تحلیلی بر کسب دانش ‏های معلمی از طریق روایت پژوهی بر اساس مدل کوهلر و میشرا

هدف از پژوهش، بررسی دانش‏ های کسب شده دانشجومعلمان از طریق روایت پژوهی بر اساس مدل کوهلر و میشرا بود. این پژوهش به شیوه کیفی و با استفاده از روش پدیدارشناسی انجام شد. از طریق نمونه ‏گیری هدفمند یک گروه از دانشجومعلمان رشته آموزش ابتدایی پردیس شهید باهنر همدان به عنوان نمونه تحقیق انتخاب شدند. برنامه درسی روایت پژوهی برای این گروه به مدت یک نیمسال اجرا شد و در پایان، از طریق مصاحبه نیمه ساختاریافته تجارب آنها مورد بررسی قرار گرفت. همچنین پروژه‏ های روایت پژوهی انجام شده توسط دانشجویان تحلیل شد و اطلاعات لازم از آنها استخراج گردید. به منظور تحلیل داده‏ ها از روش تحلیل مضمون استفاده شد. یافته‏ ها نشان داد دانشجومعلمان از طریق روایت پژوهی و بر اساس مدل کوهلر و میشرا توانستند دانش محتوایی (دانش درباره مفاهیم و محتوای کتاب ‏های درسی)؛ دانش پداگوژیکی (دانش درباره معلمی، دانش درباره شخصیت معلمی، دانش دربیاره پژوهش معلمی، دانش درباره روانشناسی تربیتی، دانش دربیاره ساختار مدرسه)؛ دانش محتوایی پداگوژیگی (دانش درباره روش های نوین تدریس دروس موضوعی، دانش فناورانه (دانش درباره فناوری های نوین)؛ دانش محتوایی پداگوژیکی فناورانه (دانش محتوایی پداگوژیکی فناورانه (دانش درباره تلفیق فناوری در تدریس دروس وضوعی) را کسب کنند.

an analysis on the acquisition of teacher knowledge through narrative inquiry based on the model of kohler and mishra

introduction teachers in order to become a professional, must acquire the appropriate professional competencies and be constantly refining them. the teacher's professional competencies are divided into three sections: content knowledge, educational knowledge and technological knowledge. narrative inquiry is one of the approaches to teacher professional development that is based on research, experience and thoughtful. method the purpose of this study was to investigate the knowledges acquired by student teachers through narrative inquiry based on the model of kohler and mishra. this research was conducted qualitatively using phenomenological method. through purposive sampling, a group of student teachers in the field of primary education at farhangian university (teacher training university) were selected as the research sample. the narrative inquiry curriculum for this group was conducted for one semester and at the end, their experiences were examined through semi structured interviews. also, narrative inquiry projects performed by students were analyzed and the necessary information was extracted from them. in order to analyze the data, was used of the thematic analysis method. results findings showed that student teachers through narrative inquiry and based on the model of kohler and mishra were able to gain content knowledge (knowledge about the concepts and content of textbooks); pedagogical knowledge (knowledge about teacher knowledge, knowledge about teacher personality, knowledge about teacher research, knowledge about educational psychology, knowledge about school structure); pedagogical content knowledge (knowledge about the methods and techniques of teaching content lessons, knowledge about the teaching strategies of content lessons, knowledge about the facilitators of teaching content lessons); technological knowledge (knowledge about new technologies); technological pedagogical content knowledge (knowledge about the integration of technology in teaching content lessons). discussion to explain the research findings, it can generally be stated that involving student teachers in the developmental activities based on narrative inquiry is an interesting task which changes the roles of student teachers from information receivers to the creators of curriculum and active knowledge makers. through a research centered approach, student teachers can be involved in a type of learning which lets them think and ponder. thinking and pondering results in perception and then action.