ارائه نظریه داده‌ بنیاد برای تبیین فرآیند پرورش دانش‌آموزان خودنظم‌ده در مدارس ابتدایی با تأکید بر نقش معلمان

نویسندگان
ندا اشرفیان
کیوان صالحی
دانشگاه تهران
چکیده
پرورش دانش‌آموزان خود نظم ده، از مهم‌ترین اهداف عالی در تمامی نظام‌های آموزشی به شمار می‌رود که می‌تواند زمینه لازم برای تحول و توسعه پایدار در هر جامعه‌ای را فراهم آورد. پژوهش حاضر با هدف، تبیین فرآیند پرورش دانش‌آموزان خودنظم‌ده در مدارس ابتدایی با تأکید بر نقش معلمان، و استفاده از رویکرد کیفی و روش داده بنیاد (نظریه برخاسته از داده‌ها) انجام شده‌است. داده‌ها با استفاده از مصاحبه‌های نیمه‌ساختارمند با 25 معلم ابتدایی و نامه‌نگاری گردآوری‌شد. انتخاب مصاحبه‌شوندگان بر پایه راهبرد نمونه‌گیری نظری انجام گردید. تحلیل داده‌ها در سه مرحله کدگذاری باز، محوری و گزینشی به انجام رسید که در نتیجه آن‌ 48 کُد اولیه، 19 زیرمقوله و 3 مقوله کلی استخراج شد. در نظریه میانی به‌دست آمده "توجه به رشد همه‌جانبه ‌انسان" به عنوان مقوله ‌محوری در نظر گرفته شد که با تمامی مقوله‌های به‌دست آمده در این پژوهش در ارتباط است. اگر معلمان به عنوان هدایت کنندگان فرآیند تعلیم و تربیت، رشد مستمر و همه‌جانبه دانش‌آموزان را مورد توجه قرار داده و با استفاده بهینه از شرایط زمینه‌ای همچون محتوای اصیل و رسانه‌های آموزشی نوین و بهره‌گیری هوشمندانه از امکانات، قوانین، زمان و... به اجرای راهبردهایی نظیر عاملیت‌بخشی، جهت‌دهی و بازخورددهی به دانش‌آموزان‌، عرصه‌سازی برای آن‌ها و الهام‌بخشی بپردازند، بستر لازم برای پرورش دانش‌آموزانی توانمند و خودنظم‌ده فراهم شده که با پیامدهای تحصیلی و تربیتی ارزشمندی همراه خواهد بود و آینده سازان شایسته‌ای برای جامعه تربیت خواهند شد.
کلیدواژه‌ها
خودنظم‌دهی
فرآیند پرورش
معلمان
نظریه‌ داده بنیاد

عنوان مقاله English

Using Grounded Theory to Explain the Process of Developing Self-Regulated Students in Elementary Schools with Emphasis on the Role of Teachers

نویسندگان English

Neda Ashrafian
Keyvan Salehi
University of Tehran
چکیده English

The development of Self-regulated learners is one of the most important goals of any educational system and can provide the necessary foundation for sustainable change and development of any society. The purpose of this study is to explain the process of developing Self-regulated learners in elementary school using a qualitative approach and Grounded Theory method with a focus on the role of teachers. Data were collected using semi-structured interviews and letters with 25 elementary school teachers. Respondents were selected based on a theoretical sampling strategy. Data analysis was conducted in three stages: open-ended coding, axial coding, and selective coding, resulting in 48 initial codes, 19 subcategories, and three general categories. Of the intermediate theories thus obtained, "concern for holistic human development" was considered to be the central category. If teachers, as leaders of the educational process, are concerned with the continuous and holistic growth of their students and do so in the best possible way, through contextual conditions such as original content and new teaching tools, and through the rational use of facilities, rules, and time. As an institution that provides guidance and feedback to students, sets the stage for them, motivates them and provides the necessary platform to develop self- regulated students, they will be accompanied by valuable educational and training outcomes that will make them worthy future educators of the society In the future, they will be accompanied by valuable outcomes that will make them worthy future educators of society.

کلیدواژه‌ها English

self-regulation
upbringing process
teachers
Grounded theory
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