نوع مقاله : علمی- پژوهشی

نویسنده

• رضا معصومی نژاد

استادیار گروه علوم تربیتی دانشگاه فرهنگیان

چکیده

پژوهش حاضر با هدف شناسایی و تبیین مفهوم "روایت جبران" در راستای شکل‌گیری خود واقعی معلمان در برنامه‌درسی بر اساس هویت اتوبیوگرافیکال انجام شد. رویکرد تحقیق کیفی از نوع پژوهش روایی با تاکید بر تحلیل موضوعی بود. در این راستا 12 نفر از معلمان در سال تحصیلی 1403-1402 با استفاده از مصاحبه روایتی عمیق از طریق نمونه‌گیری هدفمند از نوع شاخص مورد مطالعه قرار گرفتند. از روش خود بازبینی پژوهشگر و تکنیک کنترل اعضا برای تعیین روایی و از روش تحلیل موازی برای تعیین پایایی داده‌های تحقیق استفاده شد. یافته‌ها نشان داد که 7 مولفه انتشارپذیری، فهم‌پذیری، خود گفتمان‌سازی، فلسفه‌ورزی، مالکیت معنوی، انگیزه‌گرایی و انگاره‌سازی معلمی کدهای اصلی هستند که با 21 کد محوری و 131 کد اولیه در چارچوب فرایند روایت جبرانی در جهت رشد خود واقعی معلمان در برنامه‌های درسی تاثیرگذار هستند. نتایج نشان می دهد که نظام آموزشی به دنبال پرورش مهارت‌های روایی معلمان به عنوان یک ذهنیت توسعه دهنده در حوزه فعالیت‌های برنامه‌درسی باشند و سعی کنند ماهیت جبران‌گرایانه روایت را در چارچوب فرایند بازآفرینی نقش معلمان در برنامه درسی تعریف نمایند.

کلیدواژه‌ها

• روایت جبران
• خود واقعی
• معلمان
• برنامه درسی
• اتوبیوگرافی

موضوعات

• برنامه ریزی درسی

عنوان مقاله [English]

Analyzing the concept of reparation narrative in the direction of developing teachers' true self in the curriculum: an autobiographical identity

نویسنده [English]

• reza masouminejad

Assistant Professor of Educational Sciences Department of Farhangian University

چکیده [English]

Introduction
The present study was conducted with the aim of identifying and explaining the concept of " reparation Narrative " in order to form the true self of teachers in the curriculum based on autobiographical identity.
Method
In terms of the data collection method, the research is of a qualitative type with an exploratory nature. In this study, in the framework of the qualitative approach, the narrative research method was used with an emphasis on thematic analysis.The research field included 12 teachers with experience between 5 and 20 years in West Azerbaijan province in the academic year of 1402-1403, which was selected by the purposeful sampling method of the desired type and data collection continued until its saturation. In line with the implementation of the research, reparation narrative was Description and explained as an open attitude of continuous improvement in the teaching activities for teachers. In order to collect information, in-depth narrative interviews were used, in which the teachers' personal experiences were emphasized individually, in such a way that the teachers based on the nature of subjective experiences of lesson concerns, which are considered a stimulus for more activity, draw a work plan in line with resolving the deficiencies and compensating them in the form of narratives were discussed in a reflective manner. To validate the obtained findings, techniques such as researcher self-review, member control method and systematic comparison method were used in data recording.
Results
The findings showed that 7 components of publishability, comprehensibility, self-discourse, philosophizing, intellectual property, motivationalism, and teacher conceptualization are the main codes, which are effective with 21 core codes and 131 primary codes in the framework of the reparation narrative process in the direction of the real self-development of teachers in curricula. Therefore, as reparation narrative deals with the development and completion of the real self of teachers, it gradually makes the goals of the ideal self a part of the real self by achieving its components, an identity that was defined before, but with the passage of time and the compensation of teaching capabilities It becomes real and forms the autobiographical nature.

Discussion
The results show that the educational system should seek to develop the narrative skills of teachers as a developing mentality in the field of curriculum activities and try to define the reparationary nature of the narrative in the framework of the process of recreating the role of teachers in the curriculum.

کلیدواژه‌ها [English]

• reparation narrative
• true self
• teachers
• curriculum
• autobiograp