تحلیل پدیدارشناسانه ادراک معلمان از فرایند تدریس در شبکه اجتماعی دانش‌آموزی (شاد)

Abstract

The aim of the current research is to phenomenological analysis of teachers' perception of the teaching process in the student social network (Shad). In the current study, the qualitative method and phenomenological approach and the seven-step model (Colaizzi (1978) were used to investigate the perception of teachers. The purpose of phenomenological research is to describe the lived experiences of life in the same way that it happened in life. The statistical population of the present study includes all primary school teachers of Kermanshah city (three areas of education) who had virtual teaching in the student social network (Shad) in the academic year of 1401-1401. Theoretical data saturation was used to determine the sample size. This means that the sample selection process continued until no new data related to the subject (teaching process) was obtained and it was repetitive and redundant (Gall, Borg & Gall, 2014). The statistical sample of the research includes 18 teachers (9 male and 9 female teachers) active in the Shad network, who were selected purposefully. The tool and method of data collection in the current research is an interview that was conducted using in-depth and semi-structured questions. During the semi-structured and in-depth interview, open and semi-structured questions were used, so that the participants were completely free to answer the questions, and the researcher's duty was to control the direction of the answers so that they do not deviate from the main path. Strabert and Carpenter method was used for data analysis (cited by Adib Haj Bagheri & et al, 2011). In order to measure the validity and reliability of the data, the reliability criterion (Guba & Lincoln (1994) was used, which includes four criteria of believability, transferability, dependence or reliability, and dependability. The analysis of the data obtained from the interviews led to the identification of two categories of effective teaching characteristics and required professional competencies and nineteen main themes. Based on the analysis of teachers' perception, the characteristics of teaching in the Shad network include having a lesson plan, using interactive teaching techniques, providing continuous feedback, students' participation, strengthening the motivation to learn, respecting individual differences, using educational technologies, providing various assignments, strengthening the spirit of inquiry and research. Based on the number of repetitions of each category by the participants in the interview, the characteristics of having a lesson plan, using educational technologies, strengthening the spirit of questioning and research, and providing continuous, accurate and timely feedback were identified as the most important characteristics of effective teaching. The findings of this research are consistent with the research results of Mirzaei (2022), Alemorad (2017), Santrock (2008), Mohamed & Shinobu (2019), and are not against the results of any research. In line with the above findings, (Santrock, 2008) states that effective teaching is not like a stretchy socks that fits every foot size due to the specific complexities and individual differences of students. The teacher should be fluent in all kinds of attitudes and teaching strategies and be flexible in their application. Also, Kelly (2002) believes that teachers should be professionally prepared to provide technology-based learning opportunities for students. In fact, the main person in helping learners to access technological capabilities are teachers. Another finding of the research was about the professional competencies required by teachers to teach in the Shad network, which includes technical, cognitive, operational, collaboration, virtual needs assessment, virtual classroom management, creating an attractive virtual environment, virtual lesson plan, changing the audience's perspective and creativity in teaching. Based on the number of repetitions of each category by the participants in the interview, the features of cognitive competence and electronic content production, virtual classroom management, virtual lesson plan, technical competence and media literacy and operational competence were among the most important competences identified. The findings of this study are consistent with the results of Mirzaei (2022), Moradi & Zarghami Hamrah (2021), Anwar Ali (2017), Mott (2018) and do not contradict the results of any research. In line with the above results, Robyn (2020) (2020) believes that in the era of Covid-19, the effectiveness of virtual education depends on the level of improvement of the virtual teaching qualifications of teachers in the areas of transferring curricular concepts, Understanding the importance and the inevitable necessity need for of virtual education in the days of Corona, strengthening the level of knowledge and information about virtual space, creating motivation and interest in effective teaching in virtual space, strengthening the technical and software infrastructure of virtual education, the way of interacting with students and their parents and improving the feeling of security and improving the technical level of working with cyberspace. In the end, it can be concluded that Fava has a great potential to create fundamental changes in teaching approaches and methods. In line with the growth and development of new technologies in developed societies, other developing societies are also thinking of optimal use of new information and communication technologies in various fields, especially education in the post-corona era. Therefore, electronic teaching is not a new concept, but its application in a happy context in all academic courses is a new concept and requires more attention and appropriate investment from the policy makers of the educational system to should take action regarding the empowerment of teachers and principals as the main implementers of teaching through acquiring and improving the knowledge of electronic teaching and equipping them with the skills of virtual teaching professions. Therefore, choosing Shaad network as a complementary teaching environment in the post-corona era requires the acquisition of specialized teaching techniques and skills and the improvement of their professional qualifications in the field of electronic education. Finally, it can be suggested that in the post-corona era, all teachers should be evaluated and graded in terms of the level of e-teaching skills and the level of professional skills and competencies required for e-teaching, and after the evaluation and needs assessment, specialized courses should be given to the teachers who lack the skills and tried to make them professional in electronic teaching as well as in traditional teaching, and this should be taken into consideration in career evaluation and promotion of teachers.