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درک تجارب معلمان غیرمتخصص از آموزش کودکان با نیازهای ویژه: مطالعهای پدیدارشناختی | ||
| مطالعات نوین در علوم تربیتی | ||
| دوره 1، شماره 3، اسفند 1404، صفحه 41-64 اصل مقاله (862.59 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/ns.2026.76500.1044 | ||
| نویسندگان | ||
| زاهد فرجی* 1؛ حبیب الله قادرمرزی2؛ ساریه صالحپور3؛ مریم شمسی4 | ||
| 1دانشجوی دکتری رشته مدیریت آموزشی، دانشگاه کردستان، ایران. | ||
| 2استادیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران | ||
| 3دانشآموخته کارشناسی رشته آموزش کودکان با نیازهای ویژه | ||
| 4دانشآموخته کارشناسی رشته آموزش کودکان با نیازهای ویژه | ||
| چکیده | ||
| این پژوهش با هدف بازنمایی تجارب معلمان غیرمتخصص در مدارس کودکان با نیازهای ویژه استان کردستان انجام شد. میدان پژوهش شامل تمامی معلمان غیرمتخصص شاغل در مدارس کودکان با نیازهای ویژه این استان بود. از میان این معلمان پانزده معلم فاقد تحصیلات مرتبط با آموزش ویژه و دارای حداقل یک سال سابقه تدریس، به روش نمونهگیری هدفمند از نوع ملاکی بهعنوان نمونه انتخاب شدند. این پژوهش با رویکرد پدیدارشناختی و با استفاده از روش مصاحبه نیمهساختاریافته با معلمان انتخابشده بهصورت هدفمند، دادهها را جمعآوری کرد. تحلیل دادهها با استفاده از روش کلایزی و نرمافزار MAXQDA صورت پذیرفت و مضامین اصلی و فرعی مرتبط با تجارب معلمان استخراج شد. نتایج نشان داد که معلمان غیرمتخصص برای سازگاری با محیط تدریس، بر تابآوری و سازگاری فردی و تلاش برای درک و شناخت کودکان تکیه میکنند. عوامل فردی-انگیزشی و تعامل با خانواده و والدین نیز نقش مهمی در شکلگیری نگرش و احساسات آنها ایفا میکند. درعینحال، معلمان با چالشهای متعددی در حوزههای ساختاری - سازمانی، آمادهسازی و آموزش معلم و ویژگی دانشآموزان و فرآیند یادگیری مواجه هستند که بر تجربه کاری آنها تأثیرگذار است. این پژوهش نشان میدهد که استخدام معلمان غیرمتخصص در مدارس کودکان با نیازهای ویژه اغلب به دلیل کمبود نیرو صورت میگیرد و برای رفع این مشکل، اتخاذ تصمیمات اساسی در سطح اداری ضروری است. همچنین، برگزاری دورههای آموزشی لازم پیش از گمارش افراد غیرمتخصص، میتواند به بهبود کیفیت آموزش و حمایت از این معلمان کمک کند. | ||
| کلیدواژهها | ||
| تدریس غیرتخصصی؛ دانشآموز با نیازهای ویژه؛ تدریس؛ تخصصگرایی؛ پدیدارشناسی | ||
| عنوان مقاله [English] | ||
| Understanding Non-Specialist Teachers' Experiences of Teaching Children with Special Needs: a Phenomenological Study | ||
| نویسندگان [English] | ||
| Zahed Faraji1؛ Habibollah Ghadermarzi2؛ Sarye Salehpoor3؛ Maryam Shamsi4 | ||
| 1hD candidate in Educational administration, University of Kurdistan, Iran. | ||
| 2Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 3Bachelor’s graduate in Education of Children with Special Needs. | ||
| 4Bachelor’s graduate in Education of Children with Special Needs. | ||
| چکیده [English] | ||
| This study proposed to reveal the experiences of these non-specialist teachers in schools for children with special needs in Kurdistan Province. The study population consisted of all non-specialist teachers working in special needs schools in the province. Among them, fifteen teachers who lacked formal education in special needs instruction and had at least one year of teaching experience were selected as the sample through purposive criterion sampling. This research was conducted using a phenomenological approach, and data were collected through semi-structured interviews with the purposively selected teachers. Data analysis was carried out using Colaizzi’s method and MAXQDA software, through which the main and sub-themes related to the teachers’ experiences were extracted. The findings indicated that non-specialist teachers rely on personal resilience, individual adaptability, and efforts to understand and recognize the characteristics of children in order to cope with the teaching environment. Individual–motivational factors and interactions with families and parents also play a significant role in shaping their attitudes and emotions. Meanwhile, the teachers face various challenges in structural–organizational aspects, teacher preparation and training, and the characteristics of students and the learning process, all of which influence their work experiences. The study shows that the employment of non-specialist teachers in schools for children with special needs often results from staff shortages, and addressing this issue requires fundamental decisions at the administrative level. Furthermore, providing essential training courses before assigning non-specialist individuals can improve teaching quality and support these teachers. | ||
| کلیدواژهها [English] | ||
| Non Specialist Teaching, Students With Special Needs, Teaching, Specialization, Phenomenology | ||
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