شناسایی مولفه های روایت پژوهی در راستای توسعه حرفه ای دانشجو- معلمان آموزش ابتدایی: یک مطالعه کیفی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری برنامه ریزی درسی(نویسنده مسئول) مدرس دانشگاه فرهنگیان، خوی، ایران

2 دکتری برنامه ریزی درسی مدرس دانشگاه فرهنگیان، زنجان، ایران.

3 دانشجوی دکتری برنامه ریزی درسی

4 کارشناسی آموزش ابتدایی دانشجوی دانشگاه فرهنگیان، خوی، ایران.

چکیده

هدف: هدف از مطالعه حاضر تعیین شاخصه های روایت پژوهی به عنوان یک فعالیت معلم محور بود که باعث رشد حرفه ای دانشجویان- معلمان در مدارس ابتدایی می شود.
روش: رویکرد تحقیق کیفی از نوع تحلیل مضمون با تاکید بر داده محوری بود. جامعه آماری شامل کلیه دانشجویان شاغل در دانشگاه فرهنگیان شهید مطهری خوی در سال تحصیلی 1400-1399 بوده است که 18 نفر از آنان به صورت نمونه گیری هدفمند از نوع همگون مورد مطالعه قرار گرفتند. در این راستا مصاحبه های نیمه سازمان یافته ای از آنها صورت گرفت و نمونه گیری تا اشباع داده ها ادامه یافت. برای اعتبار سنجی یافته ها از روش خود بازبینی محقق، تکنیک کنترل اعضا و توصیف غنی داده ها استفاده شد. در تجزیه و تحلیل داده ها، فرایند 3 مرحله ای ترکیبی متشکل از روش کینگ و هاروکس (2010)، براون وکلارک (2006) و آتراید- استرلینگ (2001) مورد استفاده قرار گرفت.
یافته ها: یافته ها نشان داد که در شبکه مضامین، مولفه های هویت پذیری عملی، خودپژوهی، آگاهی معلمان و کاوشگری آموزشی مضامین فراگیری هستند که با 17 مضمون سازمان دهنده و 161 مضمون پایه می توانند شایستگی ها و صلاحیت های حرفه ای دانشجو- معلمان را تحقق بخشند. نتایج نشان داد که روایت پژوهی چارچوب آموزشی نوآورانه ای است که می تواند قابلیت های معلمان را در حوزه های مختلف علمی توسعه دهد و زمینه عکس العمل مطلوب آنها را در برخورد با مسائل آموزشی فراهم سازد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Identifying the components of narrative research in the direction of professional development of students- teachers of primary education: A qualitative study

نویسندگان [English]

  • Reza Masouminejad 1
  • Ghulam Hussain Mikailo 2
  • Amin Sheikhkanlavi Milan 3
  • Kimia Sheikh 4
1 PhD in Curriculum Planning (Corresponding Author) Lecturer at Farhangian University, Khoy, Iran
2 PhD in Curriculum Planning Lecturer at Farhangian University, Zanjan, Iran
3 PhD student in Curriculum Planning, Marand, Iran.
4 Bachelor of Elementary Education Student of Farhangian University, Khoy, Iran.
چکیده [English]

Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.
Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.
Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.
Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.
Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.
Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.
Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.
Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.
Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.
Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.
Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.
Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.
Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.
Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.
Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.
Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.
Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

کلیدواژه‌ها [English]

  • Narrative research
  • professional development
  • Student-Teachers
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