بررسي مقاومت معلمان دوره ابتدايي در برابر اجراي برنامه درسي رسمي: مطالعه گراندد تئوري

Studying the Primary Schools Teachers' Resistance Towards Formal Curriculum: Grounded Theory Study

پژوهش حاضر با هدف بررسي فرايند مقاومت معلمان دوره ابتدايي در برابر اجراي برنامه ­درسي رسمي انجام پذيرفت. رويكرد پژوهش حاضر،كيفي بوده و از روش نظريه زمينه ­اي در اين پژوهش استفاده گرديد. جامعه آماري شامل معلمان دوره ابتدايي استان آذربايجان‌­شرقي بود. فرآيند نمونه‌گيري و انتخاب مشاركت‌كنندگان تا رسيدن به اشباع داده‌ها ادامه يافت و در نهايت 18 نفر از معلمان دوره ابتدايي با استفاده از روش نمونه ­گيري در دسترس انتخاب گرديدند. نتايج نشان داد كه "مقاومت منطقي" به عنوان پديده محوري ، "عدم توانمندسازي معلمان، عدم مشاركت دانش­ آموز و كمبود امكانات آموزشي" به عنوان شرايط زمينه ­اي، "انحرافات برنامه ­درسي، شخصيت معلم، كاستي هاي كتاب هاي درسي و ناتواني معلم" به عنوان شرايط علي، "اعتقادات معلم و شرايط فرهنگي" به عنوان شرايط مداخله­ گر، "پيامدهاي مربوط به برنامه درسي و شكوفايي قابليت­ هاي معلم" به عنوان پيامد و "راهكارهاي آموزشي، توجه به نيازهاي دانش­ آموزان و بهينه­ سازي برنامه ­درسي" به عنوان راهبردها شناسايي گرديدند.

The aim of this study was to investigate the primary school teacher’s resistance to implementation of the formal curriculum. The approach of the present study was qualitative and the Grounded theory method was used in this research. The statistical population included primary school teachers in East Azerbaijan province. The process of sampling and selection of participants continued until data saturation was achieved and Finally, 18 elementary school teachers were selected using available sampling method. The results showed that "rational resistance" as a central phenomenon, "Lack of teacher empowerment, lack of student participation and lack of facilities in education" as background conditions, "Curriculum deviations, teacher personality, textbook deficiencies and teacher weakness" as causal conditions, "Teacher beliefs and cultural conditions" as intervening conditions, "Consequences of the curriculum and the selfactualization of teachers" as a consequence an‎d "Educational Strategies, Paying Attention to Student Needs, and Curriculum Optimization" were identified as strategies. According to the findings of the present research, We can conclude That the teachers' resistance is one of the factors influencing the implementation of the curriculum, which factors such as not paying attention to the interests and personality of teachers and students, the conditions of local cultures, as well as the existence of defects and problems in the design and compilation of the curriculum and its content can increase Teachers' resistance.