating the personal educational philosophy of teachers, while the what, why and how of what teachers do in the classroom is revealed, it also gives us an opportunity to reflect on how to develop the status of teachers. Therefore, teaching teachers to formulate personal educational philosophy can make teachers involved in the development of their own situation.

کلیدواژه‌ها [English]

  • Narrative Writing
  • Personal Educational Philosophy
  • Kangan Teachers
  • The importance of education
  • The importance of trainers
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علوم تربیتی
دوره 30، شماره 2
دی 1402
صفحه 63-80
فایل ها
هم رسانی
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