Background and Objectives: Nomadic life is fraught with complexities for the nomadic teachers who have experienced it themselves, and if the teachers who enter it do not have enough knowledge, they will not be able to provide useful services to the people who deserve the best. The aim of the present study is to investigate teachers' experiences and perceptions of educational challenges and limitations in nomadic primary schools.
Methods: To understand the lived experience of teachers, descriptive phenomenological methods of qualitative research approaches have been used. Samples were selected from teachers who had served in tribal schools for more than three years. 15 teachers with the mentioned characteristics were found. Data were collected and then written through semi-structured interviews and targeted observations. The text analysis of the interviews was done manually using a clerical model. The reliability of the findings was obtained through repeated inquiries and review by reviewers-participants and informants .
Findings: Based on the research findings, the experiences of these teachers can be categorized into three sections: ecological challenges, motivational challenges and curriculum challenges. It included ecological challenges, early marriage, frequent absences, insistence on punishment, and restriction of primary education, bilingualism, and student labor. Motivational challenges include academic interest, school as a place to have fun, drop out of school, and limit learning to school. The challenges of the curriculum included descriptive assessment, a centralized curriculum, educational facilities, and time .
Conclusion: The findings showed that the teachers studied experienced different limitations from teaching in nomadic schools and faced a number of challenges in the teaching process as a whole.
University Of Tabriz
خلاصه ماشینی:
هر چند پژوهشگران مطالعاتي درباره عشاير و آموزش انجام داده اند و به نتايج قابل توجهي نيز دست يافته اند که از مرتبط ترين آن ها مي توان به پژوهش حيدرزادگان و صندوقداران (١٣٩٦) اشاره کرد که در پژوهشي به فرصت هاي آموزشي دانش آموزان عشاير استان سيستان و بلوچستان پرداخته اند که نتايج تحقيق نشان داد نظام آموزشي مناطق عشايري استان در تمام شاخص هاي نرخ گذر تحصيلي، ضريب بهره برداري از فضاي آموزشي، نرخ تراکم و نحوه توزيع معلمان در مقاطع ابتدايي، راهنمايي و متوسطه از وضعيت مناسبي برخوردار نمي باشد و فرصت هاي آموزشي آن نابرابر است .
همچنين ، عبدلي (١٣٩٤) در پژوهشي موردي رابطه زمان کوچ عشاير و زمان آموزش در مدارس عشايري را بررسي کرده است نتايج تحقيق ، به هم ريختن برنامه ريزي درسي اموزشي مدرسه ، شتاب در آموزش مطالب درسي، و به انجام نرسيدن آموزش کتاب هاي دانش آموزان در پايان سال را نشان مي دهد.
عوامل فرهنگي همچون مخالفت با تحصيل دختران ، ازدواج زودهنگام و اجباري، بي سوادي والدين ، بي توجهي نسبت به تحصيل و مخالفت با تشکيل کلاس هاي مختلط و تدريس معلم مرد براي دختران و همچنين عواملي که از محيط جغرافيايي اين مناطق نشات ميگيرند و من جمله دوزبانه بودن و سهيم بودن دانش آموزان در مشاغل خانوادگي را به عنوان چالش هايي مي توان نام برد که در ذيل عنوان چالش هاي بوم شناختي قرار گرفته اند که شواهد گفتاري مستخرج يافته از داده ها در تاييد اين عوامل در جدول آورده شده است .