ارتقای کیفیت یاددهی-یادگیری در مدارس دارای معلمان سیار: پژوهشی کیفی به شیوۀ نظریۀ داده بنیاد

این مقاله درصدد است تا نظریه ای داده بنیاد را در خصوص تدریس معلمان سیار در مدارس چندپایه شهرستان بانه در استان کردستان ارایه نماید. این تحقیق بر چند پرسش اصلی متمرکز شده است: چه عواملی باعث پدیده ی معلمان سیار شده است؟ مهم‌ترین مشکلات و چالش های تدریس معلمان سیار چیست؟ راهبردهای بهبود کیفیت چه هستند؟ وجود این نوع مدارس چه پیامدهای را در بر دارد؟ پاسخ به این پرسش ها نیازمند تجارب معلمان سیار در کلاس‌های چندپایه مدارس روستایی بود از این رو، یک راهبرد کیفی نظریۀ داده بنیاد به شیوۀ نظام‌مند مناسب تشخیص داده شد. آموزش‌وپرورش شهرستان بانه میدان اصلی پژوهش بود. مشارکت‌کنندگان همۀ مدارس دارای معلمان سیار بودند. نمونه گیری به شکل هدفمند صورت گرفت. از این‌رو، 12 نفر از معلمان سیار، راهبران آموزشی و مسئولان آموزش‌وپرورش به مصاحبه دعوت شدند این تحقیق تاکید بر برقراری طبقه های مختلف عدالت اجتماعی، آموزشی و جنسیتی به‌عنوان عوامل مهم پیشگیری از تشکیل مدارس با معلمان سیار را برجسته می سازد

improving the quality of teaching- learning in schools with itinerant teachers: a qualitative research based on the foundational data theory

this article aims to present a foundational data theory regarding the teaching of itinerant teachers in multi-grade schools of baneh city in kurdistan province. therefore, the current research is focused on the following main questions: what factors have caused the phenomenon of itinerant teachers? what are the most important problems and challenges of teaching itinerant teachers? what are the strategies for improving the teaching quality of mobile teachers? what are the consequences of having schools with mobile teachers? the answer to the above research questions required an in-depth study of the lived experiences of itinerant teachers in multigrade classes in rural schools. therefore, an interpretive approach and qualitative strategy of foundational data theory in a systematic way was found suitable for the mentioned study. education of bane city was the main research field. the potential participants of this research were all schools with mobile teachers. sampling was done in a purposeful and standard way. therefore, in order of priority, 12 mobile teachers, educational leaders and education officials were invited to the interview. the results of this research have useful practical indications for the educational system and teacher training: firstly, despite the severe lack of teaching time for mobile teachers, playing such a role for teachers and students has created a complicated situation in real school life, and teachers must build your own knowledge to benefit from the skills needed to face this challenge. social interaction between teachers, students and their parents is a prerequisite for building such knowledge. another important point is the need to empower itinerant classroom teachers; empowering and improving teachers, especially in the areas of knowledge, attitude and classroom management skills, is one of the requirements that should be placed on the agenda of education officials. considering the consequences of teaching mobile teachers, creating platforms in the form of empowerment courses and improving the teachers’ professions is strongly felt. this research emphasizes the establishment of different types of social, educational and gender justice as important factors in preventing the establishment of schools with itinerant teachers. according to the analyzes related to the evaluation criteria of students in different levels of mobile schools, the identified concepts have been categorized into four coding options. criterion evaluation, formative evaluation, constructive and positive evaluation, evaluation tool for these schools, evaluation of basic courses. according to the results of the conducted research and the findings of the current research, these results can be explained that most of the mobile schools in baneh city are managed through multi-level classes. therefore, if a teacher with sufficient motivation and skill is appointed for this work, significant results will be achieved. of course, it is necessary to address the state of education in itinerant classes and identify issues and problems through necessary research and investigations and try to solve them. in such studies, one should pay attention to the characteristics of teachers, students, lesson organization, physical conditions of the educational space, class schedule, teachers’ teaching activities, students’ learning activities, the amount of students’ homework, the method of evaluating what they have learned, the method motivation by the teacher, job satisfaction, etc. finally, it is necessary to provide a suitable framework and model for setting up teaching and learning activities in mobile classrooms. one of the interviewees believes that: there is nothing more important than the academic success of students. it is one of the important criteria and criteria for evaluating the success of a school.