پرورش رهبران فردا از طریق رویکرد یادگیری مشارکتی: یک مطالعه فراترکیب در مدارس ابتدایی | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 7، دوره 17، شماره 1 - شماره پیاپی 32، 1403، صفحه 185-212 اصل مقاله (1.18 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2024.235165.1445 | ||
| نویسندگان | ||
| فهیمه انصاری زاده1؛ محمدرضا کرامتی* 2؛ سیف اله فضل الهی قمشی3 | ||
| 1دانشجوی دکتری گروه مدیریت آموزشی، دانشکده علوم انسانی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران | ||
| 2دانشیار گروه روشها و برنامهریزی آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| 3دانشیار گروه برنامه ریزی درسی، دانشکده علوم انسانی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران | ||
| چکیده | ||
| هدف: دانشآموزان امروز، رهبران فردا هستند که مدیریت و برنامهریزی نظامهای بزرگ و کوچک اقتصادی، صنعتی، اجتماعی، فرهنگی و آموزشی را بر عهده میگیرند. از این رو کلاسهای درس در مقاطع مختلف تحصیلی –بهویژه مقطع ابتدایی- میتوانند تبدیل به فرصتهای بی نظیری برای تمرین مهارتهای رهبری در دانشآموزان شوند. علیرغم اینکه رویکردهای فعال یاددهی-یادگیری نظیر یادگیری مشارکتی میتوانند نقش قابل توجهی در پرورش این مهارتها داشته باشند، مرور ادبیات نشان میدهد که این موضوع کمتر مورد بررسی قرار گرفته است. این شکاف تحقیقاتی زمینه شکلگیری پژوهش حاضر را فراهم ساخت. در واقع مطالعه حاضر با هدف شناسایی عناصر و فرایند یادگیری مشارکتی بهمنظور پرورش مهارتهای رهبری در کودکان دبستانی انجام شد. یادگیری مشارکتی که براساس نظریه همبستگی متقابل اجتماعی شکلگرفته است، دارای پنج عنصر اساسی است: وابستگی درونی مثبت، مسئولیتپذیری، مهارتهای بین فردی، تعامل رودر رو و پردازش گروهی. با اتکا به این پشتوانه نظری میتوان گفت یادگیری مشارکتی رویکردی است که در حین اجرای آن دانشآموزان در قالب گروههای کوچک ناهمگون برای رسیدن به هدف مشترک با هم کار میکنند و از طریق تبادل افکار و ایدهها سعی میکنند یادگیری خود و دیگران را به حداکثر برسانند. مواد و روشها: مطالعه حاضر با رویکرد چندروشی یعنی استفاده از فراترکیب و گروههای کانونی انجامشده است. سی و نه مطالعه در زمینه عناصر یادگیری مشارکتی و 27 مطالعه در زمینه فرایند یادگیری مشارکتی طی سالهای ۲۰۰۱ تا ۲۰۲۲ با استفاده از روش سندلوسکی و باروسو مورد بررسی قرار گرفتند. به این معنا که پس از تدوین سوالات پژوهش، منابع بهصورت نظام مند بررسی گردیده و مقالات مناسب براساس معیارهای تعیین شده انتخاب شدند. سپس دادهها استخراج گردیده و مورد تجزیه و تحلیل قرار گرفتند. دادهها با استفاده از نرمافزار Atlas-ti کدگذاری شدند. بهمنظور تکمیل، اصلاح و رواسازی دادهها از روش گروههای کانونی استفاده شد و سپس دادهها در قالب یافتههای پژوهش ارائه شدند. بحث و نتیجهگیری: نتایج نشان داد از میان پنج عنصر اساسی یادگیری مشارکتی، چهار عنصر بهطور واضحی مهارتهای رهبری را در دانشآموزان دوره ابتدایی تقویت میکنند. اولین عنصر وابستگی درونی مثبت و متقابل است که بهعنوان یکی از عناصر یادگیری مشارکتی مهارتهایی نظیر گوش دادن، احترام به دیگران، همکاری، ارتباط، مقبولیت و همدلی را تقویت میکند. مسئولیتپذیری بهعنوان دومین عنصر کلیدی، مهارت اعتمادبهنفس، عزتنفس، احترام به حقوق دیگران و پاسخگویی را بهبود میبخشد. مهارت بینفردی بهعنوان سومین عنصر یادگیری مشارکتی در توسعه مهارتهای تعاملی و ارتباطی مؤثر است و مهارت حل مسئله، حل تعارض، خلاصهنویسی، مدیریت زمان، بیان افکار به روشنی، هدایت و هوشیاری گروهی را در دانشآموزان تقویت میکند. نتایج همچنین نشان داد که تعامل بهعنوان چهارمین عنصر یادگیری مشارکتی مهارت برقراری ارتباط و حل مسئله را در دانشآموزان بهبود میبخشد. اصطلاح هوشیاری گروهی در مطالعات مرتبط با یادگیری مشارکتی کمتر به کار رفته است. این واژه ارتباط نزدیکی با پنجمین عنصر یادگیری مشارکتی یعنی پردازش گروهی، دارد. در فرآیند اجرای رویکرد یادگیری مشارکتی معلم و دانشآموز نقش کلیدی دارند و از طریق آمادگی، برنامهریزی، اجرا و ارزشیابی، میتوانند زمینه پرورش مهارتهای رهبری در دانشآموزان را فراهم سازند. نتایج حاکی از برجسته بودن برخی از مهارتها نظیر مسئولیتپذیری، مدیریت حل تعارض، یادگیری در لحظه و اعتمادبهنفس بود. برخی از مهارتها نیز نظیر خودتوسعهای، طرح مسئله و بازخورددهی ابعاد تازهای از مهارتهای رهبری را آشکار کردند و توانستند سهم قابل توجهی در توسعه دانش این حوزه ایفا کنند. نتایج این مطالعه میتواند سیاستگذاران اجتماعی را متقاعد کند تا رویکرد یادگیری مشارکتی را بهعنوان بخش مهمی از محتوای آموزش معلمان در سرفصل دانشگاه فرهنگیان و دانشگاههای تربیت دبیر بگنجانند. نتایج میتواند رهبران آموزشی را ترغیب کند تا از طریق توسعه حرفهای معلمان زمینه اجرای مؤثر یادگیری مشارکتی را فراهم سازند. نتایج این مطالعه همچنین میتواند انگیزه معلمان را برای استفاده از یادگیری مشارکتی افزایش دهد و والدین را ترغیب کند تا در فرآیند اجرای این رویکرد از معلمان حمایت کنند. | ||
| کلیدواژهها | ||
| یادگیری مشارکتی؛ کار تیمی در کلاس درس؛ مدارس ابتدایی؛ قابلیتهای رهبر | ||
| عنوان مقاله [English] | ||
| Cultivating Future Leaders Through Cooperative Learning: A Meta-synthesis Study in Elementary Schools | ||
| نویسندگان [English] | ||
| Fahimeh Ansarizadeh1؛ Mohammadreza Keramati2؛ Seyf Allh Fasl Elahi Ghomshi3 | ||
| 1Ph.D. Student, Department of Educational Administration, Faculty of Humanities, Qom Branch, Islamic Azad University, Qom, Iran | ||
| 2Professor, Department of Curriculum and Instruction, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
| 3Associate Professor, Department of Curriculum Planning, Faculty of Humanities, Qom Branch, Islamic Azad University, Qom, Iran | ||
| چکیده [English] | ||
| Objectives: Today's students are the future leaders who will oversee various economic, industrial, social, cultural, and educational systems. Therefore, classrooms across different educational levels, particularly at the elementary level, present unique opportunities for students to hone their leadership skills. The investigation of active teaching-learning methods, such as cooperative learning, has been limited despite their potential to develop essential skills. This research gap prompted the current study, which aimed to identify the components and processes of cooperative learning for fostering leadership skills in elementary school children. Based on the theory of social interdependence, cooperative learning encompasses five fundamental elements positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Cooperative learning, therefore, involves students working together in diverse small groups to achieve a shared objective. Through the exchange of ideas and thoughts, they strive to enhance their learning as well as that of their peers. This approach plays a significant role in maximizing the learning potential of all students. Materials and Methods: The current study employed a multi-method approach, utilizing meta-synthesis and focus groups. A total of 39 studies on cooperative learning elements and 27 studies on cooperative learning processes from 2001 to 2022 were subjected to analysis using the Sandelowski and Barroso method. Following the formulation of research questions, a systematic review of sources was conducted, and articles meeting predetermined criteria were selected. Subsequently, data were extracted and analyzed, with coding performed using Atlas-ti software. To enhance, modify, and standardize the data, focus groups were employed, and the findings were presented in the form of research results. -interaction matrix questionnaire and analyzed through cross-impact matrix multiplication Discussion and Conclusion: The study's findings revealed that four out of the five fundamental components of cooperative learning significantly enhance leadership abilities in elementary school students. Positive and mutual interdependence, as one of these components, fosters skills such as active listening, mutual respect, cooperation, effective communication, inclusivity, and empathy. The second key element, responsibility, contributes to the development of self-confidence, self-esteem, respect for others' rights, and a sense of accountability. Interpersonal skills play a crucial role in cooperative learning by fostering interactive and communication abilities, as well as strengthening problem-solving, conflict resolution, summarizing, time management, and clear expression of thoughts. Additionally, it helps in developing leadership and group awareness among students. Furthermore, research indicates that interaction, as a component of cooperative learning, enhances students' communication and problem-solving skills. It's worth noting that the term "group consciousness" is less commonly used in studies related to cooperative learning. The term "improvement" is closely linked to the fifth element of cooperative learning, known as group processing. When implementing the cooperative learning approach, both teachers and students play a crucial role. Through preparation, planning, implementation, and evaluation, they can lay the groundwork for developing students' leadership skills. The study's findings highlight the importance of skills such as responsibility, conflict resolution, learning in the moment, and self-confidence. Additionally, skills like self-development, problem-solving, and feedback have unveiled new dimensions of leadership skills, significantly contributing to knowledge development in this area. The outcomes of this study could persuade policymakers to incorporate the cooperative learning approach into the curriculum for teacher training at Farhangian University and other teacher training institutions. Furthermore, these findings could encourage educational leaders to support the effective implementation of cooperative learning through the professional development of teachers. Lastly, the study's results may enhance teachers' motivation to utilize cooperative learning and prompt parents to actively support teachers in implementing this approach. | ||
| کلیدواژهها [English] | ||
| Cooperative Learning, Teamwork in the Classroom, Elementary Schools, Leadership Skills | ||
| مراجع | ||
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