واکاوی عوامل تسهیل‌گر کاربرد مدرسه در خانه ترکیبی در نظام آموزشی ایران: رویکردی نوین در آموزش دانش‌آموزان تیزهوش

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی و آموزش کودکان با نیازهای خاص، گروه روان‌شناسی و آموزش افراد با نیاز‌های خاص، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران

2 دانشیار گروه روانشناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران

3 دانشیار گروه روان شناسی و آموزش افراد با نیاز‌های خاص، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران

4 استادیار گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

چکیده

هدف: یکی از پدیده‌های نوین آموزشی در سطح جهانی برای دانش‌آموزان تیزهوش، مدرسه در خانه ترکیبی می‌باشد که بر افزایش مشارکت والدین در آموزش تأکید دارد. پژوهش حاضر با هدف واکاوی عوامل تسهیل‌گر کاربرد مدل مدرسه در خانه ترکیبی در نظام آموزشی ایران و به‌منظور ارائه رویکردی نوین در آموزش دانش‌آموزان تیزهوش انجام شد.
مواد و روش‌ها: این پژوهش از نظر هدف، اکتشافی و از نوع کیفی است که از روش نظریه‌پردازی داده بنیاد استفاده شده است. حوزه این پژوهش شامل تمام کتاب‌ها و مقالات (2021-1990) مرتبط با مشارکت والدین در آموزش و مدل مدرسه در خانه بود. مشارکت‌کنندگان در این پژوهش 10 نفر از متخصصان حوزه روان‌شناسی و علوم تربیتی در شهر اصفهان در سال 1401 بودند که به روش نمونه‌گیری هدفمند و نظری انتخاب شدند. برای جمع‌آوری داده‌ها از روش سندکاوی و مصاحبه نیمه‌ساختار یافته استفاده شد. تحلیل داده‌ها براساس الگوی اشتراوس و کوربین (1998) و سه مرحله کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی انجام شد. در زمینه قابلیت اعتبار از روش تطبیق اعضاء و کثرت‌گرایی استفاده شد و در زمینه قابلیت تأیید، مرور و بازخورد همتایان به کار برده شد. 
بحث و نتیجه‌گیری: نتایج پژوهش نشان‌دهنده 64 مفهوم پایه، 13 مقوله محوری و 3 مقوله انتخابی تحت عنوان مسئولیت مشترک و اعتماد والدین، مسئولیت مشترک و اعتماد دانش‌آموز و مسئولیت مشترک و اعتماد معلم و مدرسه است که در قالب عوامل تسهیل‌گر سازمان یافت. با توجه به عوامل تسهیل‌گر مدل مدرسه در خانه ترکیبی، توجه به این رویکرد آموزشی و استفاده از آن برای دانش‌آموزان تیزهوش در نظام آموزشی متمرکز کشور ایران پیشنهاد می‌گردد.

کلیدواژه‌ها

عنوان مقاله [English]

Analyzing the Facilitating Factors of the Application of Hybrid Homeschooling in Iran's Educational System: A New Approach in Educating Gifted Students

نویسندگان [English]

  • Sara Nejatifar 1
  • Ahmad Abedi 2
  • Amir Ghamarani 3
  • Faramarz Asanjarani 4
1 Ph.D. Student in Psychology and Education of Children with Special Needs, Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
2 Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
3 Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
4 Assistant Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
چکیده [English]

Objectives: One of the new educational phenomena at the global level for gifted students is hybrid homeschooling which emphasizes the increase of parents' involvement in education. The present study was conducted to analyze the factors that facilitate the use of the hybrid homeschooling model in the Iranian educational system and to provide a new approach to the education of gifted students.
Materials and Methods: This study is exploratory and qualitative in terms of its purpose, and it is of a qualitative type that uses the grounded theory method. The scope of this research included all books and articles (1990-2021) related to parental involvement in education and the homeschooling model. The participants in this research were 10 specialists in the field of psychology and educational sciences in Isfahan city in 2022, who were selected by purposeful and theoretical sampling. Data collection and semi-structured interviews were used. Data analysis was done based on Strauss and Corbin (1998) model and three stages of open coding, axial coding, and selective coding. For reliability, the method of matching members and pluralism was used; and for verifiability, peer review and feedback were used. 
Discussion and Conclusions: The results of the research show 64 basic concepts, 13 core categories, and 3 optional categories under the title of joint responsibility and trust of parents, joint responsibility and trust of students, and joint responsibility and trust of teacher and school, which was organized in the form of facilitating factors. Considering the facilitating factors of the hybrid homeschooling model, it is suggested to pay attention to this educational approach and use it for gifted students in the centralized educational system of Iran.

کلیدواژه‌ها [English]

  • Facilitating Factors
  • Hybrid Homeschooling
  • Gifted Students

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