تحلیل پدیدارشناسانه(تجارب زیسته) معلمان تربیت بدنی از چالش های برنامه ی درسی اجرا شده در دوران پاندمی کووید19

هدف از این پژوهش تحلیل پدیدارشناسانه (تجارب زیسته) معلمان تربیت بدنی از چالش های برنامۀ درسی اجرا شده در دوران پاندمی بیماری کووید19 بود. روش پژوهش کیفی از نوع پدیدارشناسی بود. مشارکت کنندگان 32 نفر از معلمان تربیت بدنی بودند که به روش نمونه گیری هدفمند ملاک محور از استان های مختلف کشور انتخاب شدند. ابزار پژوهش مصاحبه بدون ساختار بود که فرایند تکمیل و اتمام کار مصاحبه ها تا زمان دستیابی به اشباع نظری ادامه یافت. زمان انجام هر مصاحبه بین 20 تا 70 دقیقه به طول انجامید. برای گرد آوری و تحلیل داده ها از الگوی هفت مرحله‌ای کلایزی استفاده شد. در مجموع، 8 مضمون اصلی، 19 مضمون فرعی و 84 مفهوم احصا شد. کم توجهی، میزان توانایی ها و مشکلات روانی فراگیران؛ تناسب محیط یادگیری و مواد آموزشی با اهداف برنامۀ درسی؛ ویژگی ها، نقش و کارکردهای خانواده در اجرا و ارزش یابی برنامۀ درسی؛ توانایی ها و صلاحیت های معلمان؛ محتوای برنامۀ درس تربیت بدنی؛ ارزش یابی پیشرفت تحصیلی؛ سیاست گذاری و مدیریت آموزشی و نهایتاً فناوری و بسترهای ارتباطی در کلاس مجازی محورهای اساسی (مضامین اصلی) یافته های این پژوهش را تشکیل می دادند. برگزاری دوره های آموزشی مبتنی بر آموزش های مجازی برای معلمان، پشتیبانی سخت افزاری و نرم افزاری مناسب از بسترهای ارتباطی و اصلاح و به روزرسانی برنامۀ درسی کووید 19 را می توان به عنوان پیشنهادهای اساسی برگرفته از این پژوهش عنوان کرد.

phenomenological analysis (lived experiences) of physical education teachers of implemented curriculum challenges during the covid-19 pandemic

this study aimed to analyze the lived experiences of physical education teachers of implemented curriculum challenges during the covid 19 pandemic through qualitative phenomenological analysis. participants were 32 physical education teachers selected based on a criterion based purposive sampling method from different provinces of iran. unstructured interviews, used as the research tool, continued until reaching theoretical saturation. each interview lasted between 20 and 70 minutes. the seven step colaizzi model was used for collecting and analyzing the data, which yielded eight main themes, 19 sub themes and 84 concepts. the main themes include learners’ inattention, the extent of abilities and psychological problems; proportion of learning environment and teaching materials to the curriculum objectives; characteristics, role and functions of the family in the implementation and assessment of the curriculum; teachers’ abilities and competencies; physical education curriculum content; assessment of academic achievement; policy making and educational management, and finally technology and communication platforms in virtual classrooms. holding educational courses based on virtual education for teachers, supporting appropriate hardware and software from communication platforms and modifying and updating the covid 19 curriculum can be mentioned as the main suggestions extracted from this research. introduction           education was one of the most important cultural and social issues greatly affected by the covid 19 pandemic. as a result, education systems inevitably shifted to virtual and distance learning while schools, parents and teachers did not have the technological skills needed for virtual education (black et al., 2021). technology infrastructure also did not meet the needs of the audience (conto et al., 2021).the physical education curriculum is currently one of the most important and practical courses that can provide an effective role in the comprehensive education of students. it empowers students to develop the ability, understanding and commitments needed to enjoy a healthy and active life, and to benefit themselves, others and environment through healthy, lifelong behaviors (vahdani et al., 2021).numerous studies have been conducted on the implementation of curricula and education during the covid 19 pandemic. for example, hattie (2020) and mcwilliams et al. (2020) emphasized the role of the family in e learning, daum (2020) emphasized teacher training to prepare for virtual education and vahdani et al. (2021) indicated that objectives, learners’ characteristics, educational platforms and learning environment played a pivotal role as fixed and influential factors. in contrast, the elements of teacher, content, teaching methods, educational materials, family and assessment as available and flexible factors play a decisive role in students’ learning.many studies merely reflect the views of experts and can only explain perspectives and general factors. obviously, the lived experiences of physical education teachers can present the problems and challenges of virtual education and the implemented curriculum in a more transparent and practical way.therefore, the main question of this research is what challenges physical education teachers experienced from the curriculum implemented during the covid 19 pandemic.