مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

پدیدارشناسی تجارب زیسته‌ی معلمان دوره ابتدایی شهر اهواز از صبوری در فرایند آموزش و یادگیری دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش آموخته کارشناسی ارشد، گروه علوم تربیتی، دانشگاه شهید چمران اهواز
2 استاد گروه علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران.
3 دانشیار، گروه علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران.
چکیده
پژوهش حاضر با هدف واکاوی تجربه‌های زیسته معلمان دوره ابتدایی شهر اهواز از مفهوم صبوری در فرایند آموزش و یادگیری دانش‌آموزان انجام شده است. این پژوهش با رویکرد کیفی و به روش پدیدارشناسی صورت گرفت. مشارکت‌کنندگان، معلمان دوره ابتدایی شهر اهواز در سال تحصیلی ۱۴۰۲-۱۴۰۱ بودند که با استفاده از روش نمونه‌گیری هدفمند از نوع موارد همگن انتخاب شدند. داده‌ها از طریق مصاحبه‌های عمیق نیمه‌ساختاریافته با ۲۲ نفر از معلمان گردآوری شد و مصاحبه‌ها تا رسیدن به اشباع  ادامه یافت. برای تحلیل داده‌ها، از الگوی هفت‌مرحله‌ای کلایزی بهره گرفته شد. یافته‌ها منجر به استخراج ۶ مضمون اصلی و ۲۲ زیرمضمون شد. مضامین اصلی شامل معنا و مفهوم صبوری، نشانگرهای رفتاری صبوری معلم، ویژگی‌های شناختی و عاطفی معلم صبور، خویشتن‌داری در موقعیت‌های آموزشی و صبر در برابر دشواری‌های یادگیری بود. نتایج نشان داد که صبوری معلمان، به‌ویژه در ابعاد اخلاقی، نقش مهمی در تضمین کیفیت فرایند یاددهی-یادگیری ایفا می‌کند و می‌تواند به سلامت روانی و تربیتی فضای کلاس کمک کند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Phenomenology of the Lived Experiences of Elementary School Teachers in Ahvaz City Regarding Patience in the Teaching and Learning Process

نویسندگان English

Fّatemeh Hasani kouchaki 1
Seyed Mansour Marashi 2
Parvaneh Valavi 3
1 M.A. graduate, Department of Educational Sciences, Shahid Chamran University of Ahvaz .
2 Professor, Department of Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
3 Associate Professor, Department of Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
چکیده English

The present study aims to phenomenologically analyze the lived experiences of primary school teachers in Ahvaz city regarding the concept of patience in the teaching and learning process. Employing a qualitative approach and a phenomenological methodology, the research involved 22 primary school teachers from Ahvaz during the 1401-1402 academic year. Participants were selected through purposive homogeneous sampling until data saturation was reached. Data were collected via semi-structured, in-depth interviews, and analyzed using Claise’s seven-step phenomenological method. The analysis yielded six main themes and 22 sub-themes. The main themes included: the meaning and concept of patience; behavioral indicators of teacher patience; cognitive and emotional characteristics of a patient teacher; self-control in educational contexts; and patience in overcoming learning difficulties. The findings highlight that teachers’ patience, particularly in ethical dimensions, plays a crucial role in ensuring the quality of the teaching and learning process and can contribute to the psychological and educational well-being of the classroom environment.
s

کلیدواژه‌ها English

Patience in Teaching and Learning
Primary School Teachers
Lived Experience
Phenomenology
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