توسعة مدل مفهومی معلم اَمن: یک مطالعة داده‌بنیاد

نوع مقاله : پژوهشی

نویسندگان

1 استادیار، گروه روان‌شناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

2 کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

3 دانشیار، گروه روان‌شناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

چکیده

ضرورت بیش از پیش بازاندیشی دربارة موضوعِ هویت حرفه‌ای معلمان و گذار از روی‌آوردهای حصراندیشانه پیرامون دغدغه یادگیری‌های حرفه‌ای معلمان سبب شده است که در سال‌های اخیر تعدادی از محققان تربیتی بر ضرورت توسعة ایده‌هایی همچون معلم الهام‌بخش؛ معلم مثبت و معلم مشفق، اصرار ورزند. بر این اساس، محققان در این پژوهش با هدف تلاش برای کمک به تعمیق محتوایی پازل تحول‌زایی حرفه‌ای در معلمان، توسعة مدلِ مفهومی معلم امن را در اولویت قرار دادند. در این پژوهش، محققان به کمک روش نمونه‌گیری نظری و از طریقِ مصاحبه‌ای نیمه‌ساختاریافته با ۲۹ نفر از معلمان؛ مشاوران و مدیرانِ مدارس مقطع ابتدایی و دورة اول متوسطة شهر تهران در سال تحصیلی ۱۴۰۲-۱۴۰۱، داده‌ها را جمع‌آوری و در رویکرد نظریة برخاسته از داده‌ها با استفاده از فرایند سه‌گانة کدگذاری باز؛ کدگذاری انتخابی و کدگذاری نظری، پاسخ‌های مشارکت‌کنندگان را تحلیل کردند. در این پژوهش، برای بررسی کیفیت نظریة برخاسته از داده‌ها، از چهار معیار پیشنهادی گوبا و لینکن استفاده شد. نتایج حاصل از مراحل مختلف کدگذاری شامل ۵۴ مقولة فرعی و ۲۱ مقولة اصلی بود که در قالب عوامل پیشایندی؛ پدیدة محوری؛ عوامل مداخله‌گر؛ عوامل زمینه‌ای؛ راهبردها و عوامل پسایندی، نظم یافتند. نتایج این پژوهش نشان داد که مشارکت‌مندی مسئولانة معلمان در تحول‌آفرینی حرفه‌ای، به طرز گریزناپذیری، به تحولی کیفی در معناگرهای حیات تحصیلی یادگیرندگان، منجر خواهد شد. بنابراین تعقیب نظام‌مندِ دغدغة دستیابی به فهمیِ بالغانه دربارة هویت حرفه‌ای معلم به کمک پیشنهاداتی نوآورانه مانند ایدة معلم امن، به طرز غیرقابل‌انکاری، فهم‌مان را از شناساننده‌های هویت تحصیلی یادگیرندگان، به عنوان شهروندان هزارة سوم میلادی، تعمیق می‌بخشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Developing a Conceptual Model of the Safe (Secure) Teacher: A Grounded Theory Study

نویسندگان [English]

  • Omid Shokri 1
  • Kiana Fereidoni 2
  • Jalil Fathabadi 3
1 Assistant Professor, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.
2 M.Sc in Educational Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.
3 Associate Professor, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.
چکیده [English]

The necessity of rethinking the issue of teachers' professional identity and transitioning from their exclusive preoccupations with professional learning concerns has caused a number of educational researchers to insist on the necessity of developing ideas such as the inspirational teacher, the positive teacher, and the compassionate teacher. Accordingly, researchers in this study prioritized the development of a conceptual model of a "safe teacher" with the aim of trying to help deepen the content of the puzzle of professional transformation in teachers. In this study, the researchers, using purposive sampling and semi-structured interviews with 29 elementary and middle school teachers, counselors, and principals in Tehran in the academic year 2021-2022, collected data and analyzed participants' responses using a grounded theory approach with open, selective, and axial coding process. In this study, four criteria proposed by Guba and Lincoln used to assess the quality of the grounded theory. The results of different stages of coding included 54 sub-categories and 21 main categories, which organized in the form of antecedent factors, core phenomena, intervening factors, contextual factors, strategies, and subsequent factors. The findings of this study showed that responsible participation by teachers in professional development will inevitably lead to a qualitative transformation in the meaning of the students' academic life. Therefore, systematic pursuit of understanding professional identity of teachers with the help of innovative proposals such as the idea of the safe teacher will undoubtedly deepen our understanding of the determinants of the academic identity of learners as citizens of the third millennium AD.

کلیدواژه‌ها [English]

  • Teacher's Professional Development
  • Teacher's Professional Identity
  • Professional Learning
  • Grounded Theory
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