مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

چالش‌های فرایند فرهنگ‌پذیری نومعلمان دوره ابتدایی و شرایط بهبود آن

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دکتری رشته برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا همدان، ایران.
2 دانشیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.
3 استاد، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.
چکیده
پژوهش حاضر با هدف تحلیل چالش‌های فرهنگ‌پذیری نومعلمان با رویکرد کیفی و روش پایه انجام شده است. مشارکت‌کنندگان در پژوهش شامل 12 نفر از متخصصانی بودند که هم در عرصه عمل و هم نظر با قلمرو معلمی در ارتباط بودند و به‌ صورت ملاک‌محور و با توجه به قاعده اشباع‌ نظری انتخاب شدند. از مصاحبه نیمه ساختاریافته برای گردآوری داده‌ها استفاده شد. برای تحلیل داده‌ها از روش کدگذاری سه‌ مرحله‌ای (باز، محوری و گزینشی) استفاده شد. برای بررسی اعتماد داده‌ها، چهار معیار باورپذیری، قابلیت‌انتقال، اطمینان‌پذیری و تأییدپذیری مورد استفاده قرار گرفت. یافته‌ها نشان داد که فرایند فرهنگ‌پذیری نومعلمان وابسته به باورها و کلیشه‌هایی است که دوره‌های آموزش عمومی، تربیت معلم و محیط کار در مورد معلم خوب ساخته‌اند که در اکثر موارد این تصویرسازی‌ها با هویت و یکپارچگی درونی معلم سازگار نبوده و به جای هویت حرفه‌ای بر جنبه توسعه حرفه‌ای معلم تأکید داشته‌اند.
کلیدواژه‌ها

عنوان مقاله English

Challenges of the Acculturation Process of Elementary School Novice Teachers and Conditions for Its Improvement

نویسندگان English

Behrouz Khorram 1
Azimehsadat Khakbaz 2
Mohammadreza Yousefzadeh 3
1 PhD in Curriculum studies, Department of Educational Sciences, Faculty of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran
2 Associate Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran.
3 . Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran.
چکیده English

The present study aims to analyze the acculturation challenges faced by novice teachers using a qualitative approach and thematic analysis method. The research field included educational sciences specialists with experience and research contributions in teacher education. The participants consisted of 12 specialists purposefully and criterion-based selected according to the theoretical saturation rule. The criterion for selecting the specialists was their experience and research contributions in teacher education and their connection to the teaching domain. Data collection was conducted through semi-structured interviews, and data analysis was performed using Braun and Clarke's (2006) coding method. To ensure the validity of the data, four criteria were used: credibility, transferability, dependability, and confirmability. The findings indicated that the process of cultural adaptation of novice teachers is influenced by beliefs and stereotypes created by general education courses, teacher education, and the work environment regarding what constitutes a good teacher. These representations were not consistent with the teacher's internal identity and unity. Instead of emphasizing professional identity, they focused on professional development. Consequently, becoming a teacher faces numerous challenges and anomalies, which can be directed towards transformation, continuous inquiry, and reflection by providing appropriate strategies

کلیدواژه‌ها English

Teacher education
Early years of teaching
Acculturation
Teaching culture
Novice teacher
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