نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

تحلیل ادراک و تجارب زیسته معلمان نسبت به چگونگی مدیریت کلاس درس

نوع مقاله : مقاله پژوهشی

نویسندگان
1 آموزگار وزارت آموزش و پرورش
2 مطالعات برنامه درسی، دانشکده علوم تربیتی و روانشناسی ، دانشگاه خوارزمی، تهران، ایران
3 عضو هیات علمی دانشگاه خوارزمی
10.22034/cstp.2025.554547.1113
چکیده
پژوهش حاضر به تحلیل ادراکات و تجارب زیسته معلمان ابتدایی نسبت به مدیریت کلاس درس پرداخته است. پارادایم پژوهش کیفی است و روش انجام پژوهش پدیدارانگاری است. جامعه هدف شامل معلمان شهر گرگان و اطلاع رسانان این پژوهش معلمان ابتدایی بودند که در سال 1404- 1403 مشغول به تدریس بودند. روش نمونه گیری هدفمند از نوع ملاک محور انتخاب شده است تا به اشباع نظری برسد. در این پژوهش ابزار گرد آوری داده ها «مصاحبه عمیق نیمه ساختار یافته» بود و با 20 نفر از معلمان ابتدایی مصاحبه به عمل آمد. برای تجزیه و تحلیل داده ها از تجزیه و تحلیل مضمونی استفاده شد. براساس یافته های پژوهش از درک و تفسیر معلمان از مدیریت کلاس درس 7 مقوله اصلی (مدیریت کلاس به مثابه ایجاد فرصت یادگیری، مهارت معلم بودن، کنترل رفتار دانش آموزان، مدیریت محیط یادگیری و....) و مقوله های فرعی بدست آمد. در سبک های مدیریتی معلمان در کلاس درس به 4 مقوله اصلی (سبک مستبدانه، اقتدارگرایانه، دموکراتیک، آزاد منشانه) و مقوله های فرعی بدست آمد. در مهارت های ارتباطی معلمان با دانش آموزان در محیط مدرسه 6 مقوله اصلی (راهبرد های محیطی، راهبرد های پویا، تسلط بر دانش نظری، ایجاد روابط مثبت، ایجاد مهارت خود راهبری در دانش آموزان و ...) و مقوله فرعی حاصل شد. در چالش های معلمان در برقراری تعامل با دانش آموزان و مدیریت کلاس 6 مقوله اصلی (تعداد زیاد دانش آموزان، دانش آموزان داراری اختلال، چالش های محتوایی و محیطی، عدم توانمندی معلم و مشکلات خانوادگی) و مقوله های فرعی بدست آمد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Analysis of teachers’ perceptions and lived experiences regarding classroom management

نویسندگان English

motahare abasskiliy 1
Marjan Kian 2
ali hosseinikhah 3
1 Teacher at the Ministry of Education
2 Curriculum Studies, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
3 Faculty member, Kharazmi University
چکیده English

Introduction

The present study explored the perceptions and lived experiences of elementary school teachers regarding classroom management.



Method

The research paradigm is qualitative, and the research method is phenomenology. The target population consisted of teachers in the city of Gorgan, and the participants were elementary school teachers who were teaching during the 2024–2025 academic year. A purposive sampling method based on specific criteria was employed to reach theoretical saturation. The data collection instrument was a semi-structured in-depth interview, and interviews were conducted with 20 elementary school teachers. Data were analyzed using thematic analysis.



Results

Based on the research findings, seven main themes and several sub-themes were identified from teachers’ understanding and interpretation of classroom management, including viewing management as creating learning opportunities, developing teaching as a professional skill, managing student behavior, and organizing the learning environment. Regarding teachers’ classroom management styles, four main categories emerged: authoritarian, authoritative, democratic, and laissez-faire. In relation to teachers’ communication skills with students, six main themes were found, such as applying environmental and dynamic strategies, mastering theoretical knowledge, building positive relationships, and promoting students’ self-regulation. Finally, the study revealed six major challenges teachers face in managing classrooms and interacting with students, including large class sizes, behavioral and learning disorders, content and environmental barriers, insufficient teacher competence, and family-related difficulties.



Discussion

This study, based on teachers’ perceptions and interpretations, identified significant components in classroom management, its styles and challenges, and teachers’ communication skills with students.

کلیدواژه‌ها English

Keywords: Classroom management
lived experiences
elementary school teachers
phenomenology
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