آسیب شناسی وضعیت موجود برنامه معلم پژوهنده (پژوهش در عمل) و ارائه راهکارهایی جهت تقویت و گسترش آن در نظام آموزش و پرورش

محورهای موضوعی : پژوهش در برنامه ریزی درسی

مرزبان ادیب منش ¹ (استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران.)
علی همتی ² (استادیار گروه زبان انگلیسی، دانشگاه فرهنگیان، تهران، ایران)
مهدی نامداری ³ (مدرس، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران.)

تاریخ دریافت : 1401/07/07 تاریخ پذیرش : 1401/11/12 تاریخ انتشار : 1401/12/01

کلید واژه: برنامه معلم پژوهنده, نظام آموزش و پرورش, آسیب شناسی,

چکیده مقاله :

پژوهش حاضر با هدف، آسیب شناسی وضعیت موجود برنامه معلم پژوهنده و ارائه راهکارهایی جهت تقویت و گسترش آن در نظام آموزش و پرورش ایران انجام شده است. نوع پژوهش کیفی و از طرح پدیدارشناسی استفاده شده است و برای گردآوری داده‌ها از ابزار مصاحبه نیمه ساختار استفاده شد، بدین گونه که از طریق مصاحبه با گروه‌های اطلاع رسان به سوال‌های پژوهش پاسخ داده شد. روایی صوری و محتوایی مصاحبه توسط چند نفر از متخصصان حوزه اقدام پژوهی بررسی و در نهایت تایید شد. برای تعیین" اعتماد پذیری داده ها "از دو معیار مورد نظر صاحبنظران مطالعات کیفی، شامل: قابلیت اطمینان و قابل قبول بودن استفاده شد. مشارکت کنندگان تحقیق شامل کلیه معلمان پژوهنده، مدیران و کارشناسان پژوهشی استان کرمانشاه بودند که از بین آنها 15 نفر از هر سه گروه به روش نمونه گیری هدفمند، انتخاب شدند. سبک تحلیل داده‌ها، مقوله‌بندی و کد گذاری بود. نتایج پژوهش نشان داد که مهمترین موانع اجرای برنامه معلم پژوهنده عبارت بودند از: موانع فرهنگی، مدیریتی و اداری، اشاعه ای و کاربست، انگیزشی، اجرایی و محتوایی و در بخش ارایه راهکارها نتایج نشان داد که مقوله‌های مربوط به فرهنگ سازی، بودجه مناسب، اگاهی بخشی و دانش افزایی، مشوق‌های انگیزشی و بهسازی محتوا در تقویت و گسترش برنامه معلم پژوهنده در نظام آموزش و پرورش تاثیرگذار هستند.

چکیده انگلیسی:

The present study was conducted with the aim of pathologizing the current status of the teacher-researcher program (research in practice) and providing solutions to strengthen and expand it in the Iranian education system. The type of research is qualitative and phenomenological design has been used and semi-structured interview tools were used to collect data, so that research questions were answered through interviews with information groups. The face and content validity of the interview was reviewed and finally confirmed by several experts in the field of action research. To determine the "reliability of data", two criteria used by qualitative study experts were used, including: reliability and acceptability. The statistical population included all research teachers, principals and research experts of Kermanshah province, from which 30 people from all three groups were selected by purposive sampling. The results showed that the most important obstacles to the implementation of the teacher-researcher program were: cultural, managerial and administrative barriers, dissemination and application, motivation, implementation and content, and in the presentation of solutions, the results showed that Awareness-raising, motivational incentives and content improvement are effective in strengthening and expanding the teacher-researcher program in the education system. 

منابع و مأخذ:

Irani, Y; Bakhtiari, A. (2018). Guide to practical research, Tehran, Loh Zarin Publications.

Ahanchian, M (2018). Action research; Design, implementation, evaluation, Tehran, Rushd publications

Badakhshan, A. (2004). Examining the weak points of action research classes and providing strategies for optimal use of these classes"; Available at: http://www.madaresekaram-

Bazargan, A (1385). Action research training booklet. Tehran: University of Tehran

Ghasemi P, (2016). Practical Guide to Research in Practice, Ministry of Education, Research Institute of Education and Training.

Karimi, F (2008). Sufficiency program and development of research in the Ministry of Education, Educational Research, Azar..

Karimi, F. (2007). Looking at the current state of research in the education system and providing suggestions to improve it, Educational Research Journal, No. 87, pp. 4-6.

Gall, M. D; B, Walter and Gal J. (2016). Quantitative and qualitative research methods in educational sciences and psychology. Translated by Ahmadreza Nasr and colleagues. Tehran: Side; Shahid Beheshti University.

Scholar, Z. (2012). Evaluating the professional skills of science and math teachers in middle school and providing methods for its quality improvement. Curriculum Planning and Educational Innovations Research Institute.

Hassanzadeh, R. and colleagues (1385). Factors inhibiting teachers' participation in the teacher-researcher project: a new challenge in the field of research management and action research, New Thoughts Quarterly in Educational Sciences; 1(3), pp. 35-46.

Hashemi, S Ahmad; Fayaz B, Hossein; N, Habib and Hemmati, A (2013). Comparison of information-seeking behavior of research and non-research teachers, Khorasgan Curriculum Research Quarterly, 8(2). 51-65.

Chaichi, P and colleague.s (2005). Evaluating the degree of achievement of the goals of the research teacher program, Education and Training Quarterly, 85(4) pp. 107-133.

Saki, R and others (2013). Action research: a strategy for improving education and teaching, Tehran: Ministry of Education and Training, Research Institute of Education and Training.

Fayaz, I; Homayunfer, A; Sajjadi, S. Mehdi; Saki, R (2018) "Interpretive typology of horizons, bottlenecks and solutions of the teacher-researcher program as an action research on teachers' research", Educational Psychology Quarterly, 12(45). pp. 117-91.

Mousavi, H; Ramezani, M and Pasha, Reza.k (2014). The causes of research avoidance in education from the point of view of middle school teachers of Neka city, International Research Conference on Behavioral and Social Sciences, No. 83-8:8.

Namdari, P; Ghanbari, Cyrus; M, Heshmatullah .g (2013). Obstacles to the implementation of the teacher-researcher program from the perspective of teacher-researchers and experts: the case study of Hamadan province, Education and Learning Research Quarterly, 20(3), pp. 195-216.

Nusrati, N; Qadri, M and Natghi, F. (2016). Historiography of teachers' evolution during the last four decades, Khorasgan Curriculum Research Quarterly, 16(35). 10-17.

Cohen, L., Manion, L. & Morrison. K. (2019). Research Methods in Education (6^thEd). New York: Routledge.

Barazangi, N. H (2007). Action research pedagogy in a new cultural setting: The Syrian experience, retrieved fro http://arj.sagepub.com/cgi/content/abstract/5/3/307.23

Weiler, J (2017). Engaging in action research in Zimbabwe, Journal of Action Research, Volume 5(2), PP. 139–159.

McNiff, J; with Whitehead, J. (2002). Action research: Principles and practice. 2nd Edition Routledge; 2 edition (January 11, 2002.)

Mertler, C. A. (2018). Action Research: Improving Schools and Empowering Educators, sage