تجارب زیسته معلمان دوره ابتدایی از ذهن‌آگاهی حین تدریس: یک پژوهش کیفی

معلمان رکن اساسی در فرایند یاددهی یادگیری هستند، لذا از تجربیات زیسته آنها می‌توان اطلاعات مفید و گران‌بهایی استخراج کرد. هدف اصلی از انجام پژوهش حاضر، فهم تجربه زیسته معلمان دوره ابتدایی از ذهن‌آگاهی بود. این پژوهش کیفی با استفاده از روش پدیدارشناسی اجرا شد. روش گردآوری اطلاعات استفاده از مصاحبه‌های نیمه‌ساختمند بود. بر این اساس، از بین معلمان دوره ابتدایی 19 نفر بر اساس معیارهای ورود به پژوهش انتخاب شدند. تحلیل مصاحبه‌ها، با استفاده از الگوی کلایزی و روش تحلیل مضمون انجام شد. پس از استخراج موضوعی و طبقه‌بندی آن‌ها، یافته‌ها در سه مقوله اصلی؛ مدیریت موثر کلاس درس، بهبود فرآیند یاددهی یادگیری و ارتقاء سلامت روانی دانش‌آموزان و 12 مقوله فرعی طبقه‌بندی شدند. بررسی تجارب معلمان دوره ابتدایی نشان داد که معلمان با مداخلات مبتنی بر ذهن‌آگاهی و پیاده‌سازی در کلاس درس، علاوه بر اینکه از استرس کاری خود و فرسودگی شغلی‌شان می‌کاهند، بر پیشرفت تحصیلی و یادگیری دانش‌آموزان نیز اثر داشته‌اند.

Analyzing the Experiences of Elementary Teachers of Mindfulness During Teaching

< p >The perception of undergraduate students in the field of counseling on cooperative learning in the classroomMohammad Reza KeramatiAssociate professor, University of TehranAbstractThe present article was designed to identify the perception of 28 undergraduate students of counseling about the implementation of cooperative learning in class. The participants, who were 24 women and 4 men, volunteered to participate in the study. The semistructured interview was the main tool for research. In order to analysis the data thematic analysis was used. Participant’s experience showed that cooperative learning not only facilitates students’’ learning process in primary and secondary education course and improves the quality of learning, but also enhances selfconfidence and positive emotions, critical thinking (control of emotions and mood, discussion, brainstorming, and selfassessment), effective interaction, and the development of sense of responsibility and leadership are also effective. 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