شناسایی چارچوب تدریس ‌پژوهی در راستای بهبود اجرای برنامه‌های درسی در دوره ابتدایی

پژوهش حاضر با هدف بررسی شاخصه‌های اصلی فرایند تدریس ‌پژوهی در راستای  بهبود  توانمندی‌های معلمان در اجرای برنامه‌های درسی در دوره ابتدایی بود. رویکرد تحقیق کیفی از نوع تحلیل محتوای استقرایی با تاکید بر شیوه خودمفهومی بود. مشارکت‌کنندگان دانشجویان رشته آموزش ابتدایی شاغل در دانشگاه فرهنگیان شهید مطهری خوی در سال تحصیلی 1401-1400 بوده است که 18 نفر از آنان به‌صورت نمونه‌گیری هدفمند از نوع شاخص مورد مطالعه قرار گرفتند. در این راستا مصاحبه‌های نیمه سازمان‌یافته‌ای از آن‌ها صورت گرفت و نمونه‌گیری تا اشباع داده‌ها ادامه یافت. برای اعتبارسنجی یافته‌ها از روش توصیف غنی داده‌ها و خودبازبینی محقق و برای تعیین پایایی داده‌ها از روش تحلیل موازی استفاده شد. یافته‌های این تحقیق 9 مقوله اصلی 25 مقوله فرعی و 177 کد اولیه را در بر‌‌‌می‌گیرد که این مقوله‌های اصلی مبتنی بر شاخصه‌های هم‌افزایی، سنتزگرایی، پژوهشگری، خودمعلم‌نگری، گفتمان تدریس، فراشناخت، مسئله محوری، امکان‌سنجی تدریس و زیست آموزشی است. نتایج نشان داد که با ترسیم چارچوب مولفه‌های تدریس‌پژوهی، باید زمینه را برای ارتباط هدف‌مند این فرایند با عناصر برنامه‌های درسی فراهم آورد تا توازن مناسبی در برآورد طراحی سطوح برنامه‌های درسی به وجود آید و شرایط برای دستیابی به پیاده‌سازی مطلوب برنامه‌ها و دستیابی به نتایج مورد انتظار محقق شود.

identifying the lesson study framework in order to improve the implementation of curricula in elementary school

the purpose of this study was to investigate the main characteristics of the lesson study process in order to improve the teachers’ capabilities in the implementation of curricula in the elementary school. the approach of qualitative research was inductive content analysis with an emphasis on self-understanding. the participants were female student-teachers of farhangian university of shahid motahari in khoi city in the academic year of 1400-1401, 18 of them who had the experience of working in the research and professional development curriculum 3 (lesson study) and internship 4 (lesson study in the classroom) they were selected with the purposeful sampling method of the index sampling type. in the data analysis stage, 296 primary themes were extracted from the total interviews and in the next stages, the number of components was reduced by removing similar and close themes and finally 9 main themes, 25 secondary themes and 177 primary themes were obtained. to ensure the accuracy and validity of the obtained findings, the text of the interviews was simultaneously examined and described more deeply during the implementation of data collection to obtain more real concepts and meaning. also, the interviews of individuals were reviewed and analyzed and created themes by the researcher himself on several occasions. in order to determine the stability and reliability of the obtained data, two people worked simultaneously and in parallel in the process of coding and analyzing the data, and the results of the coding work were compared and the most appropriate concepts were selected.the findings of the research show that the indicators of synergistic, synthesis, research, self-education, teaching discourse, metacognition, problem-oriented, teaching feasibility and bio-education provide a framework for the lesson study activities of teachers, with which it is possible to better implement the content of curricula. will be in fact, framing in lesson study specifies the process of teaching implementation in different situations and creates the awareness that teaching is influenced by the planned activities of teachers and their background factors, and the implementation of curriculums should consider the realization of the educational goals of the developed content as dependent on the skills that provide the platform for their growth and development. in other words, lesson study as a process activity of the teacher-researcher tries to develop the curriculum and its related elements through a systematic approach. in other words, each of the elements of the curriculum is affected by the activities related to lesson study,