واکاوی شایستگی‌های معلمان عشایر کوچنده: مطالعه پدیدارشناسانه

محورهای موضوعی : پژوهش در برنامه ریزی درسی

یعقوب رحیمی پردنجانی ¹ (دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران،)
مریم شفیعی سروستانی ² (استادیار گروه مدیریت و برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایرانعضو هیت علمی دانشکده علوم تربیتی و روانشناسی شیراز)
جعفر جهانی ³ (دانشیار گروه مدیریت و برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران)
مهدی محمدی ⁴ (دانشیار گروه مدیریت و برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران)

تاریخ دریافت : 1399/03/11 تاریخ پذیرش : 1399/07/06 تاریخ انتشار : 1399/09/01

کلید واژه: مناطق محروم, شایستگی معلمان, آموزش‌وپرورش عشایرکوچنده,

چکیده مقاله :

هدف این پژوهش واکاوی شایستگی‌های معلمان عشایر کوچنده بود. این پژوهش با رویکرد کیفی و به روش پدیدارشناسی هوسرلی انجام شده است. انتخاب مشارکت‌کنندگان بالقوه بر اساس معیار شرایط اقلیمی کشور در سه ناحیه آب و هوایی (کوهستانی، خزری و گرم و خشک) در چهار استان چهارمحال و بختیاری، گیلان، خراسان جنوبی و فارس صورت پذیرفت. چراکه معلمان دارای تجربه کار در این استان‌ها هر سه نوع شرایط آب و هوایی را پوشش می‌دهند. مشارکت‌کنندگان در پژوهش متشکل از 57 نفر معلم دارای تجربۀ تدریس در مناطق عشایری کوچنده با رویکرد نمونه‌گیری هدفمند و روش گلوله‌برفی انتخاب شدند. معیار کفایت تعداد مشارکت‌کنندگان، اشباع نظری بود. ابزار گردآوری داده‌های کیفی پژوهش مصاحبه نیمه ساختاریافته بود. برای سنجش اعتبار اولیه داده‌ها از معیارهای قابل‌قبول بودن و قابلیت اعتماد بودن داده‌های کیفی استفاده شد. با توجه به روش کیفی پژوهش از شیوۀ تحلیل مضمون (شامل مضامین پایه، سازمان‌دهندۀ اول و دوم و فراگیر) برای تشکیل شبکه مضامین شایستگی معلمان عشایر کوچنده استفاده شد. نتایج نشان داد که از ترکیب و ادغام 223 کد پایه، درمجموع 170 مضمون پایه و 28 مضمون سازمان‌دهندۀ سطح اول شکل گرفت.

چکیده انگلیسی:

The purpose of the present study was to explore the competencies of teachers working nomadic tribes. It done a qualitative research based on Husserlian phenomenology. The selection of potential participants was based on the criteria of the country's climatic conditions in three climatic zones (mountainous, Caspian and hot and dry) in four provinces of Jahar Mahal and Bakhtiari, Gilan, South Khorasan and Fars. Because teachers with work experience in these provinces cover all three types of weather conditions.Participants in the study consisted of 57 teachers with experience in teaching in nomadic nomadic areas with targeted sampling approach and snowball method. Theoretical saturation was the measure for determining the adequacy of the number of participants. Semi-structured interviews were used as the qualitative data collection instrument. The acceptability and reliability criteria for qualitative data were used to determine the initial validity of the collected data. Given the qualitative approach in this research, thematic analysis was conducted to develop a network of themes signifying the competencies of teachers in nomadic tribes. The themes in this network were classified into basic, first-level organizing, second-level organizing and global themes. The data were initially codified, and a total of 223 basic codes were combined and integrated to form 170 basic themes and 28 first-level organizing themes.

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