مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

واکاوی ادراک دانش‌آموزان دوره‌ی دوم ابتدایی درخصوص ویژگی‌های معلم مطلوب

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش آموخته کارشناسی ارشد برنامه‌ریزی آموزشی، دانشگاه تهران، تهران، ایران.
2 گروه روش‌ها و برنامه‌ریزی آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دنشگاه تهران، تهران، ایران
چکیده
پژوهش حاضر با رویکرد کیفی و به روش پدیدارشناسی توصیفی انجام شد. میدان پژوهش شامل دانش‌آموزان دوره دوم ابتدایی شهرستان البرز (استان قزوین) بود. نمونه‌ها به شیوه هدفمند و ملاک‌محور انتخاب شدند و دانش‌آموزانی که توانایی بیان مؤثر، تمایل به مشارکت و تجربه تحصیل در مدارس دولتی در سال تحصیلی ۱۴۰۲–۱۴۰۱ داشتند، در مطالعه شرکت کردند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته گردآوری شد. پس از انجام ۳۸ مصاحبه و دستیابی به اشباع، به‌منظور افزایش اعتبار یافته‌ها، دو مصاحبه تکمیلی نیز صورت گرفت. تحلیل داده‌ها با استفاده از روش هفت‌مرحله‌ای کلایزی انجام شد و برای اعتباربخشی، از بازبینی اعضا و بازبینی همتایان بهره گرفته شد. یافته‌ها نشان داد ویژگی‌های معلم مطلوب از منظر دانش‌آموزان، ترکیبی از صفات فردی (ظاهری و شخصیتی)، تخصصی (علمی، آموزشی و مدیریت کلاس) و حرفه‌ای (رفتاری، عاطفی، پرورشی و تعاملی) است. در این میان، بیشترین تأکید دانش‌آموزان بر ویژگی‌های حرفه‌ای، به‌ویژه کیفیت تعامل معلم با دانش‌آموزان بود. بر این اساس، توجه به انتظارات و نیازهای دانش‌آموزان در طراحی برنامه‌های تربیت معلم ضروری به نظر می‌رسد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Analyzing Second period elementary students' perceptions of the characteristics of a desirable teacher

نویسندگان English

Nafiseh Mafi 1
Rezvan Hakimzadeh 2
Marzieh Dehghani 2
1 M.A. Graduate in Educational Planning, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
2 Department of Curriculum Development & Instructional Methods, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
چکیده English

The aim of the present study is to explore second period elementary students’ perceptions of the characteristics of a desirable teacher. This applied qualitative study employed a descriptive phenomenological approach to analyze the views of 40 students in grades 4–6 from public schools in Alborz province during the 2022–2023 academic year. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. Trustworthiness was ensured through member checks, expert review, and thick descriptions. The findings revealed three main categories of teacher characteristics: personal (appearance and personality traits), specialized (scientific knowledge, pedagogical competence, classroom leadership), and professional (behavioral, emotional, nurturing, and interactive qualities). Among these categories, professional characteristics were most emphasized, with interactive qualities ranked highest, while scientific knowledge was cited the least. The results highlight that elementary students value relational and nurturing aspects of teaching more than academic expertise. Implications include revising teacher education curricula to strengthen communication, emotional intelligence, and interactive skills, incorporating relational indicators into teacher evaluation systems, and encouraging teachers to integrate playful and participatory methods that support both cognitive and affective development.

کلیدواژه‌ها English

Characteristics of a desirable teacher
Students' perceptions
students' voice
Elementary school
Phenomenology
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