تجربه زیسته معلمان دوره ابتدایی از فرصت‌ها و چالش‌های تدریس در شبکه آموزشی دانش‌آموزان (شاد): یک مطالعه پدیدارشناسی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 روانشناسی تربیتی-دانشکده روانشناسی-دانشگاه تهران

2 دانشگاه تهران

چکیده

هدف این پژوهش، تحلیل ادراک معلمان ابتدایی در خصوص فرصت‌ها و چالش‌های تدریس در شبکه آموزشی دانش‌آموزان (شاد) بود. این مطالعه با استفاده از رویکرد کیفی و طرح پدیدارشناسانه صورت گرفت. به منظور گردآوری داده‌ها از مصاحبه کیفی نیمه ساختاریافته استفاده شد. با استفاده از نمونه‌گیری هدفمند، پس از انجام 21 مصاحبه اشباع داده‌ها حاصل شد. تحلیل عمیق دیدگاه‌های معلمان، موجب شناسایی و دسته‌بندی ده فرصت شامل: جبران عقب افتادگی تحصیلی در ایام قرنطینه، افزایش مسئولیت‌پذیری و درگیری بیشتر اولیا با فرآیند یاددهی-یادگیری دانش‌آموزان، افزایش سرعت انتقال اطلاعات و ارائه اطلاعات جدید، ایجاد انگیزه در معلمان برای ارتقاء سواد رسانه‌ای، شناخته شدن معلمان توانمند و خلاق و فراهم شدن زمینه‌ای برای به اشتراک گذاشتن فایل‌ها و تجارب معلمان، افزایش مسئولیت‌پذیری معلمان برای مطالعه بیشتر، جذاب و برانگیزاننده بودن استفاده از آن برای دانش‌آموزان، علاقه‌مند کردن دانش‌آموزان به دانش روز و پژوهش کردن، انعطاف‌پذیری در ساعت شروع کلاس و حذف ترددهای پرهزینه، پرورش خلاقیت در دانش‌آموزان برای ارائه تکالیف به شیوه‌ای نو و نه چالش شامل: عدم دسترسی همه دانش‌آموزان به فضای مجازی به ویژه در مناطق محروم و ایجاد نابرابری در فرصت آموزش، سنگین بودن هزینه‌های اینترنت برای خیلی از خانواده‌ها، کند بودن سرعت اینترنت، دشوار بودن سنجش یادگیری واقعی دانش‌آموزان و سلب شدن قدرت نظارت از معلم، اعتیاد برخی دانش‌آموزان به اینترنت و گوشی، استفاده بی‌جا و بی‌رویه از مطالب دیگران، عدم وقت‌گذاری برخی معلمان به امر تدریس و ارزیابی، استفاده از نرم‌افزار به عنوان ابزار تبلیغات، کاهش انگیزه برخی دانش‌آموزان نسبت به تحصیل در شیوه جدید تدریس گردید.

کلیدواژه‌ها


عنوان مقاله [English]

Lived Experience of Elementary School Teachers about The Opportunities and Challenges of Teaching in the Educational Network of Students (SHAD): A Phenomenological Study

نویسندگان [English]

  • fahimeh abbasi 1
  • elaheh hejazi 2
  • Rezwan hakimzade 2
1 university of Tehran- Tehran
2 university of Tehran
چکیده [English]

The aim of this study was to analyze the perceptions of primary school teachers about the opportunities and challenges of teaching in Student Educational Network (SHAD). This study was conducted with a qualitative approach and phenomenological design. A semi-structured qualitative interview was used to collect data. Using purposeful sampling, data were obtained after 21 interviews with teachers. In-depth analysis of teachers 'perspectives identifies and categorizes ten Opportunities, including: compensating for academic retardation during quarantine days, increasing parental responsibility and engagement with students' learning process, increasing the speed of new and updated information transfer, and motivating teachers to promote media literacy, recognizing capable and creative teachers, and providing a platform for teachers to share files and experiences, increasing teachers' responsibility to study more, making it attractive and motivating for students to use, and making students interested in up-to-date knowledge and research, flexibility in classroom start-ups and the elimination of costly traffic, fostering creativity in students to present assignments in a specific way and 9 Challenges include: not all students have access to cyberspace, especially in disadvantaged areas and creating inequality in education opportunities, heavy internet costs for many families, slow internet speeds, difficult to measure students' real learning and teacher power outages of supervision, addiction of some students to the internet and telephone, inappropriate use of other people's content, lack of time for some teachers to teach and evaluate, use of software as advertising tools, reduction of motivation of some students to study in the new way of teaching were taught.
The aim of this study was to analyze the perceptions of primary school teachers about the opportunities and challenges of teaching in Student Educational Network (SHAD). This study was conducted with a qualitative approach and phenomenological design. A semi-structured qualitative interview was used to collect data. Using purposeful sampling, data were obtained after 21 interviews with teachers. In-depth analysis of teachers 'perspectives identifies and categorizes ten Opportunities, including: compensating for academic retardation during quarantine days, increasing parental responsibility and engagement with students' learning process, increasing the speed of new and updated information transfer, and motivating teachers to promote media literacy, recognizing capable and creative teachers, and providing a platform for teachers to share files and experiences, increasing teachers' responsibility to study more, making it attractive and motivating for students to use, and making students interested in up-to-date knowledge and research, flexibility in classroom start-ups and the elimination of costly traffic, fostering creativity in students to present assignments in a specific way and 9 Challenges include: not all students have access to cyberspace, especially in disadvantaged areas and creating inequality in education opportunities, heavy internet costs for many families, slow internet speeds, difficult to measure students' real learning and teacher power outages of supervision, addiction of some students to the internet and telephone, inappropriate use of other people's content, lack of time for some teachers to teach and evaluate, use of software as advertising tools, reduction of motivation of some students to study in the new way of teaching were taught.
The aim of this study was to analyze the perceptions of primary school teachers about the opportunities and challenges of teaching in Student Educational Network (SHAD). This study was conducted with a qualitative approach and phenomenological design. A semi-structured qualitative interview was used to collect data. Using purposeful sampling, data were obtained after 21 interviews with teachers. In-depth analysis of teachers 'perspectives identifies and categorizes ten Opportunities, including: compensating for academic retardation during quarantine days, increasing parental responsibility and engagement with students' learning process, increasing the speed of new and updated information transfer, and motivating teachers to promote media literacy, recognizing capable and creative teachers, and providing a platform for teachers to share files and experiences, increasing teachers' responsibility to study more, making it attractive and motivating for students to use, and making students interested in up-to-date knowledge and research, flexibility in classroom start-ups and the elimination of costly traffic, fostering creativity in students to present assignments in a specific way and 9 Challenges include: not all students have access to cyberspace, especially in disadvantaged areas and creating inequality in education opportunities, heavy internet costs for many families, slow internet speeds, difficult to measure students' real learning and teacher power outages of supervision, addiction of some students to the internet and telephone, inappropriate use of other people's content, lack of time for some teachers to teach and evaluate, use of software as advertising tools, reduction of motivation of some students to study in the new way of teaching were taught.
The aim of this study was to analyze the perceptions of primary school teachers about the opportunities and challenges of teaching in Student Educational Network (SHAD). This study was conducted with a qualitative approach and phenomenological design. A semi-structured qualitative interview was used to collect data. Using purposeful sampling, data were obtained after 21 interviews with teachers. In-depth analysis of teachers 'perspectives identifies and categorizes ten Opportunities, including: compensating for academic retardation during quarantine days, increasing parental responsibility and engagement with students' learning process, increasing the speed of new and updated information transfer, and motivating teachers to promote media literacy, recognizing capable and creative teachers, and providing a platform for teachers to share files and experiences, increasing teachers' responsibility to study more, making it attractive and motivating for students to use, and making students interested in up-to-date knowledge and research, flexibility in classroom start-ups and the elimination of costly traffic, fostering creativity in students to present assignments in a specific way and 9 Challenges include: not all students have access to cyberspace, especially in disadvantaged areas and creating inequality in education opportunities, heavy internet costs for many families, slow internet speeds, difficult to measure students' real learning and teacher power outages of supervision, addiction of some students to the internet and telephone, inappropriate use of other people's content, lack of time for some teachers to teach and evaluate, use of software as advertising tools, reduction of motivation of some students to study in the new way of teaching were taught.

کلیدواژه‌ها [English]

  • Teacher Perception
  • Student Educational Network
  • SHAD
  • Elementary Schools
  • qualitative approach