تبیین ادراک مدرسان مجرب از فلسفه تدریس مشارکتی با رویکرد پدیدارشناسانه (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف : پژوهش حاضر به دنبال تبیین ادراک مدرسان مجرب از فلسفه تدریس مشارکتی به هدف پاسخ گویی به سؤال زیر است: با نظر به ادراک مدرسان مجرب تدریس مشارکتی چه ماهیتی دارد ؟ روش: روش پژوهش از نوع پدیدارشناسی بوده و جامعه آماری آن شامل اساتید دانشگاه خوارزمی تهران ، دانشگاه تبریز، دانشگاه فرهنگیان تبریز و تعدادی از نخبگان کشوری که چندین سال تجربه تدریس مشارکتی داشتند با نمونه گیری هدفمند انتخاب شدند. برای جمع آوری داده ها از ابزار مصاحبه نیمه سازمان یافته استفاده شد و تا زمان اشباع داده ها مجموع 19 مصاحبه انجام شد که از این تعداد 4 مصاحبه جزء مصاحبه های تکمیلی و برای تعمیق و اشباع بیشتر داده ها انجام گرفت. پس از ضبط مصاحبه، متن آن ها تهیه شد.برای مدیریت و کدگذاری داده ها از نرم افزار MAXQUDA10 و برای تجزیه وتحلیل داده ها از روش کلایزی استفاده گردید. یافته ها: نتایج حاصل از ادراک مصاحبه شوندگان از ماهیت فلسفه تدریس مشارکتی منجر به شناسایی چند تعریف، آگاهی از فلسفه آن، و ویژگی های از جمله تعاملی بودن، پویایی، جذابیت، استفاده از خرد جمعی، غنی سازی منابع، تسهیل یادگیری و تفهیم بهتر و همچنین ابعاد و عناصری برای تدریس مشارکتی گردید.Explanation Perception of Experienced Instructors In Philosophy of Collaborative Teaching Methods; Lived Experiences Research
Objectives: The present study seeks to investigate the perception of experienced teachers about the philosophy of cooperative teaching with the aim of answering the following question: What is the nature of cooperative teaching according to the perceptions of experienced teachers? Method: The statistical framework of this research includes professors of Tehran Khwarazmi University, Tabriz University, Farhangian University of Tabriz and a number of country's elites who were selected by purposeful sampling. A semi-structured interview was used to collect data, and a total of 19 interviews were conducted until data saturation, of which 4 interviews were supplementary interviews to further deepen and saturate the data. After recording the interview, their text was prepared. MAXQDA10 software was used for data management and coding. Claysey's method was used to analyze the data.Findings: The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions, knowledge of its philosophy, and characteristics such as interactivity, dynamism, attractiveness, use of collective wisdom, enrichment of resources, facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching. Collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosophy that sees human experience as an interactive experience can support such a teaching method. A) Elements of collaborative teaching: 1) Multi-way communication between professors and professors' communication with students and students' communication with each other are communication elements of group teaching. 2) Every subject that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question. 3) Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class, and topics are proposed that are of interest to the members of the collaborative classroom. Is. b) Features of collaborative teaching: 1- The interactiveness of the cooperative teaching method class. 2- Dynamics: collaborative teaching is a dynamic flow in which both students learn and professors become more dynamic. 3- Attractiveness: the learning process in collaborative classes is more attractive. 4- Using the collective wisdom of expert professors: Usually, collective wisdom is used due to the presence of two or more professors. 5- Enrichment of resources: In cooperative teaching, many resources are used by professors to enrich the joy of learning. 6- Facilitating learning and better understanding: Collaborative teaching provides the context for facilitating learning. Summary and summarization of the findings related to the question: What is the nature of collaborative teaching according to the perceptions of experienced teachers? In teaching, teachers should have a clear idea of their teaching philosophy, and on the other hand, cooperative teaching is one of the strategies in which more than one teacher is involved in teaching and guiding students, and therefore, considering that cooperative teaching is very important in the education system, especially in contemporary times. It has been emphasized, but it is less welcomed in the teaching-learning process, but this ambiguity still remains, do teachers have a common understanding of what they teach together, their teaching philosophy? What is mentioned under the title of teaching philosophy or not? And what are the obstacles in the way of implementing such a teaching method in schools by teachers? What do teachers think about this? Therefore, the current research, relying on this issue, is in line with a search to explain the philosophy of cooperative teaching by looking at the perceptions of experienced teachers in schools. The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions as well as several characteristics, dimensions and elements for cooperative teaching. Regarding the definition of collaborative teaching, it was agreed that the presentation of two or more professors, lessons and topics that require two or more expertise is called collaborative teaching. In order to explain the nature of collaborative teaching philosophy from the perspective of the perceptions of experienced teachers to know the philosophy of collaborative teaching, it was agreed that collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosopher who sees human experience as an interactive experience can use this method. Support teaching. And this philosophy can be seen in the opinions of many experts in the field of education. Regarding the elements and characteristics of collaborative teaching, the results of the interviews led to the identification of 3 elements and 6 characteristics, which are: the first element that is mentioned, the multi-directional communication between professors and the communication of professors with students and the communication of students with each other. Communication elements are group teaching. In the second element, it was stated that every topic that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question. Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class and topics are proposed that are of interest to the members of the collaborative classroom. The results of the interviews were obtained regarding the characteristics of the cooperative teaching method, the first of which was the interactiveness of the cooperative teaching method. The second characteristic is dynamism, in which collaborative teaching was considered a dynamic flow in which both students learn and professors become more dynamic. The third feature of the cooperative teaching method is its attractiveness, which makes the teaching process more attractive and pleasant. The fourth characteristic that was achieved was the use of the collective wisdom of expert professors. Usually, due to the presence of two professors or several professors, collective wisdom is used, which has very positive effects in the cooperative teaching process. The fifth feature is the richness of resources and topics in collaborative teaching, which is due to the use of diverse knowledge resources that are presented and introduced by teachers. The sixth feature that became clear to us was facilitating learning and better understanding of discussions. Collaborative teaching provides the context to facilitate learning. facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching.
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