تجارب معلمان دوره ابتدایی از چالش‌های آموزش به مهاجران افغان: یک مطالعه کیفی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه ریزی درسی دانشگاه شهید بهشتی

2 استاد دانشکده علوم تربیتی و روان‌شناسی دانشگاه شهید بهشتی

3 استادیار دانشکده علوم تربیتی و روان‌شناسی دانشگاه شهید بهشتی

4 استادیار دانشکده علوم تربیتی و روان‌شناسی دانشگاه تهران

10.22099/jcr.2021.6045

چکیده

هدف از پژوهش حاضر فهم تجارب زیستۀ معلمان از چالش‌های آموزش به مهاجران افغان بود. این پژوهش کیفی با استفاده از روش پدیدارشناسی اجرا شد. روش گردآوری اطلاعات استفاده از مصاحبه­های نیمه­ساختارمند بود. بدین منظور داده­ها با مصاحبه از 15 نفر از معلمانی که سابقه تدریس به دانش­آموزان افغان را داشتند جمع­آوری و به روش استرابرت و کارپنتر (2003) مورد تجزیه و تحلیل قرار گرفت. تحلیل حاصل از مصاحبه­ها حاکی از پنج مضمون اصلی از جمله چالش­های فرهنگی، تحصیلی، اداری، اقتصادی و اجتماعی و 25 زیرمضمون شامل مشکلات زبانی، تفاوت­های مذهبی، برخورد تبعیض­آمیز سایر دانش­آموزان، برخورد تبعیض­آمیز معلمان، عدم درگیری والدین در آموزش، تحصیلات اندک والدین، عدم ارتباط و سازگاری با محتوای درسی، ترک تحصیل، وقفه در تحصیلات، فقدان مهارت­های شناختی، فقدان آمادگی و عدم گذراندن دوره پیش دبستانی، مشکلات جایابی، فقدان مدرک هویتی، ثبت­نام سلیقه­ای، فقدان چشم­انداز تحصیلی، زندگی متحرک مهاجران، بزهکاری، مشکلات پوششی و ظاهری، انزوا، تلقی دانش­آموزان افغانی به عنوان شهروندان درجه 2، نارضایتی والدین ایرانی، هزینۀ تحصیلات، فقر و کودک کار بود.

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