فرایند فرهنگ پذیری نومعلمان دوره ابتدایی: پژوهشی خودمردم نگارانه

هدف این مقاله بازنمایی و روایت تجارب نومعلمان دوره ابتدایی به‌منظور واکاوی فرایند فرهنگ پذیری آن‌ها بود. برای دست‌یابی به این هدف، پژوهشگر از روش خودمردم‌نگاری استفاده کرده است. بر اساس منطق این روش، «خود پژوهشگر و پنج نومعلم دیگر» به‌عنوان نمونه موردمطالعه از نومعلمان دوره ابتدایی به‌صورت هدفمند و از نوع ملاک محور انتخاب شده‌اند. داده ها از طریق تامل، یادداشت‌برداری و دفترچه خودشرح‌حال‌نویسی پژوهشگر و مصاحبه نیمه ساختاریافته با مشارکت‌کنندگان جمع‌آوری شده‌اند. برای تجزیه‌وتحلیل داده‌ها از روش چهار مرحله‌ای پاینار و فرایند کدگذاری و مقوله‌بندی استفاده شد. برای تامین اعتبار یافته‌ها، پژوهشگر سعی کرد با توصیفات غنی، دقیق، عمیق و اصیل و نیز محدود نشدن به زمان، مکان یا رویداد خاص، عمق و گستره تجارب خود را موردتوجه قرار دهد. همچنین چندین بار بین روایت‌های نگارش شده، مقولات و تجربیات خود و نومعلمان رفت‌وبرگشت کرد. نتایج تحقیق نشان داد که در فرایند فرهنگ پذیری، پیشینه فرهنگی نومعلمان و آموزش‌های دانشگاهی توسط مدرسه و نظام آموزشی نادیده گرفته می‌شود. در اکثر شرایط مدرسه و نظام آموزشی با بهره‌گیری از استراتژی «کوره ذوب» به دنبال آن هستند تا نومعلمان را با فرهنگ خود همسو و سازگار نمایند. در مقابل، نومعلمان در بیشتر مواقع از استراتژی «تلفیق» استفاده می‌کردند تا بین فرهنگ معلمی خود و فرهنگ حاکم بر دانشگاه فرهنگیان و آموزش‌وپرورش اتصال برقرار کنند.

the acculturation process of new elementary school teachers: an ethnographic research

introduction: the initial years of teaching present numerous challenges and tensions for new teachers. these arise from their transition into a new environment and exposure to its culture. in fact, as they shift from the role of student teacher to that of a teacher, they experience tensions resulting from the clash between their previous culture and the culture of their new environment (the school). the quality of this encounter and the interaction between these two cultures is explained as the acculturation phenomenon. this study aims to elucidate the acculturation process of new teachers. research questions:1. what are the cultural perceptions of new teachers before entering the teaching profession?2. how do these cultural perceptions change when they start their teaching profession?3. what is the acculturation process of new teachers? methodology: this research is a qualitative study employing a narrative approach and the auto-ethnographic method. the researcher and five other novice teachers were selected as the study sample from among elementary school novice teachers, using purposeful and criterion-oriented sampling. the selection criterion was the diversity of cultural experiences of the researcher and the five other new teachers. their undergraduate years in lorestan province, master’s degrees in different provinces, pre-service training at farhangian university, and pre-service experiences in the cities of tehran and lorestan provinces have exposed them to a variety of cultures within the country. data were collected through reflection, note-taking in the researcher’s autobiographical notebook, and semi-structured interviews with the participants. pinar’s four-step method and a coding and categorization process were used to analyze the data. to validate the findings, the researcher provided rich, detailed, deep, and original descriptions of his experiences, not limited to a specific time, place, or event. he also revisited the written narratives, categories, and experiences of himself and the novice teachers’ multiple times. additionally, an external observer, who were two new elementary school teachers in the final year of a doctorate in educational sciences and familiar with qualitative research methods, was employed to read the narratives and evaluate their honesty, originality, selection, and believability, and to extract categories for verifiability.results: based on the findings of the first question in the research, it was determined that pre-service teachers consider the following cultural beliefs as the most important: teacher location, teacher (teacher attire, teacher communication, ethics, and behavior), student, educational content, and assessment. the results indicated that pre-service teachers have prior knowledge about teaching, which is derived from their past educational and school experiences, beliefs, and the value system. this knowledge influences the cultural assumptions of pre-service teachers during their student and pre-service teacher years. regarding the second question, the research revealed that the interaction between pre-service teachers’ prior culture and the culture encountered during service either reinforces or modifies their cultural assumptions. the study found significant differences between the educational experiences during their student years and teacher training and the realities of the work environment. interestingly, there were substantial similarities between the cultural assumptions of teachers during their student years and their work environment, as evidenced by their reflections on the past. lastly, the research highlighted that the cultural background of pre-service teachers and the university’s educational instructions are often overlooked in the cultural assimilation process. in most cases, schools and educational systems employ a “melting pot” strategy to align pre-service teachers with their own culture. conversely, pre-service teachers often utilize a “blending” strategy to preserve their own teacher culture while benefiting from the desired culture prevalent in the university and educational system.