نوع مقاله: مقاله پژوهشی

نویسنده

دانشجوی دکتری برنامه‌ریزی درسی دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران

چکیده

این پژوهش به‌صورت کیفی و با رویکردی پدیدارشناسانه سعی در واکاوی تجربه زیست‌شده یادگیرندگان از یاد دهندگان در تدریس خوب دارد. جامعه آماری در این پژوهش دانش‌آموزان متوسطه اول بود. داده‌های این پژوهش از طریق مصاحبه گروهی و همچنین مشارکت 75 نفر به دست آمد. یافته‌های این پژوهش نشان داد که یادگیرندگان مهارت‌های معلمان را به مقولاتی چون مهارت در تدریس (توضیح کافی و متنوع موضوع درسی، توجه به تکالیف درسی و متناسب، داشتن طرح درس و استفاده از تجهیزات و امکانات موجود برای تدریس بهتر) مهارت در مدیریت کلاس (استفاده مناسب از زمان مسئولیت‌پذیری معلم) مهارت دانشی (دانش تخصصی رشته تدریس) و صلاحیت‌های رفتاری شامل مقوله اخلاقی (خوش‌اخلاقی و صداقت، شوخ‌طبعی، انصاف و عدم تبعیض میان دانش‌آموزان) و مقوله تعاملی (نحوه تعامل و احترام به دانش‌آموز) تقسیم‌بندی نمودند. همچنین از منظر آنان صلاحیت‌های اخلاقی و رفتاری بر سایر مهارت‌ها ترجیح دارد و معلمانی را که در رفتار خود به دانش‌آموزان احترام گذاشته و به آوا و صدای آنان در این سمفونی گوش فرا دهند، موردتوجه قرار می‌دهند.

کلیدواژه‌ها

عنوان مقاله [English]

"You need to know" What is the Challenge of the good teaching in high school?

نویسنده [English]

  • Sadegh Zaresefat

PhD Student of Curriculum Studies, Faculty of Education and Psychology, Tehran University , Tehran, Iran

چکیده [English]

This qualitative study with a phenomenological approach to the analysis of the lived experience of teachers in teaching learners is good. The population in this study was the first high school students. Data for this study were collected through group interviews, as well as the participation of 75 people. The findings showed that teachers' learning skills such topics as teaching skills (sufficient explanation and diverse subject matter, according to the paperwork and proportionate, having a lesson plan and the use of better equipment and facilities available for teaching) skills Classroom management (good use of time of personnel responsible teacher) knowledge skills (specialist knowledge to teach discipline) and behavioral competencies, including ethics (moral good and honesty, humor, fairness and non-discrimination among students) and interactive category (interaction and Respect for the students) were divided. Also in terms of competence and ethical behavior on other skills preferred and respected teachers in their behavior to students and pay attention to the e sound of the symphony to listen.

کلیدواژه‌ها [English]

  • Learning
  • teaching
  • teaching and learning symphony

Abu Shosha, Ghada. (2012). EMPLOYMENT OF COLAIZZI'S STRATEGY IN DESCRIPTIVE PHENOMENOLOGY: A REFLECTION OF A RESEARCHER.European Scientific Journal November edition vol. 8, No.27 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431.

Birkey, R. C. & Rodman, J. (1995). Adult learning styles and preference for technology programs download from.http://www2.nu.edu.

Callary,C and Rathwell,S and W. Young,B(2015). Insights on the Process of Using Interpretive Phenomenological Analysis in a Sport Coaching Research Project. The Qualitative Report 2015.Volume 20, Number 2, How To Article 1,Pp63-75.

Esah Sulaiman. (2003). Asas pedagogi. Skudai: Penerbit Universiti Teknologi Malaysia

Fathi Vajargah, K. (2013) lesson plan reflecting the new identity (a commentary on contemporary theories of curriculum). The first volume, Tehran:Ayyzh.. [In Parsian].

 Fenstermacher. Gary D &  Richardson, Virginia(2005). On Making Determinations of Quality in Teaching. Teachers College Record.

Filonova, Lada. (2008). Teaching style survey. SLU, Sweden.

Gheibi, M,Arefi, M., Danesh, A. (2012). Efficacy among students relationship between learning styles and academic groups. Journal of Applied Psychology. Issue 1.Pp 70-53. [In Parsian].

Gholami, Khalil and Asadi, Mohammad. (2013). Professional experience in relation to the phenomenon of effective teaching faculty in higher education. Journal of Theory and Practice in Curriculum. Number 2Pp. 26-5. [In Parsian].

Grasha, Anthony F(2002). teaching with style: A practical Guide to Enhancing learning by understanding Teaching and learning Styles. Pittsburgh: Alliance Publishers.

Harden RM, Grosby J. AMEE Guide (2000): The good teacher is mor than a lecturer– the twelve roles of the teacher. Med Teach. No 20; 22(4): PP 47-334.

Hartman, V. F. (1995). Teaching and learning style preference. Transitions through technologyVCCA. Journal 9(2), 18-20.

How Shwu Pying, Abdullah Mat Rashid. (2014). Relationship Between Teachers Teaching Styles And Students Interest Towards Integrated Living Skills Subjects In Schools. Journal of International Education Research – First Quarter 2014 Volume 10, Number 1.Pp 7-14

Keefe, J.W. (1979) Learning style: An overview. NASSP's Student learning styles: Diagnosing and proscribing programs (pp. 1-17). Reston, VA. National Association of Secondary School Principles.

McCoy.M (2006).Teaching style and the application of adult learning principles by police instructors. An International Journal of Police Strategies& Management (29), 77-91.

Oliva, P. F. (2005). Developing the curriculum. (6th ed.). Boston: Pearson Education.

Rosni Zamuddin Shah Sidek & Rohayah Abdullah. (2010). Amalan pengajaran guru teknikal di sekolahmenengah teknik perdagangan johor baharu mengikut aras kognitif bloom. (Unpublished undergraduate thesis). Universiti Teknologi Malaysia, Malaysia.

Saif Ali Akbar. (2010). Educational Psychology..tehran:samt. [In Parsian].

Shahtalebi, S.. Authentication, F, and NASR, AR. (2015). "You need to know?" the challenges of teaching at the University. curriculum research. Vol17. Pages 25-15.. [In Parsian].

Shahvari, M; Qian, M. and Niknam, Z. (2017).kar and fanavry: experience lived of teachers. Journal of theory and practice in the curriculum. No. 8. pp. 159-180. [In Parsian].

van Manen, M. (2008). Pedagogical Sensitivity and Teachers Practical Knowing-in-Action. Peking University Education Review.

Weimer, M. (2009) Teaching Styles and Personae. Retrieved March10, 2011 from htpp://www.facultyfocus.com.