واکاوی تجارب زیسته معلمان با سبک یادگیری واگرا در فرایند کلاسی: فرصت‌ها و چالش‌ها

ﭘﯿﺸﯿﻨﻪ و اﻫﺪاف: ﻣﻌﻠﻤﺎن، ﮐﺎرﮔﺰاران اﺻﻠﯽ ﺣﻮزه ﺗﻌﻠﯿﻢوﺗﺮﺑﯿﺖ ﻫﺴﺘﻨﺪ. ﺳﺒﮏ ﯾﺎدﮔﯿﺮیﺷﺎن ﻣﯽﺗﻮاﻧﺪ ﺑﻪ اﻗﺪاﻣﺎﺗﯽ ﻣﻨﺠﺮ ﺷﻮد ﮐﻪ ﮐﻼس درس آنﻫﺎ را از ﺳﺎﯾﺮ ﮐﻼسﻫﺎ ﻣﺘﻤﺎﯾﺰ ﮐﻨﺪ. ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺷﻨﺎﺳﺎﯾﯽ ﻓﺮﺻﺖﻫﺎ و ﭼﺎﻟﺶﻫﺎی ﻓﺮاﯾﻨﺪ ﮐﻼﺳﯽ ﻣﻌﻠﻤﺎن دارای ﺳﺒﮏ ﯾﺎدﮔﯿﺮی واﮔﺮا اﺳﺖ. روشﻫﺎ: در ﻫﻤﯿﻦ راﺳﺘﺎ از روﯾﮑﺮد ﮐﯿﻔﯽ و روش ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ ﺗﻮﺻﯿﻔﯽ اﺳﺘﻔﺎده ﺷﺪ. ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن اﯾﻦ ﭘﮋوﻫﺶ از ﻣﯿﺎن ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ اﺳﺘﺎن ﻣﺮﮐﺰی در ﺳﺎل 1400-1401 ﺑﻮدﻧﺪ ﮐﻪ 15 ﻧﻔﺮ از آﻧﺎن ﺑﻪ ﻃﻮر ﻫﺪﻓﻤﻨﺪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﻪ ﻣﻨﻈﻮر ﮔﺮدآوری دادهﻫﺎ از ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪﺳﺎﺧﺘﺎرﻣﻨﺪ و ﺟﻬﺖ ﺗﺤﻠﯿﻞ دادهﻫﺎی ﭘﮋوﻫﺶ از روش ﻫﻔﺖ ﻣﺮﺣﻠﻪای ﮐﻼﯾﺰی اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﺗﺤﻠﯿﻞ ﻋﻤﯿﻖ ﻣﺼﺎﺣﺒﻪﻫﺎ ﺑﻪ ﺑﺎزﻧﻤﺎﯾﯽ 8 ﻣﻀﻤﻮن و 20 زﯾﺮﻣﻀﻤﻮن ﻣﺮﺗﺒﻂ ﻣﻨﺘﺞ ﺷﺪ. ﺑﺮاﺳﺎس ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ، ﻓﺮﺻﺖﻫﺎ در ﺷﺶ ﻣﻀﻤﻮن ﺷﺎﻣﻞ ﮐﺎرﺑﺮد روشﻫﺎی ﺗﺪرﯾﺲ ﻣﺴﺌﻠﻪﻣﺤﻮر، ﻧﺘﺎﯾﺞ ﻣﺜﺒﺖ آﻣﻮزﺷﯽ، ﻧﺘﺎﯾﺞ ﻣﺜﺒﺖ ﺗﺮﺑﯿﺘﯽ، ﺗﻘﻮﯾﺖ ﻇﺮﻓﯿﺖﻫﺎی زﯾﺒﺎﺷﻨﺎﺳﺎﻧﻪ، ارزﺷﯿﺎﺑﯽ ﺑﻪ ﻣﻨﺰﻟﻪ ﯾﺎدﮔﯿﺮی داﻧﺶآﻣﻮزان، ﻣﺪﯾﺮﯾﺖ ﻣﻨﻌﻄﻒ ﮐﻼس و ﭼﺎﻟﺶﻫﺎی ﭘﮋوﻫﺶ در دو ﺑﺨﺶ ﺷﺎﻣﻞ ﺑﺎزﺧﻮرد ﻣﻨﻔﯽ ذﯾﻨﻔﻌﺎن ﺑﻪ ﻣﻌﻠﻢ و اﻧﺘﻈﺎرات ﻧﺎﻫﻤﺴﻮی ﻣﻌﻠﻢ ﺑﺎ وﺿﻌﯿﺖ ﻣﻮﺟﻮد دﺳﺘﻪﺑﻨﺪی ﺷﺪﻧﺪ. ﻧﺘﯿﺠﻪﮔﯿﺮی: ﻣﻌﻠﻤﺎن ﺑﺎ ﺳﺒﮏ ﯾﺎدﮔﯿﺮی واﮔﺮا در ﺑﺨﺶﻫﺎی ﻣﺨﺘﻠﻒ ﻣﺮﺑﻮط ﺑﻪ ﮐﻼس ﺗﺮﺟﯿﺤﺎﺗﯽ دارﻧﺪ. ﻟﺬا ﺑﻪ ﻣﻌﻠﻤﺎن ﺗﻮﺻﯿﻪ ﻣﯽﮔﺮدد ﺑﺎ ﺷﻨﺎﺧﺖ و آﮔﺎﻫﯽ ﻧﺴﺒﺖ ﺑﻪ ﺳﺒﮏ ﯾﺎدﮔﯿﺮی ﺧﻮد و ﻓﺮﺻﺖﻫﺎ و ﭼﺎﻟﺶﻫﺎﯾﯽ ﮐﻪ در ﮐﻼس اﯾﺠﺎد ﻣﯽﮐﻨﺪ، ﻋﻮاﻣﻞ ﺳﺒﺐﺳﺎز ﻧﺎرﺿﺎﯾﺘﯽﻫﺎ را ﮐﻨﺘﺮل ﮐﺮده، از ﺗﺤﻤﯿﻞ اﻗﺪاﻣﺎت و ﺧﻮاﺳﺘﻪﻫﺎی ﺧﻮد ﺑﻪ ﻓﺮاﮔﯿﺮان ﺟﻠﻮﮔﯿﺮی ﻧﻤﻮده و ﺑﺘﻮاﻧﻨﺪ ﺗﻌﺎدﻟﯽ را ﻣﯿﺎن ﺗﺼﻤﯿﻤﺎت و اﻋﻤﺎل ﺧﻮد ﺑﺮﻗﺮار ﺳﺎزد

analyzing the lived experiences of teachers with divergent learning style in the classroom process: opportunities and challenges

background and objectives: teachers are main agents in the field of education. their learning style can lead to actions that differentiate their classroom from other classes. purpose of this research is to identify the opportunities and challenges of the classroom process of teachers with divergent learning style. methods: in this regard, qualitative approach and descriptive phenomenological method were used. the participants of this research were among the primary school teachers of central province in 1400-1401, 15 of them were purposefully selected. in order to collect the data, a semi-structured interview was used, and to analyze the data of the research, seven-step claizi method was used. findings: deep analysis of the interviews resulted in the representation of 8 themes and 20 related sub-themes. based on the findings of the research, there are opportunities in six themes, including the application of problem-oriented teaching methods, positive educational results, positive educational results, strengthening aesthetic capacities, evaluation as students' learning, flexible classroom management, and research challenges. they were categorized in two parts, including the negative feedback of the stakeholders to the teacher and the mismatched expectations of the teacher with the existing situation. conclusion: teachers with divergent learning style have preferences in different parts of the class. therefore, it is recommended for teachers to control the factors that cause dissatisfaction by being aware of their learning style and the opportunities and challenges it creates in the classroom, and to avoid imposing actions and demands. they prevent the learners and they can establish a balance between their decisions and actions.