واکاوی ریشه‌های مشاوره برنامه درسی در مدارس از دیدگاه معلمان

نوع مقاله : علمی - پژوهشی

نویسنده

دانش آموخته دکتری برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران: ایران.

چکیده

هدف: هدف پژوهش حاضر بررسی ریشه‌های مشاوره برنامه درسی در مدرسه از دیدگاه معلمان است؛ به سخن دیگر هدف این پژوهش شناسایی و مطالعه نیازهای معلمان به مشاوره برنامه درسی و بررسی خلاءهای موجود در این رابطه است. 
مواد و روش‌ها: رویکرد پژوهش حاضر، کیفی است و با روش پدیدارشناسی انجام شده است. برای جمع‌آوری اطلاعات از مصاحبه نیمه‌ساختاریافته استفاده شد. شرکت‌کنندگان پژوهش، معلمان دوره متوسطه دوم شهر تهران بود که از طریق نمونه‌گیری در دسترس، 14 نفر برای انجام مصاحبه انتخاب شدند. برای تحلیل داده‌های مصاحبه از روش تحلیل محتوای کیفی و تحلیل شبکه مضامین و مقولات استفاده شده است. 
بحث و نتیجه‌گیری: براساس یافته‌های پژوهش، 5 مضمون محوری در رابطه ریشه‌های مشاوره برنامه درسی در مدارس شامل: روش تدریس و آموزش، روش ارزشیابی، مدیریت کلاس درس، اجرای برنامه‌های درسی جدید، و حلقه اتصال بین معلمان و برنامه‌ریزان مورد شناسایی قرار گرفت. هم‌چنین 29 مقوله اصلی که زیر مجموعه مقولات محوری مذکور بودند عبارت‌اند از: روش تدریس و آموزش (شامل انتخاب روش تدریس براساس محتوا، انتخاب روش تدریس متناسب با ویژگی‌های فراگیران، انتخاب راهبرد آموزشی مناسب برای دانش‌آموزان خاص، و دریافت مشاوره در رابطه با انواع روش‌های تدریس)، روش ارزشیابی (شامل تناسب روش ارزشیابی با موضوعات درسی، تدوین طرح جامع ارزشیابی، انتخاب روش مناسب دریافت بازخورد از فراگیران، و کمک به معلمان در زمینه انواع روش‌های ارزشیابی در عمل)، مدیریت کلاس درس (شامل تدوین طرح درس مناسب و مواجهه با چالش‌های مختلف کلاس درس)، اجرای برنامه‌های درسی جدید (شامل تبیین برنامه‌های درسی و اقناع معلمان، اصلاح و تعدیل مقاومت معلمان، پاسخ به سؤالات معلمان)، و حلقه اتصال معلمان و برنامه‌ریزان (شامل مستندسازی نظرات معلمان در رابطه با برنامه‌های درسی و کمک به اصلاح و متناسب‌سازی برنامه‌های درسی با شرایط اجرا). حرفه‌ی معلمی، بیش از آنچه در نگاه اول به نظر می‌رسد، پیچیده و چالش برانگیز است و معلمان برای انجام فعالیت‌های مربوط به آموزش و تدریس نیاز به دریافت مشاوره و راهنمایی تخصصی دارند که استقرار مشاوران برنامه درسی در مدارس می‌تواند در این رابطه به صورت مؤثری ایفای نقش کند. با توجه به یافته‌های پژوهش، توجه به نیازها و چالش‌های معلمان، و تلاش در جهت تعریف دقیق وظایف و مسئولیت‌های حرفه‌ای مشاوران برنامه درسی و برنامه‌ریزی جهت استقرار مشاوران برنامه‌های درسی در مدارس به‌منظور توسعه و ارتقای فرایند یاددهی-یادگیری ضرورت دارد.

کلیدواژه‌ها

عنوان مقاله [English]

Explaining the Origins of Curriculum Counseling in Schools from the Perspective of Teachers

نویسنده [English]

  • Mohammad Taghi Roodi
Ph.D. in Curriculum Study, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Shahid Beheshti University, Tehran: Iran
چکیده [English]

Objectives: The purpose of this research is to identify and study the teachers' needs for curriculum counseling and examine the existing gaps in this regard.
Materials and Methods:  The approach of this research is qualitative and it was done with the method of phenomenology. A semi-structured interview was used to collect information. The research community was secondary school teachers of public schools in Tehran, and 14 people were selected to conduct interviews through available sampling. Qualitative content analysis and the method of analyzing themes and categories have also been used for data analysis.
Discussion and Conclusions: Based on the findings of the research, 5 core themes were identified about the origins of curriculum counseling, including teaching and learning methods, evaluation methods, classroom management, implementation of new curricula, and the link between teachers and planners. Also, 29 main categories that were a subset of the aforementioned core categories were identified: teaching and learning method (including choosing a teaching method based on content, choosing a teaching method that fits the characteristics of learners, choosing a suitable educational strategy for specific students, and receiving advice regarding teaching methods), evaluation method (including the suitability of the evaluation method with course subjects, developing a comprehensive evaluation plan, choosing the appropriate method of receiving feedback from learners, and helping teachers in the field of various evaluation methods), classroom management (including developing appropriate lesson plans and facing various classroom challenges), implementing new curricula (including explaining curricula and persuading teachers, correcting and adjusting teachers' resistance, responding to teachers' questions), and link between teachers and planners (including documenting teachers' opinions regarding curricula and helping to modify and adapt curricula to implementation conditions). The teaching profession is more complex and challenging than it seems at first glance, and teachers need to receive expert advice and guidance to carry out activities related to education and teaching, which the establishment of curriculum counselors in schools can play an effective role in this regard. According to the findings of the research, suggestions such as paying serious attention to the needs and challenges of teachers, trying to accurately define the professional duties and responsibilities of curriculum consultants, and planning for the establishment of curriculum consultants in schools are provided to develop and improve the teaching-learning process.

کلیدواژه‌ها [English]

  • Curriculum Counseling
  • Teachers
  • Secondary School
  • Curriculum

مراجع

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