نوع مقاله : علمی- پژوهشی

نویسنده

• رضا معصومی نژاد

ااستادیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

چکیده

پژوهش حاضر با هدف شناسایی و تبیین مفهوم "روایت جبران" در راستای شکل‌گیری خود واقعی معلمان در برنامه‌درسی بر اساس هویت خود شرح‌حال نویسی انجام شد. رویکرد تحقیق کیفی از نوع پژوهش روایی با تأکید 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 مقایسه نظام‌مند برای تعیین پایایی داده‌های تحقیق استفاده شد. یافته‌ها نشان داد که 7 مؤلفه انتشارپذیری، فهم‌پذیری، گفتمان‌سازی درسی، 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 می‌دهد 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
• خود شرح‌حال‌نویسی

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, Tehran, Iran.

چکیده [English]

Introduction
The present study was conducted with the aim of identifying and explaining the concept of "reparation Narrative" in order to shape 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,


curriculum discourse creation, and 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. Reparation narrative is ability that teachers can acquire a progressive mindset towards their teaching activities. As a result, teachers are in a dynamic situation by reparation attitudes in their profession and narrating the performance or functions of the lesson that can bring them to the real self determined in the curriculum, and they try to implement the curriculum to separate the individual's reality from the defined ideal self and internalize what is related to their core identity. 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 of teachers.
 
 
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