واکاوی نقادانه فهم نومعلمان دوره ابتدایی از مفهوم «تربیت»: یک مطالعه پدیدارشناسانه

نوع مقاله : مقاله پژوهشی

نویسنده

دانش‌آموخته دکتری فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران

10.22099/jcr.2024.7629

چکیده

پژوهش حاضر یک پژوهش کیفی باهدف واکاوی نقادانه‌ی فهم نومعلمان دوره ابتدایی از مفهوم تربیت است که با استفاده از روش پدیدارشناسی تفسیری انجام گرفته‌است. روش نمونه‌گیری در این پژوهش، روش نمونه‌گیری هدفمند با معیار اشباع نظری است. بدین‌منظور، داده‌ها از طریق مصاحبه نیمه‌ساختاریافته با 15نفر از نومعلمان که در سال تحصیلی 1402-1401 در مدارس ابتدایی شهرستان فِلارد از توابع استان چهارمحال‌وبختیاری در حال تدریس بودند، به‌دست آمد. پرسش‌های مصاحبه برپایه‌ی چارچوب نظری پژوهش در دو مرحله طراحی و ویرایش شدند. هم‌چنین داده‌ها با استفاده از روش هفت‌مرحله‌ای کلایزی تجزیه‌وتحلیل شد. یافته‌ها بیانگر آن است که شش انگاره‌یِ تربیت مؤمن‌پرور، تربیتِ آداب‌دان، تربیت شهروندمدار، تربیت آگاهانه، تربیت نوگرا و تربیت سرسِپرده به‌عنوان مقوله‌های فرعی و سرانجام مقوله‌ی اصلیِ آشفتگی در نظر ـ پریشانی در عمل، نماینده‌ی فهم نومعلمان از مفهوم تربیت است. برپایه‌ی رهیافت‌های پژوهش، فقدان ادراک معنای تربیت واقعی ممکن است سبب شود که در فعالیت‌های تربیتی آن‌چه در واقع وسیله‌ای بیش نیست هدف انگاشته شود و جریان رشد در نیمه‌ی راه متوقف گردد. سخن دیگر این پژوهش و البته جانِ کلام آن، پرهیز از ساده‌اندیشی و سهل‌نگری پیرامون مفهوم و عملِ تربیت است. برای روگردانی از این آفت، موضوع تربیتِ معلم، قبل از شروع معلمی و بعد از آن، نیازمند دقت‌نظری ژرف‌اندیشانه و همه‌جانبه است.

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