تحلیل پدیدارشناسانه ادراک معلمان از فرایند تدریس در شبکه اجتماعی دانش‌آموزی (شاد)

هدف پژوهش حاضر، تحلیل پدیدارشناسانه ادراک معلمان از فرایند تدریس در شبکه اجتماعی دانش‌آموزی (شاد) بود. این پژوهش از نظر هدف کاربردی و از لحاظ شیوه گردآوری داده‌ها کیفی بود که با روش پدیدارشناسی انجام شد. با استفاده از روش نمونه‌گیری گلوله‌برقی و به شکلی هدف‌مند 18 نفر از معلمان سرآمد تدریس در شبکه شاد در دوران شیوع کرونا شناسایی و با استفاده از روش مصاحبه نیمه‌ساختاریافته داده‌های موردنیاز از آن‌ها گردآوری شد. در پانزدهمین مصاحبه اشباع داده‌ها حاصل شد اما مصاحبه تا هجدهمین نفر ادامه یافت. نتایج:تحلیل داده‌های حاصل از مصاحبه‌، منجر به شناسایی دو مقوله ویژگی‌های تدریس و شایستگی‌های حرفه‌ای موردنیاز، چهار مضمون اصلی و نوزده مضمون فرعی شد. ویژگی‌های تدریس شناسایی شده شامل تقویت روحیه پرسش‌گری، احترام به تفاوت‌های فردی، ارتقای انگیزه یادگیری، یادگیری‌محوری (مضمون شاگردمحوری)، تدوین طرح درس، ارائه بازخورد، بکارگیری فناوری‌های آموزشی، ارائه تکالیف مهارت‌محور، استفاده از فنون آموزشی تعاملی (مضمون راهبردهای نوین تدریس) بود. شایستگی‌های حرفه‌ای شناسایی شده شامل تدوین طرح درس، نیازسنجی، شایستگی شناختی و تولید محتوا (مضمون شایستگی‌های دانشی)، شایستگی فنی و سواد رسانه‌ای، شایستگی عملیاتی، شایستگی همکاری و تعامل، مدیریت کلاس‌داری، شاداب‌سازی محیط یادگیری، اصلاح دیدگاه کاربران و خلاقیت در آموزش (مضمون شایستگی‌های مهارتی) بود. نتیجه‌گیری پایانی نشان داد؛ شبکه شاد در دوران کرونا توانست بستر مناسب و ایمنی را برای تدریس معلمان فراهم نمایند، اما انتخاب آن به عنوان محیط مکمل تدریس در دوران پساکرونا نیازمند کسب فنون و مهارت‌های تدریس و ارتقای صلاحیت‌های حرفه‌ای آن‌ها در حوزه تدریس الکترونیکی است.

phenomenological analysis of teachers' perception of the teaching process in the student social network (shad)

the aim of the current research is to phenomenological analysis of teachers' perception of the teaching process in the student social network (shad). in the current study, the qualitative method and phenomenological approach and the seven-step model (colaizzi (1978) were used to investigate the perception of teachers. the purpose of phenomenological research is to describe the lived experiences of life in the same way that it happened in life. the statistical population of the present study includes all primary school teachers of kermanshah city (three areas of education) who had virtual teaching in the student social network (shad) in the academic year of 1401-1401. theoretical data saturation was used to determine the sample size. this means that the sample selection process continued until no new data related to the subject (teaching process) was obtained and it was repetitive and redundant (gall, borg & gall, 2014). the statistical sample of the research includes 18 teachers (9 male and 9 female teachers) active in the shad network, who were selected purposefully. the tool and method of data collection in the current research is an interview that was conducted using in-depth and semi-structured questions. during the semi-structured and in-depth interview, open and semi-structured questions were used, so that the participants were completely free to answer the questions, and the researcher's duty was to control the direction of the answers so that they do not deviate from the main path. strabert and carpenter method was used for data analysis (cited by adib haj bagheri & et al, 2011). in order to measure the validity and reliability of the data, the reliability criterion (guba & lincoln (1994) was used, which includes four criteria of believability, transferability, dependence or reliability, and dependability. the analysis of the data obtained from the interviews led to the identification of two categories of effective teaching characteristics and required professional competencies and nineteen main themes. based on the analysis of teachers' perception, the characteristics of teaching in the shad network include having a lesson plan, using interactive teaching techniques, providing continuous feedback, students' participation, strengthening the motivation to learn, respecting individual differences, using educational technologies, providing various assignments, strengthening the spirit of inquiry and research. based on the number of repetitions of each category by the participants in the interview, the characteristics of having a lesson plan, using educational technologies, strengthening the spirit of questioning and research, and providing continuous, accurate and timely feedback were identified as the most important characteristics of effective teaching. the findings of this research are consistent with the research results of mirzaei (2022), alemorad (2017), santrock (2008), mohamed & shinobu (2019), and are not against the results of any research. in line with the above findings, (santrock, 2008) states that effective teaching is not like a stretchy socks that fits every foot size due to the specific complexities and individual differences of students. the teacher should be fluent in all kinds of attitudes and teaching strategies and be flexible in their application. also, kelly (2002) believes that teachers should be professionally prepared to provide technology-based learning opportunities for students. in fact, the main person in helping learners to access technological capabilities are teachers.