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عرضۀ مدلی پارادایمیک از ارتباط مراقبتی معلم- دانش‌آموز در مدارس ابتدایی | ||
| علوم تربیتی از دیدگاه اسلام | ||
| مقاله 8، دوره 10، شماره 18، فروردین 1401، صفحه 201-229 اصل مقاله (680.07 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30497/esi.2022.243325.1557 | ||
| نویسندگان | ||
| احترام فراستی1؛ سوسن لائی* 2؛ فرانک موسوی3؛ بهمن سعیدی پور4 | ||
| 1دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، واحد کرمانشاه، دانشگاه آزاد اسلامی ، کرمانشاه، ایران. | ||
| 2استادیار گروه علوم تربیتی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران. | ||
| 3دانشیار گروه مدیریت آموزشی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران. | ||
| 4استاد گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| این مطالعه با هدف عرضۀ مدلی کیفی از ارتباط مراقبتی معلم- دانش‌آموز در مدارس ابتدایی شهر کرمانشاه صورت گرفته و بدین منظور، از پارادایم کیفی و تئوری زمینه‌ای، و مصاحبة نیمه‌ساختاریافته و عمیق با معلمان توانمند و دارای مدارک تحصیلی عالی در مدارس مختلف این شهر در سال تحصیلی 1399-1400 استفاده شده است. مشارکت‌کنندگان در این پژوهش تا مرحلة اشباع نظری، پانزده نفر بودند. براساس نتایج به‌دست‌آمده، عوامل زمینه‌ساز ارتباط مراقبتی معلم- دانش‌آموز عبارت‌اند از: فعالیت‌های فوق‌برنامه، تقویت ظرفیت‌های آموزش و یادگیری، توانایی تدریس و تسلط بر مهارت‌های حرفه‌ای، پذیرش دانش‌آموزان و اهمیت‌دادن به آن‌ها، نواندیشی در آموزش و یادگیری، و ویژگی‌های فردی دانش‌آموزان. راهبردهای ایجاد این‌گونه ارتباط، مشتمل بر این موارد است: ایجاد زمینه‌های ارتباطی، گسترش‌دادن ظرفیت‌های ارتباطی، محیط یادگیری فعال، شناخت و درک متقابل، نقد و ارزیابی، مشارکت و همکاری تیمی، و ارتباط عاطفی مثبت. ازجمله پیامدهای موردانتظار در ارتباط مراقبتی معلم- دانش‌آموز، تحکیم روابط و رشد، خلاقیت و سلامت، پذیرش و رشد مهارت‌ها، ایجاد محیط یادگیری ایمن و مؤثر، و درنهایت، مسئولیت‌پذیری و پشتیبانی در دو گروه معلمان و دانش‌آموزان را می‌توان نام برد؛ همچنین ضعف زیرساخت‌ها و منابع، مشکلات عاطفی و روان‌شناختی، مشکلات فردی و فرهنگی، و موانع مرتبط با معلمان، ازجمله عواملی هستند که در ایجاد ارتباط مراقبتی، اختلال ایجاد می‌کنند و مانع شکل‌گیری چنین ارتباطی در مدارس می‌شوند. یکپارچه‌کردن مقوله‌های شناسایی‌شده براساس روابط آن‌ها درقالب این مدل پارادایمیک می‌تواند الگویی مفید و مؤثر برای ارتقادادن سطوح ارتباطی معلم- دانش‌آموز در مدارس باشد. | ||
| کلیدواژه‌ها | ||
| ارتباط مراقبتی؛ ارتباط حمایتی؛ روابط معلم- دانش‌آموز | ||
| عنوان مقاله [English] | ||
| Presenting a Paradigmatic Model of Teacher-Student Caring Relationship of Elementary School | ||
| نویسندگان [English] | ||
| Ehteram Farasati1؛ Sousan Laei2؛ Faranak Mosavi3؛ Bahman Saeidipour4 | ||
| 1PhD student in Educational Management, Department of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran. | ||
| 2Assistant Professor of the Department of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran. | ||
| 3Associate Professor of the Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran. | ||
| 4Professor of Educational Administration, Payame Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| The aim of this study has been providing a qualitative model of the teacher-student caring relationship in primary schools in Kermanshah. For this purpose, qualitative paradigm and grounded theory, and semi-structured and in-depth interviews with capable teachers with higher education degrees in different schools of Kermanshah in the academic year 1399-1400 have been used. The participants in this study up to the theoretical saturation stage were 15 people. Based on the results, the underlying factors of the teacher-student care relationship include extracurricular activities, strengthening teaching and learning capacities, teaching ability and mastery of professional skills, accepting and giving importance to students, modern thinking in teaching and learning, and individual characteristics of students. This type of communication strategy includes creating communication contexts, expanding communication capacities, an active learning environment, mutual recognition and understanding, critique and evaluation, team participation and cooperation, and positive emotional communication. Among the expected outcomes in the student-teacher care relationship are strengthening relationships and growth, creativity and health, acceptance and growth of skills, creating a safe and effective learning environment, and ultimately responsibility and support in both groups of teachers and students. Weak infrastructure and resources, emotional and psychological problems, personal and cultural problems, and barriers related to teachers, are also among the factors that can disrupt the care relationship and prevent the formation of this type of relationship in schools. Integrating the identified categories based on the relationships between them and in the framework of this paradigmatic model can be a valuable and effective model for improving the levels of teacher-student communication in schools. | ||
| کلیدواژه‌ها [English] | ||
| Caring relationship, supportive relationship, teacher-student relationship | ||
| مراجع | ||
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جاویدی کلاتۀ جعفرآبادی، طاهره. (1396). آموزش ارتباط مراقبتی به دانشجو- معلمان. مجموعۀ مقالات سومین همایش ملی تربیت معلم، دانشگاه فرهنگیان، شیراز.
شورای عالی انقلاب فرهنگی، وزارت آموزش‌وپرورش و شورای عالی آموزش‌وپرورش (1390). سند تحول بنیادین آموزش‌وپرورش، قابل دسترسی در: https://sccr.ir/Files/6609.pdf.
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