نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

بازنمایی ادراک معلمان ابتدایی از مؤلفه‌ها و نشانگرهای شایستگی ارتباطی در فرایند یاددهی-یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشگاه تهران
2 دانشیار دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
3 دانشجوی دکتری برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
10.22034/cstp.2025.539474.1090
چکیده
پژوهش حاضر با هدف بازنمایی ادراک معلمان ابتدایی از شایستگی ارتباطی در فرایند یاددهی-یادگیری انجام شد. جهت انجام پژوهش از رویکرد کیفی مبتنی بر پدیدارشناسی توصیفی استفاده شد. میدان پژوهش حاضر همه‌ی معلمان ابتدایی شاغل در شهرستان پاکدشت استان تهران بود. راهبرد نمونه‌گیری در پژوهش حاضر نمونه‌گیری در دسترس و گلوله برفی بود. داده‌ها با استفاده از مصاحبه‌های نیمه‌ساختارمند گردآوری شد که در نهایت با پانزده معلم دوره‌ی ابتدایی مصاحبه شد. یافتهها نشان‌دهنده پنج مؤلفه اصلی شامل مهارت‌های ارتباطی تخصصی در فرایند یاددهی-یادگیری، ایجاد خودباوری، القای حس ارزشمندی، اثرگذاری و مهارت‌های عاطفی در فرایند یاددهی-یادگیری است. یافته‌ها بیانگر آن است که شایستگی ارتباطی معلمان، همچون یک سازه چندبعدی پویا، از مجموعه‌ای یکپارچه و درهم‌تنیده از مؤلفه‌های نامبرده تشکیل شده است، با توجه به بافت خاص فرهنگی-اجتماعی شرایط آموزشی معنا می‌یابد. یافتهها بر اهمیت بومی‌سازی و توجه ویژه به بعد فرهنگی-اجتماعی در توسعه مدل‌های شایستگی ارتباطی را برجسته می‌سازد و بر ضرورت طراحی مداخلات آموزشی هدفمند مبتنی بر نشانگرهای ذکر شده تأکید می‌کند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Representation of Primary School Teachers’ Perceptions of the Components and Indicators of Communicative Competence in the Teaching-Learning Process

نویسندگان English

Hasti فرخ پور 1
Mohammad Javadipour 2
Keyvan Salehi 2
Behrouz Azad Doulabi 3
1 University of Tehran
2 Associate Professor, Faculty of Psychology and Education, University of Tehran, Iran
3 Ph.D. Student Curriculum studies, Faculty of Psychology and Education, University of Tehran, Iran
چکیده English

The present study aimed to represent primary school teachers’ perceptions of communicative competence within the teaching-learning process. A qualitative approach based on descriptive phenomenology was employed. The research field included all primary school teachers working in Pakdasht County, Tehran Province. The sampling strategy combined convenience and snowball sampling. Data were collected through semi-structured interviews, with a total of fifteen primary school teachers interviewed. The findings revealed five main components: (1) specialized communicative skills in the teaching-learning process, (2) fostering self-confidence, (3) instilling a sense of value, (4) impactfulness, and (5) emotional skills in the teaching-learning process. These findings suggest that teachers' communicative competence, as a dynamic and multidimensional construct, consists of an integrated and interwoven set of components that gain meaning within specific cultural and social educational contexts. The results underscore the importance of localization and the need to pay particular attention to the cultural-social dimension in developing communicative competence models.

کلیدواژه‌ها English

Primary school teachers
components
indicators
communicative competence
teaching-learning process
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