پژوهش های کیفی در علوم رفتاری

پژوهش های کیفی در علوم رفتاری

تجربۀ زیسته معلمان از پرورش شایستگی‌‌های دانش‌آموزان در فرآیند ارزشیابی کیفی- توصیفی

نوع مقاله : مقاله پژوهشی

نویسندگان
پروین روشن قیاس چرمهینی 1
الهام سادات درخشان 2
زهره محمدی 2
1 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665تهران، ایران.
2 دانشجوی کارشناس ارشد علوم تربیتی، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
10.22077/qrbs.2025.10158.1119
چکیده
زمینه: در نظام آموزشی امروز، ارزشیابی کیفی- توصیفی به‌عنوان رویکردی نوین و زمینه‌ساز ارتقای شایستگی‌های دانش‌آموزان در عرصه‌های مختلف، به‌عنوان یکی از اهداف اساسی تعلیم و تربیت مطرح است.
هدف: این پژوهش با هدف واکاوی تجارب زیستۀ معلمان ابتدایی، دربارۀ شایستگی‌های کسب‌شدۀ دانش‌آموزان در فرآیند اجرای ارزشیابی کیفی- توصیفی است.
روش: در پژوهش حاضر از رویکرد مرور نظام‌مند استفاده شده است. از نظر هدف، رویکرد و روش گردآوری داده‌ها، این پژوهش به طور هم‌زمان کاربردی، کیفی و از نوع پدیدار‌‌شناسی توصیفی است. مشارکت‌کنندگان 35 معلم ابتدایی از استان اصفهان بودند که به‌صورت هدفمند و بر اساس ملاک اشباع نظری انتخاب شدند. ابزار گردآوری اطلاعات در این پژوهش، مصاحبه عمیق نیمه‌ساختارمند بود. ابتدا چارچوب پژوهش تهیه و سپس توسط دو تن از اساتید رشته علوم تربیتی تأیید شد.
یافته‌ها: تجزیه و تحلیل داده‌ها به روش هفت مرحله‌ای کلایزی و با استفاده از نرم‌افزار  MAXQDA 2022انجام شد. برای بررسی قابلیت اعتماد و اعتبار یافته‌های پژوهش از معیارهای چهارگانه گوبا و لینکلن استفاده گردید. نتایج تحلیل کلایزی نشان داد که بنابر تجارب معلمان، یافته‌ها دارای چهار مضمون اصلی شامل شایستگی‌های شناختی، اجتماعی، اخلاقی- رفتاری و عاطفی– روانی می‌باشند. در هر یک از دو مقوله نخست، شش مقوله فرعی و برای هر یک از مقوله‌های اصلی سوم و چهارم، پنج مقوله فرعی به‌دست آمد.
نتیجه‌گیری: از مجموع تجربیات زیستۀ معلمان استنتاج می‌شود که ارزشیابی کیفی- توصیفی، با وجود مشکلات و کاستی‌های اجرایی، می‌تواند فرصتی مناسب برای تربیت جامع، رشد‌ و ‌توسعۀ شایستگی‌های متنوع در دانش‌آموزان فراهم آورد.
کلیدواژه‌ها
مطالعۀ پدیدارشناختی
تجربۀ زیستۀ معلمان
آموزش ابتدایی
شایستگی
ارزشیابی کیفی- توصیفی
موضوعات

عنوان مقاله English

Teachers' Lived Experience of Developing Students' Competencies in the Qualitative- Descriptive Evaluation Process

نویسندگان English

parvin roshanghias chermahini 1
elham sadat derakhshan 2
zohreh mohammadi 2
1 Department of Educational Sciences,Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 MA in Educational Sciences, Department of Educational Sciences, Farhangian University, Tehran, Iran.
چکیده English

Background: In today's educational system, descriptive qualitative evaluation is a new approach that provides a basis for improving students' competencies in various fields, as one of the basic goals of education.
Objective: This study was conducted with the aim of analyzing the lived experiences of elementary school teachers of the competencies acquired by students during the implementation of descriptive qualitative evaluation.
Method: This study was applied, qualitative, descriptive phenomenological in terms of its purpose, approach, and data collection method. The participants were 35 elementary school teachers from Isfahan province who were selected purposefully and based on the theoretical saturation criterion. The data collection tool in this study was a semi-structured in-depth interview. First, the framework was prepared and then approved by two professors of educational sciences. Data analysis was carried out using the seven-step Claise method and using maxqda2022 software. To examine the reliability and validity of the research findings, the four criteria of Guba and Lincoln were used.
Results: The results of the cluster analysis showed that, based on the teachers' experiences, the findings revealed four main themes including cognitive, social, moral-behavioral, and emotional-psychological competencies. Six subcategories were identified in each of the first two categories, and five subcategories were identified for each of the third and fourth main categories.
Conclusion: From the totality of the teachers' lived experiences, it can be inferred that qualitative descriptive evaluation, despite its implementation problems and shortcomings, can provide a suitable opportunity for all-round training and the growth and development of multiple competencies in students.

کلیدواژه‌ها English

phenomenological study
teachers' lived experience
primary education
competency
qualitative-descriptive evaluation
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پژوهش های کیفی در علوم رفتاری
دوره 4، شماره 2 - شماره پیاپی 8
زمستان 1404
1404
صفحه 1-20

  • تاریخ دریافت 13 مهر 1404
  • تاریخ بازنگری 21 آبان 1404
  • تاریخ پذیرش 26 آبان 1404