مطالعات برنامه درسی

مطالعات برنامه درسی

روایت پژوهی در تجارب زیسته معلمان تازه کار: گره‌های تأملی در پارادوکس‌های حرفه‌ای ‏

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
2 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
3 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران. ‏
چکیده
فراهم کردن زمینه توسعه حرفه‌ای معلمان تازه‌کار به دلیل شکل‌گیری هویت آنها در سال‌های نخستین خدمت مورد توافق ‏بسیاری از محققان است. پژوهش حاضر به شناسایی پارادوکس‌های حرفه‌ای در تجارب زیسته معلمان‌تازه‌کار و تحلیل نحوه ‏عمل‌تأملی آنان در این موقعیت‌ها می‌پردازد. در چارچوب رویکرد کیفی-تفسیری با راهبرد روایت‌پژوهی بر رویدادهای بحرانی و ‏تحلیل مضمون-محور، ۳۶ روایت تأملی از ۳۲ معلم بررسی شد. یافته‌ها منجر به شناسایی 6 موقعیت پارادوکس حرفه‌ای (شامل؛ ‏قطعیت- ابهام‌ موقعیتی؛ عاملیت- محدودیت نهادی؛ نظریه- تجربه؛ تحول- تداوم هویتی؛ خود- دیگری؛ وظیفه- عاطفه انسانی) ‏در چهار سطح تنش "شناختی"، "هویتی"، "عاملیتی" و "ارزشی-هنجاری" شد. بررسی دقیق‌تر نشان داد: مواجهه عمل‌تأمل ‏معلمان در چرخه‌ای غیرخطی و بازگشت‌پذیر از گره‌های تأملی شامل: "پذیرش-مقاومت"، "بازاندیشی چندوجهی-تاییدی"، ‏‏"تعلیق-تثبیت معنا"، و "اقدام متوازن-کلیشه"‌، صورت می‌پذیرد. این فرایند دوگانه مسیرهای گشودگی یا انسداد تأمل معلمان را ‏مشخص می‌کنند. یافته‌ها به درک عمیق‌تری از ماهیت پیچیده تأمل در سال‌های آغازین خدمت کمک می‌کند و می‌تواند در ‏طراحی برنامه‌های آموزشی و هدایت تأملی مؤثر باشد.‏
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Narrative Inquiry into Novice Teachers’ Lived Experiences: Reflective ‎Knots in Professional Paradoxes ‎

نویسندگان English

Masoud Ramroudi 1
khalil gholami 2
Yahya ‎ Maroofi 3
1 Department of Educational Sciences, Faculty of Humanities and Social Sciences, University ‎of Kurdistan, Sanandaj, Iran.‎
2 Department of Educational Sciences, Faculty of Humanities and Social Sciences, University ‎of Kurdistan, Sanandaj, Iran.‎
3 Department of Educational Sciences, Faculty of Humanities and Social Sciences, University ‎of Kurdistan, Sanandaj, Iran.‎
چکیده English

Providing conditions for the professional development of beginning teachers, due to the ‎formation of their identity in the early years of service, is agreed upon by many researchers. ‎The present study examines the identification of professional paradoxes in the lived ‎experiences of beginning teachers and analyzes their reflective practice in these situations. ‎Within a qualitative–interpretive approach, using a narrative inquiry strategy focused on ‎critical incidents and theme-oriented analysis, 36 reflective narratives from 32 teachers were ‎examined. The findings led to the identification of 6 professional paradoxical situations—‎including situational certainty-ambiguity; agency-institutional constraint; theory-experience; ‎identity transformation-continuity; self-other; duty-human emotion—in the lived experiences ‎of beginning teachers across four levels of tension: ‘cognitive’, ‘identity-related’, ‘agential’, ‎and ‘value-normative’. Closer examination showed that teachers’ reflective practice unfolds ‎through a non-linear and reversible cycle of reflective knots, including ‘acceptance-‎resistance’, ‘multidimensional-confirmatory rethinking’, ‘suspension-stabilization of meaning’, ‎and ‘balanced action-stereotype’. This dual process delineates pathways of openness or ‎closure in teachers’ reflection. The findings contribute to a deeper understanding of the ‎complex nature of reflection in the early years of service and can inform the design of ‎educational programs and effective reflective guidance.‎

کلیدواژه‌ها English

&‌‌lrm
Reflection&‌‌rsquo
Reflective practice&‌‌rsquo
Narrative inquiry&‌‌rsquo
novice teachers&‌‌rsquo
&‌‌lsquo
Professional &‌‌lrm
paradoxes of teaching&‌‌rsquo
.&‌‌lrm
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  • تاریخ دریافت 13 مرداد 1404
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