چالش‌های آموزش حضوری در دوران پس از کرونا از دیدگاه دبیران

هدف پژوهش حاضر شناسایی و بررسی چالش‌های آموزش حضوری پس در دوران پس از کرونا از دیدگاه دبیران بود. روش پژوهش، کیفی با رویکرد پدیدارشناسی تاویلی بود. برای مصاحبه، شرکت‌کنندگان با روش نمونه‌گیری هدفمند انتخاب شدند.معیار شرکت در مصاحبه، تمایل دبیران به بیان نظرات  خود در زمینه موضوع پژوهش بود. فرآیند نمونه‌گیری در جریان مصاحبه با به اشباع رسیدن داده‌ها پایان یافت. برای تحلیل داده‌ها از روش استرابرت و کارپنتر(2003)  استفاده گردید. به ‌این صورت که یافته‌ها به شرکت‌کنندگان ارائه شده و نظراتشان دریافت می‌شد. جهت حفظ قابلیت تایید پژوهش، در تمام مراحل، مستندات به‌دست‌آمده با استفاده از کسب نظرات مشارکت‌کنندگان حفظ شدند که همین مسئله،اطمینان‌پذیری داده‌ها و قابلیت تایید آن‌ها را امکان‌پذیر می‌کند. پس از تجزیه‌وتحلیل یافته‌ها، عوامل و دلایل تغییرات رفتاری و تحصیلی دانش‌آموزان بعد از دوران کرونا در آموزش در پنج دسته : علل مرتبط با معلم ،علل مرتبط با مدرسه؛ علل مرتبط با خانواده، علل مرتبط با فضای مجازی؛ علل مرتبط با دانش‌آموز؛ طبقه‌بندی شدند. برای غلبه بر این چالش‌ها ضروری است اولیا دانش‌آموزان،کارکنان مدرسه و معلمان، تعامل، هم‌فکری و هماهنگی بیشتر داشته باشند. برگزاری جلسات آموزشی برای اولیا از طرف انجمن اولیا و مربیان می‌تواند یاری‌دهنده باشد. نیاز به تقویت آموزش، ارزش قائل شدن برای حرفه معلمی و تشریک‌مساعی معلم و همچنین تعامل بیشتر با خانواده‌ها و نهایتاً در عین تحول بخشی به آموزش، مدرسه به‌عنوان یک فضای فیزیکی خاص و متفاوت از سایر فضاهای یادگیری حفظ شود.

the challenges of face-to-face education in the post-corona era from the teachers point of view

the purpose of the present study was to identify and investigate the challenges of face-to-face education in the post-corona era from the perspective of teachers. the research method was qualitative with an interpretive phenomenological approach. for the interview, the participants were selected by the purposeful sampling method. the criteria for participating in the interview was the willingness of the teachers to express their opinions on the subject of the research. the sampling process ended when data saturation was reached during the interview. the method of strabert and carpenter (2003) was used for data analysis. in this way, the findings were presented to the participants and their opinions were received. in order to maintain the verifiability of the research, in all stages, the documents obtained by obtaining the opinions of the participants were preserved, which makes the reliability of the data and their verifiability possible. after analyzing the findings, the factors and reasons for the behavioral and educational changes of students after the corona era in education in five categories: causes related to the teacher, causes related to the school; causes related to family, causes related to virtual space; reasons related to the student; were classified. in iran and in most developing countries, education is still traditional and attending physical classes. undoubtedly, before the corona pandemic, the decision-makers and decision-makers, as well as the administrators of the educational system, were aware of the fact that in any case, part of the present and future lives of children and students will be in the virtual space, and this issue is inevitable and also they knew that with the advancement of different technologies; education will also change and the boundaries of teaching and learning will change. but no one imagined the sudden and forced change. on the other hand, the spread of the new corona virus was considered as a threat to the health and life of millions of people around the world. the corona pandemic caused this process to suddenly and forcefully shed its skin and crawl out of the traditional way and enter a new world. although he was not very familiar with it, the infrastructure of education was not prepared. corona changed many of our mental schemas. many teachers who in the past did not have a positive opinion about the use of mobile phones and virtual relationships, in the era of corona, we went to tools and a world that we prohibited teenagers and young people from. our views on the harms of cyber space were adjusted and the examples that existed before were reviewed and we actually entered virtual education and the new way of education became an excuse to enter the vast, exciting and even dangerous virtual world. time and place lost their true meaning and a kind of disorder ruled their educational life while one of the goals of going to school; education is the concept of discipline and lawfulness that the student must spend a certain time in the educational place and follow certain rules.