تجارب زیسته معلمان دوره اول ابتدایی درباره شیوه‌های تدریس خلاق در بستر آموزش مجازی

در این مطالعه، روش پژوهش کیفی با رویکرد پدیدارشناسی مورد استفاده قرار گرفت. ابزار پژوهش مصاحبه نیمه ساختارمند بود. اعتبار داده‌ها با استفاده از تکنیک‌های تاییدپذیری از طریق خودبازبینی پژوهش‌گران و اعتمادپذیری با هدایت دقیق جریان جمع‌آوری اطلاعات و هم‌سوسازی پژوهش‌گران تعیین شد. برای تعیین میزان پایایی از آلفای کریپندورف که در آن عدم توافق مشاهده شده و عدم توافق مورد انتظار استفاده شد. تجزیه و تحلیل داده‌ها با استفاده از روش تحلیل مضمون صورت گرفت. نتایج نشان داد که روش های تدریس خلاقانه شامل: ارائه کنفرانس توسط دانش آموز، تحقیق، بارش فکری، استفاده از تورهای مجازی، روش نمایش، روش حل مسئله، کار دستی؛ ابزارهای موزآموزشیآموزآموزشی شامل: ابزارهای چندرسانه ای، استفاده از انیمیشن، فیلم،استفاده از وسایل بازی، استفاده از مواد طبیعی؛ تکنیک های خلاقانه تدریس شامل: عکاسی توسط دانش آموزان، بازی های فردی و گروهی، سفرعلمی در خانه، قصه گویی و پرده‌خوانی؛ انگیزه معلمان در استفاده از روش تدریس خلاق شامل: حفظ و تقویت انگیزه یادگیری دانش آموزان در آموزش مجازی، ایجاد فضای شاد آموزش در دوران کرونا، تقویت حس خودآموزی در دانش آموزان، جذاب کردن کلاس درس، افزایش مشارکت دانش آموزان؛ و همچنین مهم ترین چالش و مشکلات معلمان در اجرای شیوه های تدریس خلاقانه شامل: ضعف نرم افزاری، کاهش تعاملات، کمبود امکانات، عدم همکاری اولیاء و ضعف ساختاری بود

experiences of primary school teachers about creative teaching methods in the context of virtual education

one of the most important concerns of virtual education is the effectiveness of teaching-learning processes. due to the spread of virtual education and the use of technological tools in the field of education and learning, innovative and creative education has become more important. in particular, virtual education for children in elementary school is facing major challenges in terms of the effectiveness of education and the quality of students’ learning. what is important in the education of children in the first grade of elementary school is how to develop the power of reasoning, judgment and discernment in them, through which children learn how to think correctly, make correct decisions and solve their problems in the correct way (firoozfar, 2015). solving the challenges and obstacles in this field as well as increasing the skills of teachers in how to use technological and creative tools can, in addition to improving virtual education; provide children with access to multi-sensory or multimedia education (morris, 2006), various information sources, virtual interactive environment and other technological facilities according to their cognitive level and needs in the context of virtual space (shafii sarostani et al., 2019). ). therefore, like any other type of education, it is important to pay special attention to the discussion of creativity and teaching methods based on it in the context of virtual education in order to provide quality, creative and innovative education by teachers. despite the fact that most people distinguish virtual education due to its dependence on digital communication and gradually forget the role of the teacher (bets and poole, 2008), but without a doubt, just like face-to-face education, in virtual education as well the teaching methods of teachers as the architects of the learners’ cognitive structure direct their mental energy and guide their motivation and educational activities, and the teaching methods based on creativity and problem solving are effective in developing their cognitive organization (mehrinejad and sharifi, 2014). from guilford’s (2008) point of view, creative action means learning. he admits that when students deal with cognitive problems, they need to use unusual methods of problem solving, and only then do they attempt to reconstruct the problem (gilford, 2008). he also states that &children learn the nature of intellectual resources in such a way that they can have control over them&. it is possible to help children to increase learning through creativity. this importance can only be achieved through creative teachers in educational processes. creative teachers are people with divergent thinking, energetic with a supportive, transparent and interactive way, and they believe that in the teaching profession, creative self-improvement precedes the creativity of learners (aghazadeh, 2018). with the review that the author has done in the field of the subject of the research, there has not been any thoughtful research on the lived experiences of elementary school teachers regarding creative teaching methods, especially in the context of virtual education in the first elementary school; therefore, the current research seeks to examine the experiences of primary school teachers regarding the use of creative teaching methods and how to use them in the virtual education platform, and finally, based on the teachers’ experiences, a framework for the development and application of creative teaching methods. provide for first grade children.the aim of this study was to investigate the lived experiences of first grade elementary teachers in creative teaching methods in the context of virtual education.