تأملی بر پدیده معلم تاب‌آور؛ پدیدارشناسی نگرش‌ها و تجربیات زیسته معلمان | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 1، دوره 13، شماره 1، 1399، صفحه 13-36 اصل مقاله (894.18 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.29252/mpes.13.1.13 | ||
| نویسندگان | ||
| حسن رضا زین آبادی1؛ کبری خباره* 2 | ||
| 1دانشیار گروه مدیریت آموزشی، دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران. | ||
| 2دانشجوی دکتری مدیریت آموزشی، گروه مدیریت آموزشی، دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران. | ||
| چکیده | ||
| هدف: پژوهش حاضر با هدف شناسایی و تبیین پدیده تاب‌آوری معلمان در مدارس به‌منظور ایجاد یک چهارچوب مفهومی مناسب و توسعه مبانی نظری و عملی آن انجام شده است چرا که تاب‌آوری یک مفهوم پیچیده چندبعدی است که عوامل مؤثر بر آن و ابعاد سازنده آن درهم‌تنیدگی قابل‌توجهی با یکدیگر دارند و جهت ایجاد اثری مثبت، ضروری است تاب‌آوری به صورت یک سازه یکپارچه مورد توجه قرار گیرد. مواد و روش‌ها: این پژوهش با رویکرد کیفی و با استفاده از روش پدیدارشناسی انجام شده است. شناسایی ابعاد پدیده تاب‌آوری نیازمند رویکردی عمیق و موشکافانه در جستجو بوده که برای این منظور رویکرد کیفی و روش پدیدارشناسی می‌تواند به خدمت گرفته شود. مشارکت‌کنندگان پژوهش شامل معلمان نمونه و با تجربه مدارس بودند که از میان آن‌ها 20 نفر به‌عنوان اطلاع‌رسان از راه نمونه‌گیری هدفمند نوعی انتخاب شدند تا جایی که تحلیل‌ها به اشباع نظری رسیدند. برای جمع‌آوری اطلاعات از مصاحبه‌های نیمه ساختاریافته استفاده شده است که به این شیوه، تاب‌آوری و ابعاد آن از میان نظرات و دیدگاه‌ها و تجارب زیسته معلمان، شناسایی گردید. روش تحلیل داده‌ها، تحلیل محتوای استقرایی با استفاده از کدگذاری در سه سطح باز، محوری و انتخابی بوده است. بدین‌ترتیب که ابتدا کدهای باز انتخاب شدهاند، سپس کدهای باز با معانی مشترک، در کنار هم سازماندهی شده و کدهای محوری را تشکیل داده و در نهایت براساس کدگذاری انتخابی حول مفهوم تاب‌آوری، تجمیع شدهاند. بحث و نتیجه‌گیری: نتایج و یافته‌ها نشان دادند که تاب‌آوری یک مفهوم چندبعدی و شامل ابعاد شناختی، عاطفی، اجتماعی، رفتاری و فیزیکی/ جسمانی می‌باشد. تاب‌آوری معلمان نه فقط یک مفهوم علمی-فنی، بلکه نوعی بودن توأم با آرامش و فرهیختگی اندیشه و رفتار است که از دو جهت برای معلمان به‌عنوان الگوی فکری و رفتاری دانش‌آموزان مورد توجه است؛ از یکسو تاب‌آوری، شناخت و اندیشه و رفتار معلم را در موقعیت‌های مختلف به‌ویژه آن‌ها که توأم با خستگی و اضطرار خاطر است، نشان می‌دهد و این خود رفتاری متین و آرام و تأثیرگذار در شخصیت وی پدید می‌آورد که در چنین فضای یادگیری، دانش‌آموزان به درجات بالاتری به اهداف آموزشی و پرورشی مدرسه و کلاس درس نائل می‌شوند. از جانب دیگر، دانش‌آموزان و معلمان در تعامل با یکدیگر، ظرفیت‌های روحی و اخلاقی تأثیرگذاری که تاب‌آوری نشان‌دهنده آن‌هاست را در مدرسه درک کرده و الگوی اندیشه و رفتار خود قرار خواهند داد. تفاوت است بین معلمانی که شتاب‌زده و گرفتار هیجانات دست به تصمیمی می‌زنند با معلمانی که عالمانه و توأم با آرامش و تسلط بر شرایط، عملکرد خود را حفظ کرده و بحران‌ها و اضطرارها را مدیریت می‌کنند. دانش‌آموزان و معلمان دیگر، در چنین فضایی است که شخصیتی پخته پیدا کرده در مواجه با رخدادهای فردی و حرفه‌ای خود، به شکل مؤثری عمل می‌کنند. در پایان در مورد یافته‌ها با توجه به زمینه و فرهنگ حاکم بر معلمان و مدارس کشور بحث شده است و راهکارهایی برای پژوهشگران علاقه‌مند مطرح شده است از جمله این پیشنهادها می‌توان به شناخت و تقویت تاب‌آوری معلمان از طریق برگزاری دوره‌ها، سمینارها، دوره‌های ضمن خدمت و کلاس‌های آموزشی یاد کرد. از طرف دیگر، تشویق معلمان به خودسازی که خواهد توانست ابعاد عاطفی و روانی معلمان را تقویت کرده و بهبود بخشد. | ||
| کلیدواژه‌ها | ||
| تاب‌آوری؛ تجربه زیسته معلمان؛ مدارس؛ رویکرد کیفی | ||
| عنوان مقاله [English] | ||
| Contemplating on the Phenomenon of Resilient Teacher: Attitudes and lived experiences of teachers’ phenomenology | ||
| نویسندگان [English] | ||
| Hassan Reza Zeinabadi1؛ Kobra Khabare2 | ||
| 1Associate Professor, Department of Educational Administration, Faculty of Management, Kharazmi University, Tehran, Iran. | ||
| 2Ph.D. Student, Department of Educational Administration, Faculty of Management, Kharazmi University, Tehran, Iran. | ||
| چکیده [English] | ||
| Objective: The present study aims to identify and explain the phenomenon of teacher resilience in schools to create a suitable conceptual framework and develop its theoretical and practical foundations, due to the complex multidimensional concept of resilience that is influenced by its factors and constructive dimensions. Thus it is necessary and essential to consider resilience as an integrated and holistic structure to create a positive effect. Method: This research was performed with a qualitative approach and using a phenomenological method. The reason for choosing the method was that identifying the dimensions of the resilience phenomenon requires an in-depth and meticulous search approach, for which a qualitative approach and phenomenological approach can be employed. The research participants included exemplary and experienced school teachers, 20 of whom were selected as informants through targeted sampling, to the point where the analyzes were theoretically saturated. Semi-structured interviews have been used to gather information to identify its resilience and dimensions through the opinions, views, and lived experiences of teachers. The method of data analysis was inductive content analysis using coding in three levels: open, central, and selective. In this way, first, open codes were selected, then open codes with common meanings were organized together and form the central codes, and finally, they were aggregated based on the selected coding around the concept of resilience. Discussion and Conclusion: The results and findings showed that resilience is a multidimensional concept and includes cognitive, emotional, social, behavioral and physical-physical/physical dimensions. Teacher resilience is not only a scientific-technical concept, but also a kind of calmness and enlightenment of thought and behavior, in two ways for teachers, which is the intellectual and behavioral model of students, on the one hand, the resilience of teacher knowledge and thought and behavior in situations. Various, especially those with fatigue and urgency, show a calm and effective behavior in his personality that in such a learning environment, students achieve higher educational goals in school and classroom. On the other hand, in interaction with each other, students and teachers will understand the influential spiritual and moral capacities that represent their resilience in school and will set a pattern for their thinking and behavior. There is a difference between teachers who make hasty and emotional decisions and behavior and teachers who manage their performance wisely and with calmness and mastery of situations, and manage crises and emergencies. Students and other teachers are in such an atmosphere that they find a mature personality and act effectively in the face of personal and professional events and accidents. In the end, the findings are discussed with regard to the context and culture of teachers and schools in the country, and solutions for interested researchers have been proposed. These suggestions can be used to identify and strengthen teachers' resilience through courses, seminars, in-service courses and taught in educational classes. On the other hand, encouraging teachers to build themselves will be able to strengthen and improve the emotional and psychological dimensions of teachers. | ||
| کلیدواژه‌ها [English] | ||
| qualitative approach, lived experience of teachers, schools, resilience | ||
| مراجع | ||
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