خلاصة:
هدف: هدف از مطالعه حاضر تعیین شاخصه های روایت پژوهی به عنوان یک فعالیت معلم محور بود که باعث رشد حرفه ای دانشجویان- معلمان در مدارس ابتدایی می شود. روش: رویکرد تحقیق کیفی از نوع تحلیل مضمون با تاکید بر داده محوری بود. جامعه آماری شامل کلیه دانشجویان شاغل در دانشگاه فرهنگیان شهید مطهری خوی در سال تحصیلی 1400-1399 بوده است که 18 نفر از آنان به صورت نمونه گیری هدفمند از نوع همگون مورد مطالعه قرار گرفتند. در این راستا مصاحبه های نیمه سازمان یافته ای از آنها صورت گرفت و نمونه گیری تا اشباع داده ها ادامه یافت. برای اعتبار سنجی یافته ها از روش خود بازبینی محقق، تکنیک کنترل اعضا و توصیف غنی داده ها استفاده شد. در تجزیه و تحلیل داده ها، فرایند 3 مرحله ای ترکیبی متشکل از روش کینگ و هاروکس (2010)، براون وکلارک (2006) و آتراید- استرلینگ (2001) مورد استفاده قرار گرفت.یافته ها: یافته ها نشان داد که در شبکه مضامین، مولفه های هویت پذیری عملی، خودپژوهی، آگاهی معلمان و کاوشگری آموزشی مضامین فراگیری هستند که با 17 مضمون سازمان دهنده و 161 مضمون پایه می توانند شایستگی ها و صلاحیت های حرفه ای دانشجو- معلمان را تحقق بخشند. نتایج نشان داد که روایت پژوهی چارچوب آموزشی نوآورانه ای است که می تواند قابلیت های معلمان را در حوزه های مختلف علمی توسعه دهد و زمینه عکس العمل مطلوب آنها را در برخورد با مسائل آموزشی فراهم سازد.
Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.
ملخص الجهاز:
يکي از نگرش هاي حاکم بر فرايند آموزش دانش آموزان اين است که معلمان از تجاربي استفاده نمايند که به طور مستقيم در برخورد با موقعيت هاي آموزشي کسب کرده اند، ولي آنچه سازمان دهي اين تجارب و کاربرد آن ها را در کلاس درس و فضاي آموزشي با اهميت جلوه ميدهد، صلاحيت معلمان در برخورداري از اين توانمنديهاست ، درصورتيکه چگونگي دسترسي مناسب به اين تجارب و بهره برداري از آن ها توسط دانشجو- معلمان مورد غفلت قرار گرفته و آن ها درباره کيفيت و نحوه ي استفاده از روش هاي معلم پژوهانه در جهت تحليل تجارب خود و ديگران در زمينه هاي مختلف آموزشگاهي شايستگي لازم را به دست نياورده اند.
در تحقيق حاضر نيز سؤال اصلي اين است که روايت پژوهي به عنوان يک رويکرد دانشي- آموزشي ، داراي چه مؤلفه ها و شاخصه هايي براي توسعه حرفه دانشجو- معلمان آموزش ابتدايي است ؟ تا بتوانند نقش مؤثرتري در ارتقا کيفيت آموزشي و يادگيري دانش آموزان داشته باشند.
نتايج مطالعه (٢٠١٨) Pinnegar and et al نيز نشان ميدهد که استفاده از روايت ها به توسعه دانش معلمي و ارزيابي بهتر پديده هاي آموزشي منجر ميشود؛ بنابراين اين طور برداشت ميشود که روايت پژوهي يک ساختار شناختي فراگيري است که معلمان براي انجام تحقيقات آموزشي و کلاسي به آن نيازمند هستند و ابعاد نظري و عملي فعاليت هايشان منبعث از اقداماتي است که در آن انجام ميدهند.
Teacher Education and Narrative Inquiry:Towards a shift paradigm in research methods.