گذار از قضاوت‌های کلیشه‌ای به کنش‌های تأملی: فرایند تغییر ادراک و عمل معلمان ابتدایی در مواجهه با دانش‌آموزان بی‌انگیزه

نوع مقاله : مقاله پژوهشی اصیل

نویسندگان

1 دانشیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

2 دانشجوی کارشناسی، گروه علوم تربیتی، دانشگاه فرهنگیان

3 دانشجوی کارشناسی علوم تربیتی، دانشگاه فرهنگیان

10.48310/istt.2026.23713.1278

چکیده

پیشینه و اهداف: بی‌انگیزگی یکی از چالش‌های رایج و پیچیده دانش آموزان در مدارس ابتدایی است که می‌تواند بر کیفیت یادگیری، مشارکت آموزشی و تعاملات کلاسی تأثیر منفی بگذارد. هدف از این پژوهش بررسی روایت ادراک معلمان ابتدایی از بی‌انگیزگی دانش‌آموزان و راهکارهای آنها در مواجه با دانش‌آموز بی انگیزه بود.
روشها: دراین پژوهش از رویکرد کیفی و روش روایت‌پژوهی استفاده شد. جامعه پژوهش شامل معلمان دوره ابتدایی در مناطق هفت‌گانه شهرستان مشهد بودندکه ازمیان آنها 25 نفر با روش‌نمونه‌گیری تصادفی‌هدفمند و براساس اشباع‌نظری به‌عنوان مشارکت‌کننده تعیین شدند. به‌نحوی‌که ازهرمنطقه حداقل یک نومعلم (فارغ‌التحصیل شده طی 5 سال اخیر ازدانشگاه فرهنگیان) ویک معلم پیشکسوت، انتخاب شد. برای جمع‌آوری داده‌ها از مصاحبه نیمه ‌ساختاریافته و برای تحلیل داده‌ها از روش تحلیل مضمون، استفاده شد.
یافتهها: یافته ها بیانگر آن بود که روایت های ادراک و اقدام معلمان در تعامل با دانش‌آموزان بی‌انگیزه را در قالب یک مدل تحول یابنده سه مرحله‌ای می‌توان ترسیم نمود. به نحوی که همه معلمان فرایند نسبتا مشابهی(شامل ادراک سطحی همراه با کنش‌های کنترل محور؛ شوک واقعیت همراه با تردید تاملی؛ بازاندیشی و سرانجام کنش‌های مبتنی بر رشدحرفه ای) را در مواجه با دانش‌آموزان بی‌انگیزه تجربه کرده بودند.
نتیجهگیری: نتایج نشان دهنده آن بود که چگونه با کسب تجربه در حرفه‌معلمی، به تدریج تغییر در «ادراک یا فهم مسئله» به تغییر در «کنش حرفه‌ای» معلمان منتهی می‌شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Transitioning from Stereotypical Judgments to Reflective Actions: The Process of Change in Elementary School Teachers’ Perceptions and Practices in Dealing with Unmotivated Students

نویسندگان [English]

  • Ensi keramati 1
  • Arefeh Khoshbaf Torghabeh 2
  • Parisa Khavari Shandiz 3
1 Associate Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
2 دانشجوی کارشناسی، گروه علوم تربیتی، دانشگاه فرهنگیان، پردیس شهید هاشمی نژاد مشهدUndergraduate Student, Department of Educational Sciences, Farhangian University, Tehran, Iran
3 Undergraduate Student, Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده [English]

Background and Objectives: Low motivation among elementary school students is a common and complex challenge that can negatively affect the quality of learning, classroom participation, and classroom interactions.The purpose of this study was to investigate elementary teachers’ perceptions of unmotivated students and the strategies they employ when dealing with unmotivated learners.
Methods: A qualitative approach and a narrative inquiry method were used. The study population consisted of elementary school teachers across the seven educational districts of Mashhad. From this population, 25 teachers were selected through purposeful random sampling and based on theoretical saturation. From each district, at least one novice teacher (a Farhangian University graduate within the past five years) and one experienced teacher were included. Data were collected using semi-structured interviews and analyzed through thematic analysis.
Findings: The findings indicated that teachers’ perceptions and actions in interacting with unmotivated students can be represented within a three stage developmental model. All teachers appeared to experience a relatively similar process: (1) superficial perceptions accompanied by control oriented actions, (2) a reality shock coupled with reflective doubt, and (3) reflection followed by professionally grounded practices.
Conclusion: The results illustrate how, with accumulated teaching experience, gradual changes in “perception or understanding of the problem” lead to corresponding changes in “professional action.”

کلیدواژه‌ها [English]

  • Academic Motivation
  • Professional Development
  • Narrative Inquiry
  • Elementary School Teacher
  • Reflection
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دوره 4، شماره 1 - شماره پیاپی 11
اردیبهشت 1405
صفحه 23-41
  • تاریخ دریافت: 18 تیر 1405
  • تاریخ بازنگری: 29 مرداد 1405
  • تاریخ پذیرش: 14 شهریور 1405
  • تاریخ اولین انتشار: 14 شهریور 1405
  • تاریخ انتشار: 01 مرداد 1405