دﯾﺪﮔﺎهﻫﺎي ﻣﻌﻠﻤﺎن در ﻣﻮرد ﺗﺪرﯾﺲ ﺗﻔﮑﯿﮑﯽ در ﻣﺪارس ﭼﻨﺪﻓﺮﻫﻨﮕﯽ دورة ﻣﺘﻮﺳﻄﻪ در آﻓﺮﯾﻘﺎي ﺟﻨﻮﺑﯽ

Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools. Studies in Educational Evaluation.

ﻣﻌﻠﻤﺎن آﻓﺮﯾﻘﺎي ﺟﻨﻮﺑﯽ در ﺧﻠﻖ ﻓﻌﺎﻟﯿﺖﻫﺎي ﺗﻔﮑﯿﮑﯽ ﺑﻪﻣﻨﻈﻮر ﺑﺮآورده ﺳﺎﺧﺘﻦ ﻧﯿﺎزﻫﺎي ﻣﺘﻨﻮع ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن در ﯾﺎددﻫﯽ و ﯾﺎدﮔﯿﺮي اﺛﺮﺑﺨﺶ ﺑﺎ ﭼﺎﻟﺶﻫﺎي زﯾﺎدي ﻣﻮاﺟﻪ ﻫﺴﺘﻨﺪ. ﻧﺎﺗﻮاﻧﯽ در ﺗﺸﺨﯿﺺ ﻣﻮاﻧﻊ ﯾﺎدﮔﯿﺮي و ﻣﻄﺎﺑﻘﺖ ﺑﺮﻧﺎﻣﻪ درﺳﯽ و روشﻫﺎي ﺗﺪرﯾﺲ و ﺳﻨﺠﺶ ﺑﺎ ﺷﯿﻮهﻫﺎي ﯾﺎدﮔﯿﺮي و ﻣﯿﺰان آﻣﺎدﮔﯽ ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن ازﺟﻤﻠﮥ اﯾﻦ ﭼﺎﻟﺶﻫﺎ ﻫﺴﺘﻨﺪ. اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺑﻪ ﻫﺪف ﭘﯽ ﺑﺮدن ﺑﻪ دﯾﺪﮔﺎهﻫﺎي ﻣﻌﻠﻤﯿﻦ ﻣﺪارس ﻣﺘﻮﺳﻄﻪ )262 ﻧﻔﺮ( در ﻣﻮرد اﺟﺮاي آﻣﻮزش ﺗﻔﮑﯿﮑﯽ در ﻣﺪارس ﻣﺘﻮﺳﻄﻪ دوﻟﺘﯽ )27 ﻣﺪرﺳﻪ( ﺑﺎ اﺳﺘﻔﺎده از روشﻫﺎي ﮐﻤﯽ و ﮐﯿﻔﯽ اﻧﺠﺎم ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻣﻌﻠﻤﺎن ﻫﻤﯿﺸﻪ ﻧﻤﯽﺗﻮاﻧﻨﺪ ﺑﻪ ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن در ﻫﻨﮕﺎم ﻧﯿﺎز ﮐﻤﮏ ﮐﻨﻨﺪ، ﺑﻪ آنﻫﺎ ﯾﺎد دﻫﻨﺪ ﮐﻪ ﭼﮕﻮﻧﻪ ﻣﺴﺎﺋﻞ را ﺣﻞ ﮐﻨﻨﺪ و ﯾﺎ اﺟﺎزه دﻫﻨﺪ ﺗﺎ ﺑﻪﺗﻨﻬﺎﯾﯽ ﮐﺎر ﮐﻨﻨﺪ. ﻋﻼوه ﺑﺮ اﯾﻦ، ﻣﺤﺪودﯾﺖﻫﺎي ﮔﻮﻧﺎﮔﻮﻧﯽ ﻣﺎﻧﻨﺪ آﻣﻮزش ﻧﺎﮐﺎﻓﯽ ﻣﻌﻠﻤﺎن، ﺗﻌﺪاد زﯾﺎد ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن در ﯾﮏ ﮐﻼس، ﺣﺠﻢ زﯾﺎد ﮐﺎر، ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن ﺑﯽاﻧﻀﺒﺎط، ﮐﻤﺒﻮد ﻣﻨﺎﺑﻊ و ﻋﺪم ﻣﺸﺎرﮐﺖ واﻟﺪﯾﻦ، آﻣﻮزش زﺑﺎن دوم، ﺧﺪﻣﺎت ﺣﻤﺎﯾﺘﯽ ﻧﺎﮐﺎﻓﯽ و ﻣﻮاﻧﻊ اﺟﺘﻤﺎﻋﯽ-اﻗﺘﺼﺎدي در روشﻫﺎي ﻣﻌﻠﻢ ﻣﺤﻮر وﺟﻮد دارﻧﺪ. اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﭘﯿﺸﻨﻬﺎد ﻣﯽﮐﻨﺪ ﮐﻪ ﺑﺮﻧﺎﻣﻪﻫﺎي ﻣﺪاﺧﻠﻪاي ﺑﻪ ﺻﻮرت ﮐﺎرﮔﺎهﻫﺎﯾﯽ در ﻣﻮرد ﺷﯿﻮهﻫﺎي اﯾﺠﺎد ﻓﻌﺎﻟﯿﺖﻫﺎي ﺗﻔﮑﯿﮑﯽ ﺑﺎﯾﺪ در ﭘﯿﺸﺮﻓﺖ ﺣﺮﻓﻪاي ﻣﻌﻠﻤﺎن در اوﻟﻮﯾﺖ ﻗﺮار ﮔﯿﺮد.

South African teachers encounter numerous challenges in the creation of differentiated activities to include diverse learner needs in effective teaching and learning. These challenges include the inability to identify learning barriers and adapt the curriculum, teaching and assessment methods according to the learning styles and readiness levels of learners. The study aimed to explore secondary school teachers’ (n = 262) perspectives on the implementation of differentiated instruction in public secondary schools (n = 27), using qualitative and quantitative approaches. The results indicated that teachers cannot always assist their learners when they need them; show them how to solve problems; or allow learners to work on their own. In addition, various limitations, such as inadequate teacher training, large class sizes, workload, undisciplined learners, lack of resources and parental involvement, second language instruction, inadequate support services and socio-economic barriers contribute to the use of teacher- centred methods. The study recommends that intervention programmes in the form of workshops on how to create differentiated activities should be prioritised in the professional development of teachers.