مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

واکاوی تجربۀ زیستۀ معلمان دوره ابتدایی منطقه «9» شهر تهران از آموزش پساکرونا: پژوهشی پدیدارشناسانه

نوع مقاله : مقاله پژوهشی

نویسندگان
1 علوم تربیتی، دانشکده علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران.
2 علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران.
چکیده
این پژوهش با هدف واکاوی تجربه زیسته معلمان دوره ابتدایی منطقه ۹ تهران از آموزش در پساکرونا، به روش کیفی و رویکرد پدیدارشناسانه انجام شد. جامعه پژوهش، معلمان ابتدایی سال تحصیلی 1404-1403 بودند که ۱۳ نفر بر اساس ملاک‌های سابقه تدریس حداقل سه سال و تجربه آموزش در دوران کرونا، به روش نمونه‌گیری هدفمند انتخاب شدند. اشباع نظری پس از مصاحبه با ۱۳ نفر حاصل شد. داده‌ها از طریق مصاحبه نیمه‌ساختاریافته گردآوری و با الگوی هفت‌مرحله‌ای کلایزی تحلیل شدند. یافته‌ها نشان داد که معلمان با چالش‌هایی در ابعاد رفتار دانش‌آموزان، فناوری، مسائل فرهنگی-اجتماعی و فرآیندهای یاددهی-یادگیری مواجه بوده‌اند. بااین‌حال، تجهیز مدارس به فناوری‌های نوین، ارتقای سواد رسانه‌ای، افزایش انعطاف‌پذیری در آموزش و گسترش استفاده از آموزش‌های چندرسانه‌ای از تحولات مثبت این دوران بود. مدیریت این چالش‌ها، مستلزم تقویت زیرساخت‌های آموزشی، ارتقای سواد رسانه‌ای، طراحی برنامه‌های آموزشی منعطف و حمایت جامع از معلمان است. تحقق این اهداف با سرمایه‌گذاری در توسعه حرفه‌ای معلمان، به‌روزرسانی محتواهای آموزشی و ایجاد محیط‌های یادگیری دانش‌آموزمحور، کیفیت آموزش را در پساکرونا ارتقا خواهد داد.
کلیدواژه‌ها

عنوان مقاله English

Exploring the Lived Experiences of Primary School Teachers in District 9 of Tehran Regarding Post-COVID Education: A Phenomenological Study

نویسندگان English

parisa nouri 1
Siddiqah Hayat Al-Ghaibi 2
1 Department of Educational Sciences, Faculty of Humanities, University of Hormozgan, Bandar Abbas, Iran
2 Department of Educational Sciences, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
چکیده English

This study aimed to explore the lived experiences of primary school teachers in District 9 of Tehran regarding post-COVID education through a qualitative phenomenological approach. The research population consisted of teachers from the 2024-2025 academic year, of whom 13 individuals with at least three years of teaching experience and prior experience with pandemic-era education were purposefully selected. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. The findings revealed that teachers faced challenges related to student behavior, technology, socio-cultural issues, and teaching-learning processes. However, the post-pandemic period also brought positive developments, including the integration of advanced educational technologies, the enhancement of media literacy, increased flexibility in instruction, and the expansion of multimedia-based teaching methods. Addressing these challenges requires strengthening educational infrastructure, improving digital literacy, designing flexible learning programs, and providing support for teachers. Investing in teachers' professional development, updating educational content, and fostering student-centered learning environments can contribute to improving the quality of education in the post-pandemic era.

کلیدواژه‌ها English

Post-pandemic education
phenomenology
teachers' lived experiences
primary education
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