چالش‌های تجربه شده عنصر زمان در برنامه‌درسی رسمی: روایتگری تجارب زیسته دانش-آموزان با بیماری مزمن و معلمان آنان

نوع مقاله : مقاله پژوهشی اصیل

نویسندگان

1 مطالعات برنامه درسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

2 گروه علوم تربیتی؛ دانشکده علوم اسنانی، دانشگاه تربیت دبیر شهید رجایی، تهران

3 گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران

4 گروه برنامه درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تهران، تهران

10.48310/istt.2026.22312.1213

چکیده

پیشینه و اهداف : عنصر زمان در برنامه‌درسی رسمی عمدتا بر اساس الگوی دانش‌آموز سالم طراحی و با شرایط جسمانی و روانشناختی دانش‌آموزان عادی با بیماری مزمن و حتی عملکرد معلمان آنان در تضاد است. مطالعه حاضر با هدف بازنمایی تجارب زیسته دانش‌آموزان دارای بیماری مزمن و معلمان آنان در مواجهه با عنصر زمان برنامه‌درسی رسمی انجام گرفته است.
روش‌ها‌: این پژوهش با رویکرد کیفی و روش پدیدارشناسی توصیفی انجام گرفته است. داده‌ها با استفاده از فن مصاحبه نیمه‌ساختارمند با 11 نفر از دانش‌آموزان دارای بیماری مزمن و معلمان آنان در سطح 7 مدرسه از شهر قزوین گردآوری شده و بر اساس راهبرد کُلایزی تحلیل و مقوله‌بندی شده است. راهبرد‌های اعتباربخشی به داده ها با استفاده از روش‌های اعتباریابی چهارگانه لینکلن و گوبا انجام پذیرفته است.
یافته‌ها: بر اساس نتایج این پژوهش، تجارب زیسته این دانش‌آموزان در مواجهه با عنصر زمان برنامه-درسی را می‌توان در دو مضمون اصلی و 5 مضمون فرعی شامل چالش‌های مرتبط با ماهیت برنامه درسی (چالش‌های قصد شده، اجرا شده و تجربه شده) و چالش های مرتبط با ماهیت بیماری (چالش-های شناختی و جسمانی) تفسیم‌بندی نمود. همچنین تجربیات معلمان این دانش‌آموزان از عنصر زمان را می‌توان در سه مضمون فرعی (چالش‌های عاطفی/روانشناختی، چالش‌های حرفه‌ای/آموزشی و چالش-های سازمانی/اداری) و تعدادی زیر مضمون تقسیم‌بندی نمود.
نتیجه‌گیری: با توجه به یافته‌های این پژوهش می‌توان با شناخت محدودیت‌های عنصر زمان در برنامه-درسی رسمی برای دانش‌آموزان با بیماری مزمن گامی را در جهت طراحی برنامه‌درسی فراگیر برای آنان برداشت.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Challenges of Time in Formal Curriculum: Narrating the Lived Experiences of Students with Chronic diseases and Their Teachers

نویسندگان [English]

  • Ahmad Zarei 1
  • ALIREZA assareh 2
  • mohammad reza ImamJomeh 3
  • Marzieh Dehghani 4
1 Curriculum Studies, Shahid Rajaee Teacher Training University, Tehran, Iran
2 Department of Educational Sciences; Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran
3 Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran
4 Department of Curriculum, Faculty of Educational Sciences and Psychology, University of Tehran, Tehran
چکیده [English]

Background and Objectives: The element of time in the formal curriculum is primarily designed based on the model of a healthy student, and it conflicts with the physical and psychological conditions of students with chronic diseases, as well as even the performance of their teachers. This study aims to represent the lived experiences of students with Chronic diseases and Their Teachers in dealing with element of time in formal curriculum.
Methods: This research was conducted with a qualitative approach and descriptive phenomenological method. I applied semi-structured interview and research data was gathered from 11 students with Chronic diseases in seventh schools in Qazvin city. The data were analyzed and categorized based on the Colaizzi's strategy. For truth worth to this study, I use of member checking, external audit, Triangulation and Prolonged Engagement methods.
Findings: the lived experiences of these students in confronting the elements of time in formal curriculum can be categorized into 2 main themes and 3 sub-themes. These include: challenges related to the nature of the formal curriculum (intended, implemented, and experienced challenges) and challenges related to the nature of the disease (cognitive and physical challenges). Furthermore, the experiences of these students' teachers regarding the element of time can be categorized into three sub-categories: emotional/psychological challenges, professional/educational challenges, organizational /administrative challenges and a number of sub-themes.
Conclusion: by recognizing the limitations of time and space elements in the formal curriculum for normal students with Chronic diseases, a step can be taken towards designing a comprehensive curriculum for them

کلیدواژه‌ها [English]

  • Students with chronic diseases
  • Teacher
  • formal curriculum
  • lived experiences
  • time
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  • تاریخ دریافت: 16 بهمن 1404
  • تاریخ بازنگری: 02 اسفند 1404
  • تاریخ پذیرش: 02 اسفند 1404
  • تاریخ اولین انتشار: 02 اسفند 1404
  • تاریخ انتشار: 01 خرداد 1405