مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

روایت‌کاوی شیوه‌ای برای تغییر و توسعه حرفه‌ای معلمان: مطالعه‌ای پدیدارشناسانه

نوع مقاله : مقاله پژوهشی

نویسنده
دانش‌آموخته دکتری رشته مطالعات برنامه درسی، سرگروه آموزشی شهرستان‌های تهران، مدرس دانشگاه فرهنگیان، تهران، ایران.
چکیده
این پژوهش پدیدارشناسانه‌ی تفسیری، به بررسی تجربه زیسته معلمان و مدیران (9 معلم و 3مدیر)  از اجرای "روایت‌کاوی" طی یک‌سال تحصیلی (1402- 1401) پرداخته است. هدف، کشف عمق تجربیات مرتبط با واکنش‌ها، احساسات و افکار افراد نسبت به این شیوه در مدارس بود. تحلیل کیفی نشان داد که روایت‌کاوی با ایجاد پیوند بین عمل و نظر، درک نظری معلمان و مدیران را ارتقا می‌بخشد. این امر به نوبه خود، آن‌ها را قادر می‌سازد تا در موقعیت‌های عملی، تصمیمات آگاهانه‌تر و خردمندانه‌تری اتخاذ کنند .علاوه بر این، روایت‌کاوی معلمان و مدیران را در شناخت، اصلاح و تغییر پیش‌فرض‌ها و باورهای خود یاری می‌دهد. همچنین، این روش فضایی هم‌افزا و لذت‌بخش در مدارس ایجاد کرده و امکان تأمل و تغییر نگرش‌های حرفه‌ای را فراهم می‌آورد. نتایج نشان داد که روایت‌کاوی، ابزاری مؤثر در توسعه حرفه‌ای معلمان است؛ هرچند چالش‌هایی مانند زمان‌بر بودن فرایند تغییر و توسعه و کمبود روایت‌های مناسب برای اجرای روایت‌کاوی، وجود دارد.
کلیدواژه‌ها

عنوان مقاله English

Narrative Inquiry as a Method for Teacher Professional Change and Development: A Phenomenological Study

نویسنده English

Soghra Maleki
PhD in Curriculum Studies, Head of the Educational Department of Tehran Counties, Lecturer at Farhangian University, Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده English

This interpretive phenomenological study examines the experiences of teachers and principals (9 teachers and 3 principals) in implementing "narrative inquiry" over the course of an academic year (2022-2023). The aim was to uncover the depth of experiences related to individuals' reactions, emotions, and thoughts about this method in schools. Qualitative analysis revealed that narrative inquiry, by creating a link between action and reflection, enhances the theoretical understanding of teachers and principals. This, in turn, enables them to make more conscious and prudent decisions in practical situations. Additionally, narrative inquiry assists teachers and principals in recognizing, revising, and changing their assumptions and beliefs. Furthermore, this method creates a collaborative and enjoyable environment in schools and provides opportunities for reflection and changing professional attitudes. The results showed that narrative inquiry is an effective tool for the professional development of teachers; however, challenges such as the time-consuming nature of the change and development process and the lack of suitable narratives for implementing narrative inquiry exist.

کلیدواژه‌ها English

Professional development
Teachers
Narrative inquiry
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