رویکرد پدیدارشناسانه به تجارب معلمان مدارس ابتدایی دخترانه از اجرای طرح شناسایی و هدایت استعدادهای برتر (شهاب)

نوع مقاله : مقاله پژوهشی

نویسنده

دانشیار برنامه‌ریزی درسی، دانشکده علوم انسانی، دانشگاه بوعلی سینا همدان (نویسنده مسئول)

10.22099/jcr.2021.6053

چکیده

هدف پژوهش حاضر، استفاده از رویکرد پدیدارشناسانه جهت بررسی تجارب معلمان مدارس ابتدایی دخترانه از اجرای طرح شناسایی و هدایت استعدادهای برتر (شهاب) بود. رویکرد پژوهش کیفی بود و از روش پژوهش پدیدارشناسی توصیفی استفاده شد. میدان پژوهش، کلیۀ معلمان زن پایه پنجم ابتدایی مدارس دخترانه مجری طرح شهاب  ناحیه دو همدان در سال تحصیلی 98-97 بودند. بر اساس روش نمونه­گیری ملاک محور و قاعده اشباع نظری، تعداد 16 نفر از معلمان به عنوان مشارکت­کننده انتخاب شدند، روش جمع­آوری داده­ها مصاحبه نیمه­ساختاریافته بود. زمان مصاحبه از 25 تا 40 دقیقه متغیر بود. برای تجزیه و تحلیل اطلاعات از کدگذاری و تحلیل مضمون استفاده شد. براساس یافته­ها، تجربیات و ادراکات معلمان در چهار مضمون سازمان­دهنده شامل مضامین انگیزشی، ستادی و پشتیبانی، آموزشی و اجتماعی و فرهنگی طبقه­بندی شد و در مجموع 31 مضمون پایه، برای مضامین سازمان­دهنده شناسایی شد. همچنین نتایج نشان داد، معلمان ادراکات و تجربیات ناخوشایندی نسبت به اجرای طرح داشتند و بیشترین تجربیات ناخوشایند، مربوط به عوامل آموزشی بود.جایگزین ساختن خلاقیت، خودآغازی، جستجوگری، خوداکتشافی و خودانگیزشی به جای آموزش نتیجه محور، نمره محور، رقابت محور، پر­آموزی و پرباری حافظه در سایۀ  طرح شهاب نیازمند تعامل کلیۀ عوامل درگیر از جمله بنیاد ملی نخبگان، سازمان پرورش استعدادهای درخشان، دفتر هدایت استعدادهای درخشان، جامعه، خانواده، معلم و مدیر مدرسه است.

کلیدواژه‌ها


 
Abedi, A. (2015). The instrument of identifying and directing talent student design, Journal of talented, (74):144-154(Persian).
Abu, N. K., Akkanat, Ç. & Gökdere, M. (2017). Teachers' Views about the Education of Gifted Students in Regular Classrooms. Turkish Journal of Giftedness & Education, 7(2), 87-109.
Al Hajjat, A. T. (2017). The Level of Career Success for Talented Students and Its Relation with Gender, Center and Educational Level, International Education Studies; 10( 5): 197-203
Alzoubi, S. M. (2014). Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students. Journal for the Education of the Young Scientist and Giftedness. (2)2, 22-27.
Al-zoubi, S. M .& Abdolrahman, M. S. B. (2016). Talented students satisfaction with the performance of the gifted centers, Journal for education of gifted young scientists,4(1):1-20.
Amopour, N. (2017). The study of students individual differences in SHAHAB design .journal of education and psychology studies,(18):49-69(in Persian).
Ateş, H. K. (2018). Gifted children metaphor from the perspective of teachers and parents. Journal for the Education of Gifted Young Scientists, 6(2), 30-41.
Bildiren, A. (2017). Examination of the skill areas of gifted children using WISC-R intelligence scale score. European Journal of Education Studies, (3)9,28-36.
Bildiren, A. (2019). Option of primary school teachers on the definition, identification and education of gifted children. International Journal of Eurasia Social Sciences, (9)33.
Boichenko, M. (2016). The terminological toolkit of comparative pedagogical research of gifted students’ education in the United States, Canada and the UK. (6), 221-230.
Brumand, N. (2001). Pathology of participant management in organization, Tadbir monthly, (115):24-31( Persian).
Cengel, M. & Alkan, A. (2018). Problems Faced by Teachers of Gifted/Talented Students. Tukish Jurnal of Giftedness & Education, Copyright © International Conference on New Horizons in Education Conference (INTE), (2),400-406.
Cheraghi, Z., Nejat, S. N., Pasalar, P., Babaki, V. & Ahmadi, N. S. (2020). Determining the actual situation and talent student expectations, A qualitative research, Journal of Qualitative research in health science, (4):395-406(Persian).
Dadar, L. (2018). The pathology of girl junior border school curriculum, Sarpool Zohab city (case study), M.A.Thsis,Bu-Ali Sina university. (Persian).
Gagne, F. (2015). Academic talent development programs: a best practices model, Asia Pacific Educ. Rev,16(2):281–295.
Gamer, M. & abdelkarimhadi, A. (2017). Al-majalat dulatiyah Al-tathvir tafavogh, Problems Facing Gifted and Talented Students from the Teachers’ Perspective in Basic Schools in Addamer City- Sudan ,8(14):181-195.
García-Guardia, M. L., Ayestarán-Crespo, R., López-Gómez, J. E. & Tovar-Vicente, M. (2019). Educating the gifted student: Eagerness to achieve as a curricular competence. (15)60,19-28.
Hakimzadeh, R. (2019). Identifying and directing talent student desighn, ministry of education, Deputy of primary education, Mehr Press. (Persian).
Hamzehlo, Z. & Moghddasi, Y. (2017). The study of the importance of implementing shahab design in primary school, third international conference on new horizons in education and social problems, Tehran: Association of new horizon of science and technology. (Persian).
Higher council of education office. (2012). National curriculum of Islamic republic of Iran, Tehran: Higher council of education office with cooperation of educational planning and research organization.
Islami, Z. (2012). Need assessment of gifted student of Brigand secondary school in order to enrichment of their curriculum, M.A Thesis, Brigand university. (Persian).
Johnson, S. (2013). National challenges in providing services to gifted students. Gifted Child Today, 36(1), 5-6. (Persian).
Karimnia, K. & HosseinZadeh, O. A. (2017). Assessment of SHAHAB design effectiveness based on parents ,deputies and principals .First conference world and Iran modern research  in management and calculating, Shiraz applied and scientific university. (Persian).
Khmanei, S. A. (2011). Sayings of Islamic republic of iran leadership in fifth elicits national conference with the subject of elicits responsibility in decade of progress and justice,13/7/2010(Persian).
Majdfar, M., Aslani, E. & Salighehdar, L. (2015). Shahab handbook, First Edition ,Tehran: school publication. (Persian).
Mehrmohammadi, M. (2003). Theory of multiple intelligence and its implications for instruction and curriculum, Journal of education,(88):7-31(Persian).
Mohajerani, F. (2020). Attempt for student entrance to international society. Tehran: National center of talented student and young researchers. (Persian).
Najafi, S. (2015). Identifying and directing talent student design, Tehran, primary education national conference. (Persian).
Nastoh, M. (2015). Answer to some question about identifying and directing talent student design, journal of talent student ,14(74):28-35. (Persian).
Navidi, A. (2020). Preliminary evaluation of implementing identifying and directing talent student design. Journal of education,13(137):51-82. (Persian).
Needham, V. (2012). Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education. APEX. The New Zealand Journal of Gifted Education, 17(1), 1-18.
Taghipourkran, H. (2018). Assessment, critic and reviewing Iranian educational system due to identifying and directing talent student according to national high document, fifth  national conference of school psychology ,Tehran: Iranian educational psychology association. (Persian).
Veladat, F. & Navehebrahim, A. (2011). Designing a model for managing talents of students in elementary school: A qualitative study based on grounded theory, Procedia - Social and Behavioral Sciences 29 (201) 1052 – 1060. (Persian).
 Veluchamy, R., Sachin Roy, S. & Krishnan, A. R. (2017). Managing Talents of Generation Z Students Talent Management, I J C T A, 9(37), 403-409.