واکاوی پدیده تقاضای تدریس خصوصی (مطالعه موردی: دوره متوسطه شهر یزد)

زارع فخر, ریحانه; زندوانیان, احمد; شاکری, محسن; حسنی, حسین

doi:10.22055/edus.2024.46634.3588

نوع مقاله : علمی- پژوهشی

نویسندگان

¹ کارشناس ارشد برنامه‌ریزی درسی، دانشگاه یزد، یزد، ایران.

² استادیار دانشکده روان‌شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران.

³ استادیار دانشکده روان‌شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران

⁴ استادیار دانشکده روان‌ شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران.

10.22055/edus.2024.46634.3588

چکیده

هدف پژوهش حاضر مطالعه پدیده تقاضای تدریس خصوصی در دوره متوسطه بود. رویکرد پژوهش «کیفی» و از نوع روش نظریه داده‌بنیاد به شیوه نظام‌مند بود. گروه هدف، والدین دانش‌آموزانی بودند که متقاضی تدریس خصوصی در سال تحصیلی 1400- 1401 در شهر یزد بودند. با استفاده از روش نمونه‌گیری هدفمند، 12 نفر از والدین در پژوهش شرکت داشتند. نمونه‌گیری تا مرحله اشباع نظری داده‌ها ادامه یافت. ابزار پژوهش مصاحبه عمیق نیمه ساختاریافته بود. داده‌ها به روش کدگذاری باز، محوری و گزینشی اشتراس و کوربین (1998)، تجزیه و تحلیل شدند. به منظور کسب اطمینان از دقیق بودن یافته‌ها، مبتنی بر «سه سویه سازی» از تکنیک های تطبیق توسط اعضا، بررسی همکار، مشارکتی بودن پژوهش، بازاندیشی پژوهشگر استفاده شد.در نهایت، 29 مقوله فرعی در قالب مؤلفه‌های 6 گانه نظریه داده‌بنیاد طبقه بندی شدند. عوامل علی با 5 مقوله فرعی، عوامل زمینه‌ای با 5 مقوله فرعی، عوامل مداخله‌گر با 5 مقوله فرعی، پیامدهای مثبت با 5 مقوله فرعی و پیامدهای منفی با 9 مقوله فرعی و 1 پدیده محوری شناسایی شدند. بر اساس یافته‌های پژوهش، عوامل و مؤلفه‌های درونی و بیرونی متنوعی زمینه‌های شکل‌گیری تدریس خصوصی را فراهم می‌آورند که بر تقاضای آن دامن می‌زند. پیشنهاد می‌شود جهت اتخاذ تصمیمات و سیاست‌گذاری‌های خرد و کلان و مدیریت آن، به منظور فهم دقیق این پدیده به طور متناوب مورد مطالعه قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Analyzing the Demand for Private Tutoring phenomenon (Case Study: High schools in Yazd)

نویسندگان [English]

Reyhane Zare Fakhr ¹
Ahmad Zandvanian ²
Mohesn Shakeri ³
Hossain Hassani ⁴

¹ Master Curriculum Planning, Yazd University, Yazd, Iran.

² Assistant Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran.

³ Assistant Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran

⁴ Assistant Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran..

چکیده [English]

Introduction
The main goal of the current research was to analyze the problem of private tutoring and the associated challenges in Yazd. The research also expands the theoretical perspectives on private tutoring. The findings of this research can be beneficial for teachers, educational institution planners, parents, and students in practical applications.

Method
The research methodology employed in this study was qualitative and based on Grounded Theory principles. The target group was the parents of students who applied for private tutoring in the academic year of 2001-2001 in Yazd. Using the purposeful sampling method, 12 parents participated in the research. Sampling continued until the theoretical data saturation stage. The research tool was semi-structured in-depth interview. The data was analyzed by Strauss and Corbin (1998) open, axial and selective coding method. In order to ensure the accuracy of the findings, based on "Triangulation" techniques, matching by members, peer review, collaborative research, and researcher rethinking were used.

Results
Finally, 29 sub-categories were classified in the form of 6 components of the systematic grounded theory. Causal factors with 5 subcategories, background factors with 5 subcategories, intervening factors with 5 subcategories, positive consequences with (5) subcategories and negative consequences with (9) subcategories and (1) central phenomenon were identified. The results indicated various favorable outcomes, including enhanced student performance in examinations, improved results in entrance assessments, better overall test performance, job opportunities for special educators leading to increased income, and the alleviation of educational deficiencies through compensatory actions. Various strategies have been proposed to address the challenges and negative impacts associated with the prevalent practice of private tutoring among families and students. These strategies encompass a range of approaches, including conducting private tutoring sessions at home or within school premises, offering private counseling services, integrating private tutoring with formal educational programs, addressing issues and assessments within educational institutions, improving the quality of education in mainstream schools to tackle deficiencies, reducing the societal emphasis on entrance examinations, guiding students towards technical fields, and increasing oversight of educational activities in such contexts. The adverse effects of private tutoring include limitations on creativity and critical thinking, neglect of skill development and vocational training, commercialization and elitism in education (in conflict with the principles of inclusive education), psychological and physical harm to students leading to anxiety, stress, and depression, perpetuation of social stratification, and maintenance of educational inequalities.

Discussion
Research findings indicate that various internal and external factors contribute to the development of private tutoring, influencing both its supply and demand. It is recommended to study this phenomenon from diverse viewpoints to guide micro and macro-level decision-making and policy formulation for efficient administration.

کلیدواژه‌ها [English]

Private Teaching
Students
Parents
Shadow Education
Grounded Theory

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واکاوی پدیده تقاضای تدریس خصوصی (مطالعه موردی: دوره متوسطه شهر یزد)

مراجع

مراجع

دوره 31، شماره 1شهریور 1403صفحه 209-240

دوره 31، شماره 1
شهریور 1403
صفحه 209-240