رویکرد پدیدارشناسانه به تجارب معلمان جدیدالورود از اولین سال تدریس

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار بخش مدیریت و برنامه ریزی درسی دانشکده علوم تربیتی دانشگاه شیراز، شیراز، ایران

2 دکتری برنامه ریزی درسی دانشگاه شیراز، شیراز، ایران

3 کارشناسی ارشد دانشگاه شیراز، شیراز، ایران

4 کارشناسی ارشد دانشگاه آزاد اسلامی واحد شیراز، شیراز، ایران

5 دانشجوی کارشناسی ارشد مدیریت آموزشی دانشگاه شیراز، شیراز، ایران

6 کارشناسی ارشد دانشگاه آزاد اسلامی فیروزآباد

چکیده

هدف: هدف اصلی از انجام پژوهش حاضر واکاوی تجارب زیسته معلمان جدیدالورود از اولین سال تدریس در سازمان آموزش‌وپرورش استان فارس بود.
روش: این پژوهش کیفی با استفاده از روش پدیدارشناسی اجرا شد. روش گردآوری اطلاعات استفاده از مصاحبه‌های نیمه‌ساختمند بود. بر این اساس، از بین معلمان دورة ابتدایی 18 نفر براساس معیارهای ورود به پژوهش انتخاب شدند. تحلیل مصاحبه‌ها، با استفاده از الگوی هفت مرحله‌ای Colaizzi (1978) و روش تحلیل مضمون انجام شد. اعتبار داده‌های به‌دست‌آمده با استفاده از تکنیک‌های تأییدپذیری، اعتمادپذیری و هم‌سوسازی پژوهش‌گران تأیید شد.
یافته‌ها: پس از استخراج موضوعی و طبقه‌بندی آن‌ها، یافته‌ها در دو مضمون اصلی "پیامدهای مثبت" مشتمل بر سه مضمون فرعی «مهارت‌های تدریس»، «مهارت‌های ارتباطی»، «مهارت‌های روان‌شناختی» و "پیامدهای منفی" مشتمل بر چهار مضمون فرعی «چالش‌های حرفه‌ای»، «چالش‌های روان‌شناختی»، «چالش‌های محیطی» و «چالش‌های میان دانش‌آموزان» طبقه‌بندی شدند.

کلیدواژه‌ها

عنوان مقاله [English]

A phenomenological Approach to the Experiences of New Teachers from the First Year of Teaching

نویسندگان [English]

  • Mehdi Mohammadi 1
  • Reza Naserijahromi 1
  • Khatereh Mohammad Jafari 2
  • Maryam Safari 3
  • Parisa Maaref 4
  • Fatemeh Mirghafari 5
  • Rahil Naseri Jahromi 6
1 Associate Professor of Management and Curriculum Planning, Faculty of Educational Sciences, Shiraz University
2 PhD in Curriculum Planning, Shiraz University
3 Master student of Shiraz University
4 Shiraz Islamic Azad University
5 Master student of educational management of Shiraz University
6 Firoozababd Islamic Azad University
چکیده [English]

Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.

کلیدواژه‌ها [English]

  • Phenomenology
  • lived experiences
  • teacher
  • newcomer
  • teaching

مراجع

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