شناسایی مولفه های روایت پژوهی در راستای توسعه حرفه ای دانشجو- معلمان آموزش ابتدایی: یک مطالعه کیفی

ﻫﺪف: ﻫﺪف از ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ ﺷﺎﺧﺼﻪﻫﺎی رواﯾﺖ ﭘﮋوﻫﯽ ﺑﻪﻋﻨﻮان ﯾﮏ ﻓﻌﺎﻟﯿﺖ ﻣﻌﻠﻢ ﻣﺤﻮر ﺑﻮد ﮐﻪ ﺑﺎﻋﺚ رﺷﺪ ﺣﺮﻓﻪای داﻧﺸﺠﻮﯾﺎن- ﻣﻌﻠﻤﺎن در ﻣﺪارس اﺑﺘﺪاﯾﯽ ﻣﯽﺷﻮد. روش: روﯾﮑﺮد ﺗﺤﻘﯿﻖ ﮐﯿﻔﯽ از ﻧﻮع ﺗﺤﻠﯿﻞ ﻣﻀﻤﻮن ﺑﺎ ﺗﺄﮐﯿﺪ ﺑﺮ داده ﻣﺤﻮری ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎری ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن ﺷﺎﻏﻞ در داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن ﺷﻬﯿﺪ ﻣﻄﻬﺮی ﺧﻮی در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1399-1400 ﺑﻮده اﺳﺖ ﮐﻪ 18 ﻧﻔﺮ از آﻧﺎن ﺑﻪﺻﻮرت ﻧﻤﻮﻧﻪﮔﯿﺮی ﻫﺪﻓﻤﻨﺪ از ﻧﻮع ﻫﻤﮕﻮن ﻣﻮردﻣﻄﺎﻟﻌﻪ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. در اﯾﻦ راﺳﺘﺎ ﻣﺼﺎﺣﺒﻪﻫﺎی ﻧﯿﻤﻪ ﺳﺎزﻣﺎنﯾﺎﻓﺘﻪای از آنﻫﺎ ﺻﻮرت ﮔﺮﻓﺖ و ﻧﻤﻮﻧﻪﮔﯿﺮی ﺗﺎ اﺷﺒﺎع دادهﻫﺎ اداﻣﻪ ﯾﺎﻓﺖ. ﺑﺮای اﻋﺘﺒﺎر ﺳﻨﺠﯽ ﯾﺎﻓﺘﻪﻫﺎ از روش ﺧﻮد ﺑﺎزﺑﯿﻨﯽ ﻣﺤﻘﻖ، ﺗﮑﻨﯿﮏ ﮐﻨﺘﺮل اﻋﻀﺎ و ﺗﻮﺻﯿﻒ ﻏﻨﯽ دادهﻫﺎ اﺳﺘﻔﺎده ﺷﺪ. در ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ، ﻓﺮاﯾﻨﺪ 3 ﻣﺮﺣﻠﻪای ﺗﺮﮐﯿﺒﯽ ﻣﺘﺸﮑﻞ از روش (2010) braun and clarke (2006) ، king and horrockt و(2001) attride_stirling ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘﻪﻫﺎ: ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﮐﻪ در ﺷﺒﮑﻪ ﻣﻀﺎﻣﯿﻦ، ﻣﺆﻟﻔﻪﻫﺎی ﻫﻮﯾﺖ ﭘﺬﯾﺮی ﻋﻤﻠﯽ، ﺧﻮدﭘﮋوﻫﯽ، آﮔﺎﻫﯽ ﻣﻌﻠﻤﺎن و ﮐﺎوﺷﮕﺮی آﻣﻮزﺷﯽ ﻣﻀﺎﻣﯿﻦ ﻓﺮاﮔﯿﺮی ﻫﺴﺘﻨﺪ ﮐﻪ ﺑﺎ 17 ﻣﻀﻤﻮن ﺳﺎزﻣﺎن دﻫﻨﺪه و 161 ﻣﻀﻤﻮن ﭘﺎﯾﻪ ﻣﯽﺗﻮاﻧﻨﺪ ﺷﺎﯾﺴﺘﮕﯽﻫﺎ و ﺻﻼﺣﯿﺖﻫﺎی ﺣﺮﻓﻪای داﻧﺸﺠﻮ- ﻣﻌﻠﻤﺎن را ﺗﺤﻘﻖ ﺑﺨﺸﻨﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ رواﯾﺖ ﭘﮋوﻫﯽ ﭼﺎرﭼﻮب آﻣﻮزﺷﯽ ﻧﻮآوراﻧﻪای اﺳﺖ ﮐﻪ ﻣﯽﺗﻮاﻧﺪ ﻗﺎﺑﻠﯿﺖﻫﺎی ﻣﻌﻠﻤﺎن را در ﺣﻮزهﻫﺎی ﻣﺨﺘﻠﻒ ﻋﻠﻤﯽ ﺗﻮﺳﻌﻪ دﻫﺪ و زﻣﯿﻨﻪ ﻋﮑﺲاﻟﻌﻤﻞ ﻣﻄﻠﻮب آنﻫﺎ را در ﺑﺮﺧﻮرد ﺑﺎ ﻣﺴﺎﺋﻞ آﻣﻮزﺷﯽ ﻓﺮاﻫﻢ ﺳﺎزد.

Identifying the components of narrative research in the direction of professional development of students- teachers of primary education: A qualitative study

Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used. Findings: Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.Aim:The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools. Method: The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.