Abstract:
هدف: هدف اصلی از انجام پژوهش حاضر واکاوی تجارب زیسته معلمان جدیدالورود از اولین سال تدریس در سازمان آموزشوپرورش استان فارس بود. روش: این پژوهش کیفی با استفاده از روش پدیدارشناسی اجرا شد. روش گردآوری اطلاعات استفاده از مصاحبههای نیمهساختمند بود. بر این اساس، از بین معلمان دورة ابتدایی 18 نفر براساس معیارهای ورود به پژوهش انتخاب شدند. تحلیل مصاحبهها، با استفاده از الگوی هفت مرحلهای Colaizzi (1978) و روش تحلیل مضمون انجام شد. اعتبار دادههای بهدستآمده با استفاده از تکنیکهای تأییدپذیری، اعتمادپذیری و همسوسازی پژوهشگران تأیید شد. یافتهها: پس از استخراج موضوعی و طبقهبندی آنها، یافتهها در دو مضمون اصلی "پیامدهای مثبت" مشتمل بر سه مضمون فرعی «مهارتهای تدریس»، «مهارتهای ارتباطی»، «مهارتهای روانشناختی» و "پیامدهای منفی" مشتمل بر چهار مضمون فرعی «چالشهای حرفهای»، «چالشهای روانشناختی»، «چالشهای محیطی» و «چالشهای میان دانشآموزان» طبقهبندی شدند.
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Machine summary:
(Dibaisaber, Abbasi, Fathivajargah & Safaeimovahed, 2017) موضوع آغاز خدمت معلمان براي مقابله بر چالش هايي که معلمان جديدالورود در سال هاي نخست تدريس با آن روبرو خواهند بود به يکي از علايق پژوهش گران حوزه تعليم و تربيت تبديل شده است .
جدول ٢ طبقه بندي مضامين سازمان دهنده اول را نشان ميدهد: جدول (٢): مضامين سازمان دهنده اول مضامين سازمان دهنده اول مضامين پايه ١) داشتن طرح درس ٢) حفظ آمادگي قبلي ٣) استفاده از ابزارهاي آموزشي مناسب و ساختن دست سازه مهارت هاي تدريس ٤) استفاده از رويکردهاي تدريس دانش آموز محور ٥) تلفيق بازي و آموزش ٦) استفاده از روش هاي فعال و نوين تدريس ٧) برقراري رابطه دوستانه مهارت هاي ارتباطي ٨) مفرح کردن فضاي کلاس با ايجاد صميميت مضامين سازمان دهنده اول مضامين پايه ٩) علاقه مند شدن دانش آموزان به معلم جوان ١٠) احترام گذاري به دانش آموزان ١١) کسب مهارت تعامل با اولياء دانش آموزان ١٢) توجه به تفاوت هاي فردي دانش آموزان ١٣) حساسيت نسبت به آينده دانش آموزان مهارت هاي روان شناختي ١٤) عدم تبعيض ميان دانش آموزان ١٥) حذف برچسب دانش آموزان ضعيف ١٦) درک مشکلات دانش آموزان ١٧) عدم مديريت زمان ١٨) مديريت کلاس داري ضعيف ١٩) ضعف در برخورد با مشکلات تربيتي چالش هاي حرفه اي ٢٠) عدم تسلط در تدريس دروس ٢١) عدم آشنايي با چگونگي تکميل پوشه کار ٢٢) عدم مهارت در توليد محتواي الکترونيکي ٢٣) تنش و اضطراب ٢٤) ايده آل گرا بودن چالش هاي روان شناختي ٢٥) احساس نااميدي ٢٦) نارضايتي از تدريس ٢٧) عدم اگاهي از بحران هاي عاطفي ٢٨) مناطق محروم ٢٩) نبود امکانات ورزشي چالش هاي محيطي ٣٠) فقدان تجهيزات آزمايشگاهي ٣١) فقر فرهنگي اولياء دانش آموزان ٣٢) توقعات زياد ٣٣) بي علاقگي دانش آموزان به درس ٣٤) مشکلات رفتاري دانش آموزان چالش هاي ميان دانش آموزان ٣٥) حواس پرتي و بي انضباطي دانش آموزان ٣٦) دلزدگي دانش آموزان با تکرار دروس ٣٧) پايين بودن سطح يادگيري دانش آموزان در مرحله سوم ؛ با توجه به مضامين پايه شناساييشده و مضامين سازمان دهنده اول ، دسته بندي دوم در قالب مضامين سازمان دهنده دوم انجام شد که در جدول ٣ ارائه شده است : جدول (٣): مضامين سازمان دهنده دوم مضامين سازمان دهنده دوم مضامين سازمان دهنده اول مهارت هاي تدريس پيامدهاي مثبت مهارت هاي ارتباطي مهارت هاي روان شناختي چالش هاي حرفه اي چالش هاي روان شناختي پيامدهاي منفي چالش هاي محيطي چالش هاي ميان دانش آموزان در نهايت ، با بررسي مضامين پايه و مضامين سازمان دهنده اول ، تجارب زيسته اولين سال تدريس معلمان جديدالورود در سازمان آموزش وپرورش استان فارس در قالب دو مضمون سازمان دهنده دوم قابل دسته بندي هستند که ميتوان آن را در قالب شبکه مضامين ، مطابق شکل ١ در نظر گرفت .