فرایند، روش ها و عوامل موثر بر فرهنگ پذیری نومعلمان: یک مرور نظام مند

هدف:پژوهش حاضر باهدف تبیین فرایند، روش ها و عوامل موثر بر فرهنگ پذیری نومعلمان انجام شد.روش:پژوهش با رویکرد کیفی و روش مرور نظام مند انجام گرفت. با استفاده از کلید واژه های تخصصی مرتبط با فرهنگ پذیری از سال 2000 تا 2023 منابع، مورد بررسی قرار گرفت و با استفاده از نمونه گیری ملاک محور 54 منبع معتبر انتخاب و مورد تحلیل و بررسی قرار داده شد. برای تجزیه وتحلیل اطلاعات از فرایند کدگذاری و مقوله بندی استفاده شد. برای بررسی اعتماد داده ها، چهار معیار باورپذیری، قابلیت انتقال، اطمینان پذیری و تاییدپذیری مورد استفاده قرار گرفت.نتایج: یافته ها نشان داد که فرایند فرهنگ پذیری نومعلمان در سه مرحلۀ فرهنگ پذیری اولیه، فرهنگ پذیری حرفه ای و فرهنگ پذیری سازمانی انجام می گیرد. همچنین همانندگرایی، تعامل گرایی و رهاشدگی مهمترین روش های فرهنگ پذیری نومعلمان هستند و تجارب تاثیرگذار گذشته، سازندگی دورۀ تربیت معلم و بالندگی محیط کار مهم ترین عوامل موثر بر فرایند فرهنگ پذیری نومعلمان می باشند. در پایان، نتیجه گیری شد که در فرایند فرهنگ پذیرینومعلمان باید هم تراز با آموزش های دورۀ تربیت معلم به تجارب گذشته، فرهنگ حاکم بر مدرسه و محیط کار نیز توجه داشت.

the process, methods and factors affecting the acculturation of new teachers: a systematic review

considering the importance of the early years of teaching and the lack of comprehensive research on the acculturation of new teachers, the main topic of the research is what are the processes, methods and factors affecting the acculturation of new teachers? this research was conducted with a qualitative and systematic review approach.the research community includes all scientific sources in english and farsi, which are indexed in one of the websites in the area of acculturation of new teachers. to search for sources, keywords related to the acculturation process of new teachers were first identified through research and library studies. then searching for articles with the keywords of transfer from university to school, induction, acculturation, acculturation, socialization, becoming a teacher of beginning teachers, in the international databases of google scholar, science direct, elsevier, springer and with the keywords of acculturation, acculturation, professional support for teachers. new, transfer from university to school, socialization and the early years of teaching and teaching were systematically carried out in the internal bases of nurmagz, meg iran, irandak and the scientific base of academic jihad. in the initial search, 200 english sources (182 articles, 15 books and 3 theses) and 15 farsi sources (13 articles and 2 theses) were found. to select sources, these criteria were considered. the content of the resources should be about the process of acculturation, methods of acculturation and factors affecting the process of acculturation of new teachers, articles should be published in prestigious foreign and domestic journals and not conference. also, the publication date of the sources should be between 2000 and 2023, the articles should be related to teacher training and valid theories of acculturation, and the text of all the articles should be available. criteria for excluding articles from the study; the publication date of the articles was before 2000, the articles were related to the process of acculturation and teacher training and lack of access to the full text of the articles. based on the inclusion and exclusion criteria, 149 english sources (136 articles, 11 books and 2 theses) and 12 persian sources (10 articles and 2 theses) were excluded from the study due to being repetitive and unrelated to the acculturation process of new teachers. . . in total, 51 english sources (46 articles, 4 books and 1 thesis) and 3 persian articles found the necessary conditions to enter the systematic and complete review. then the relevant sources were analyzed using the qualitative content analysis method. the data obtained from the research were analyzed based on coding in three levels of open coding, subgroup formation and final classification. to check the reliability of the data, four criteria of believability, transferability, reliability and verifiability were used.the results showed that the acculturation process takes place in three stages: initial acculturation, professional acculturation, and organizational acculturation. primary acculturation includes practices, beliefs, and value systems that are learned from birth and foster ideologies about teachers' professional behavior. professional acculturation begins with the presence of new students in teacher training programs. at this stage, novices are exposed to university education about teaching and teaching, learn the ideal values of teaching, and develop their professional identity. organizational acculturation begins when new teachers enter the workplace and note the impact of the workplace. in this acculturation, new teachers acquire the necessary knowledge and skills to play an organizational role in the school and during work and by entering the learning or practice community.also, assimilation, interactionism and liberation are among the most important methods of acculturation of new teachers.