برنامه‌درسی تامل‌محور: گفتمانی برای توسعه مفهوم "آگاهی معلمان" در چارچوب پژوهش اتوبیوگرافی

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه آموزش علوم تربیتی دانشگاه فرهنگیان

چکیده

پژوهش حاضر با هدف واکاوی و تبیین شاخصه‌های برنامه‌درسی تأمل‌محور در راستای توسعه مفهوم آگاهی معلمان در چارچوب پژوهش اتوبیوگرافی انجام شد. رویکرد تحقیق کیفی از نوع تحلیل محتوا با تأکید بر ماهیت مضمونی آن بود. میدان پژوهش دربرگیرنده معلمان در سال تحصیلی 1403-1402 بود که 15 نفر از آنها از طریق نمونه‌گیری هدفمند از نوع شاخص مورد مصاحبه قرار گرفتند. برای تعیین اعتبار داده‌های پژوهش از روش خود بازبینی، غنی‌سازی داده‌ها و تحلیل‌های میان موردی و برای تعیین پایایی داده‌ها از روش مقایسه مستمر و فرایند نظام‌مند در ثبت و نوشتن داده‌ها استفاده شد. یافته‌های پژوهش شامل 9 مضمون فراگیر روایت‌سازی، بازخوردپذیری، گفتمان‌ مفهومی، شخصی‌سازی دانش، خود تنظیمی فکری، نوزایی درسی، مالکیت معنوی، همدلی شناختی و عملکرد پژوهی می شود که با 20 مضمون سازمان دهنده و 125 مضمون پایه به تشریح ماهیت برنامه‌درسی تأمل‌محور می پردازد. نتایج نشان می دهد که فرصت تعمق بیش‌تر معلمان در برنامه های درسی فراهم شده و فرهنگ شناختی آنها در توسعه محتوای درسی مورد توجه قرار گیرد هم‌چنین دیدگاه‌ها و ایده‌های نوآورانه معلمان در برنامه‌های درسی مورد تاکید قرار گرفته و هویت فکری آنها در راستای شکل دهی ساختار برنامه ها توسعه داده شود.

کلیدواژه‌ها

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