تبیین ادراک مدرسان مجرب از فلسفه تدریس مشارکتی با رویکرد پدیدارشناسانه

هدف: پژوهش حاضر به دنبال تبیین ادراک مدرسان مجرب از فلسفه تدریس مشارکتی به هدف پاسخ‌گویی به سوال زیر است: با نظر به ادراک مدرسان مجرب تدریس مشارکتی چه ماهیتی دارد ؟روش: روش پژوهش از نوع پدیدارشناسی بوده و جامعه آماری آن شامل اساتید دانشگاه خوارزمی تهران ، دانشگاه تبریز، دانشگاه فرهنگیان تبریز و تعدادی از نخبگان کشوری که  چندین سال تجربه تدریس مشارکتی داشتند با نمونه‌گیری هدفمند انتخاب شدند. برای جمع‌آوری داده‌ها از  ابزار مصاحبه نیمه سازمان‌یافته استفاده شد و تا زمان اشباع داده‌ها مجموع 19 مصاحبه انجام شد که از این تعداد 4 مصاحبه جزء مصاحبه های تکمیلی و برای تعمیق و اشباع بیشتر داده‌ها انجام گرفت. پس از ضبط مصاحبه، متن آن‌ها تهیه شد.برای مدیریت و کدگذاری داده‌ها از نرم‌افزار maxquda10  و برای تجزیه‌وتحلیل داده‌ها از روش کلایزی استفاده گردید.یافته‌ها: نتایج حاصل از ادراک مصاحبه‌شوندگان از ماهیت فلسفه تدریس مشارکتی منجر به شناسایی چند تعریف، آگاهی از فلسفه آن، و ویژگی‌های از جمله تعاملی بودن، پویایی، جذابیت، استفاده از خرد جمعی، غنی‌سازی منابع، تسهیل یادگیری و تفهیم بهتر و همچنین ابعاد و عناصری برای تدریس مشارکتی گردید.

explanation perception of experienced instructors in philosophy of collaborative teaching methods; lived experiences research

objectives: the present study seeks to investigate the perception of experienced teachers about the philosophy of cooperative teaching with the aim of answering the following question: what is the nature of cooperative teaching according to the perceptions of experienced teachers? method: the statistical framework of this research includes professors of tehran khwarazmi university, tabriz university, farhangian university of tabriz and a number of country’s elites who were selected by purposeful sampling. a semi-structured interview was used to collect data, and a total of 19 interviews were conducted until data saturation, of which 4 interviews were supplementary interviews to further deepen and saturate the data. after recording the interview, their text was prepared. maxqda10 software was used for data management and coding. claysey’s method was used to analyze the data.findings: the results of the interviewees’ perception of the nature of cooperative teaching philosophy led to the identification of several definitions, knowledge of its philosophy, and characteristics such as interactivity, dynamism, attractiveness, use of collective wisdom, enrichment of resources, facilitation of learning and better understanding. and also dimensions and elements for collaborative teaching.collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosophy that sees human experience as an interactive experience can support such a teaching method.a) elements of collaborative teaching:1) multi-way communication between professors and professors’ communication with students and students’ communication with each other are communication elements of group teaching.2) every subject that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question.3) another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher’s role is special, that in a collaborative classroom it is not a one-way class, and topics are proposed that are of interest to the members of the collaborative classroom. is.b) features of collaborative teaching:1- the interactiveness of the cooperative teaching method class.2- dynamics: collaborative teaching is a dynamic flow in which both students learn and professors become more dynamic.3- attractiveness: the learning process in collaborative classes is more attractive.4- using the collective wisdom of expert professors: usually, collective wisdom is used due to the presence of two or more professors.5- enrichment of resources: in cooperative teaching, many resources are used by professors to enrich the joy of learning.6- facilitating learning and better understanding: collaborative teaching provides the context for facilitating learning.summary and summarization of the findings related to the question: what is the nature of collaborative teaching according to the perceptions of experienced teachers?in teaching, teachers should have a clear idea of their teaching philosophy, and on the other hand, cooperative teaching is one of the strategies in which more than one teacher is involved in teaching and guiding students, and therefore, considering that cooperative teaching is very important in the education system, especially in contemporary times. it has been emphasized, but it is less welcomed in the teaching-learning process, but this ambiguity still remains, do teachers have a common understanding of what they teach together, their teaching philosophy? what is mentioned under the title of teaching philosophy or not? and what are the obstacles in the way of implementing such a teaching method in schools by teachers? what do teachers think about this?