جستجوی مقالات مرتبط با کلیدواژه « تجربه زیسته معلمان » در نشریات گروه « علوم تربیتی »

The purpose of this research was to investigate the lived experiences of multi-grade teachers about the role of educational leaders in improving the education situation of multi-grade schools in Charavimaq city. The research was conducted with the qualitative method of experimental phenomenology and with the tool of unstructured interview. The research population was 158 teachers of multi-grade rural elementary schools in Charavimaq city in the academic year 2010-2012 , and a number of them were selected as a sample in a purposeful way based on criteria (with intensity sampling technique). The research reached theoretical saturation after conducting 21 interviews. During the interviews, teachers of multi-grade schools expressed their experiences of the role and activities of principals, which were analyzed with the seven-step method of Claisey. The findings of the research were as follows: 1) Due to the conditions of the region and some problems prevailing in multi-level schools in the region, the principals do not spend most of their energy on education and try to solve other issues besides paying attention to educational issues. 2) In addition to educational issues, leaders influence teachers and students in the area of psychological assistance. 3) Leaders are working as a communication bridge of the regional education department and also overseeing the implementation of the directives and orders of the higher authorities. 4) Leaders are trying to pay attention and organize students with learning disabilities and provide the basis for not rejecting them. 5) In order to improve education, leaders try to change teachers' teaching methods and increase their awareness; also, in this context, they are trying to identify the factors that hinder learning, provide solutions to improve the situation and monitor its implementation. The results of the research showed that considering the positive role of educational leaders in helping teachers, it is necessary to strengthen them through various methods, including improving in-service training, making their role and place in education and training more prominent, and choosing the right leaders.

The purpose of the research was to investigate the situation and challenges related to the responsibility of students in virtual classes during the CoVid-19 Pandemic and to find solutions experienced by teachers, parents and education experts to increase the responsibility of children. In this research, using the phenomenological method, in the first step, an interview was conducted with 21 teachers of Ardabil city about the identification of challenges and problems related to responsibility, and the majority believed in the existence of the challenge of responsibility. Then, to overcome the challenges, solutions were presented by the teachers to improve the responsibility of the students. In the next step, 26 parents were interviewed to identify challenges related to their children's responsibility. The findings showed that according to parents, their children were highly responsible. In order to improve students' responsibility, parents also provided solutions. Finally, 10 education experts were interviewed about the reasons for the conflicting opinions of parents and teachers, as well as finding solutions to overcome the challenges. Among the solutions mentioned, it can point to things like providing a suitable model of responsibility, understanding the concept of responsibility and its impact, encouraging the child to do things by himself, giving responsibility in the family and school environment, writing accountability rules, delegating the management of personal life to the individual himself, avoiding blame and orders and prohibitions in performing duties, lack of abundant love for the child and lack of assigning tasks and responsibilities in a general and ambiguous way.

This study aimed to analyze the professional teachers' perception and lived experience of the teaching quality concept. In this regard, the qualitative research approach and the phenomenological method have been used. The sample of the research includes 22 professional and successful teachers in Yazd province (5 men and 17 women) who have been selected by the purposive sampling method from the criterion sampling type. Semi-structured interviews with 16 teachers formed theoretical saturation data. In order to validate the findings; interviews were continued up to 22 teachers. Data analysis was conducted by use of Colaizzi’s seven-step method and MAXQDA software. To validate the findings, members reviewed the method. Three criteria, acceptability, verifiability, and reliability were used in order to observe the qualitative features of the research. In data analysis, 5 main themes including a) artistic and thoughtful decisions b) the teacher’s skill tricks in teaching c) the promotion of creative strategies by the teacher d) Developing the learner's intellectual and behavioral skills and competencies e) dynamism and intelligence in the competencies and performance of the teacher, and 49 sub-themes were resulted for the teaching quality concept. The results show that the teachers' perception of the acceptance of teaching quality does not follow a specific policy and the teaching quality is interpreted diversely and differently considering different conditions and situations. To understand and interpret the teachers' teaching quality and its performance in the classroom, there is a need to bed and train the artistic, knowledgeable, and professional teachers and it should be considered in the macro and micro strategies of a teacher significantly.

The purpose of this study is to analyze the lived experience of elementary teachers of the phenomenon of mobbing and organizational bullying in the school environment with a phenomenological approach. The present research is qualitative and with a phenomenological approach. In this study, 20 male and female elementary school teachers in District 2 of Shiraz city were interviewed. The sampling method was purposive. The interview method was semi-structured and the interviews were conducted until data saturation. Data analysis was based on Colaizzi's seven-step strategy. Analysis and in-depth understanding of teachers' statements to identify 3 themes 1) Why this phenomenon (role of Manager and type of management, financial and psychological problems of teachers and the role of education system and education organization), 2) The form of mobbing and bullying behaviors in the environment Educational and school (such as absenteeism and assassination, physical conflict), 3) the effects of mobbing and bullying in the workplace (such as leaving the organization). Finally, according to the results obtained, suggestions are made to prevent this phenomenon.

The present research is aimed at representing the living experiences of the elementary teachers regarding the feedback components in the descriptive evaluation(qualitative). The research was performed using the phenomenological qualitative approach. So, 15 elementary teachers were selected by the desirable sampling method to participate in the semi-structured interview.The data   analysis was done by qualitative content analysis metthod .At first , 60 concepts were extracted which were reduced to 18 semantic units after grouping and integrating the same items and finally grouped into 5 main subjects of learning improvement during teaching and learning, self -direction in learning, student’s co-direction in learning, making the parents engaged, revelation of learning at the end of learning. The findings were affirmed by the guiding professors and some participators regarding the dependability of the research findings and confirming the findings of interview analysis. Therefore, it is suggested that the strategy of integrating of evaluation and teaching by developing the feedback process should be more focused in instructing the teachers for the deeper development and establishment of this evaluation pattern.

The teachers are the main part of the teaching-learning process, so we can extract valuable information from their life experiences. The main purpose of this study was phenomenological understanding of elementary school teachers' life experience from verbal communications. This quantitative research was done by phenomenology method. Data were collected through semi-structured interviews.
Accordingly, 18 elementary school teachers were selected based on the inclusion criteria of the research. Interviews were analyzed based on Colaizzi method and the thematic analysis. After extracting the subjects and their categorization, three main themes, i.e., the impact on learning, student's behavior and student's communication and 12 sub-themes were identified. Investigating the elementary school teachers' life experiences showed that verbal communications could develop the psychological aspects of the students and improve their academic achievement. So, it is possible to use teachers' experiences for students' educational and behavioral problem solving and for effective communication with parents and educators.