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طراحی الگوی پارادایمی گذار معلمان از کلاسهای چندپایه روستایی به تکپایه شهری: دلالتهایی برای برنامهریزی آموزشی | ||
| مطالعات برنامه ریزی آموزشی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 15 اسفند 1405 اصل مقاله (680.28 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22080/eps.2026.32311.2437 | ||
| نویسندگان | ||
| زاهد فرجی* 1؛ سیدمهدی حسینی2 | ||
| 1گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران | ||
| 2استادیار گروه علوم تربیتی دانشگاه کردستان، ایران | ||
| تاریخ دریافت: 13 تیر 1405، تاریخ بازنگری: 10 مرداد 1405، تاریخ پذیرش: 12 مرداد 1405 | ||
| چکیده | ||
| هدف: کلاسهای چندپایه روستایی نقش مهمی در استمرار آموزش مناطق کمتراکم دارند، اما شرایط این کلاسها میتواند برخی معلمان را به انتقال به کلاسهای تکپایه شهری سوق دهد. ازاینرو، پژوهش حاضر با هدف طراحی الگوی گذار معلمان از کلاسهای چندپایه روستایی به کلاسهای تکپایه شهری و تبیین دلالتهای آن برای برنامهریزی آموزشی انجام شد. روششناسی: پژوهش با رویکرد کیفی و راهبرد نظریه دادهبنیاد نظاممند انجام شد. مشارکتکنندگان، ۱۸ معلم دارای تجربه تدریس در کلاسهای چندپایه روستایی بودند که پس از انتقال، در کلاسهای تکپایه شهری تدریس میکردند. دادهها از طریق مصاحبه نیمهساختاریافته گردآوری و با کدگذاری باز، محوری و گزینشی در نرمافزار MAXQDA تحلیل شدند. یافتهها: پدیده مرکزی پژوهش «گذار فرسایشی به ثبات حرفهای» بود. شرایط علی شامل «ورود اجباری، خروج امتیازی» و «فرسایش چندبعدی خدمت»، شرایط زمینهای شامل «بافت روستایی چندپایهساز» و «زمینه کلاسی ناهمگن»، عوامل مداخلهگر شامل «حمایتهای کندکننده گذار» و «سرمایه عاطفی ـ حرفهای»، راهبردها شامل «تابآوری تا انتقال»، «پیگیری گذار کمفرسایش» و «ماندگاری مشروط اصلاحی» و پیامدها شامل «بازیابی تمرکز آموزشی» و «رهایی آمیخته با دلتنگی» بودند. نتیجهگیری و پیشنهادها:گذار از کلاسهای چندپایه به تکپایه، فرایندی تدریجی برای دستیابی به ثبات حرفهای است که در تعامل شرایط حرفهای، آموزشی و حمایتی شکل میگیرد. ازاینرو، تقویت حمایتهای تخصصی و بازنگری در سیاستهای نگهداشت معلمان چندپایه پیشنهاد میشود. نوآوری و اصالت: پژوهش حاضر با تبیین فرایند گذار معلمان، ارتباط میان شرایط، راهبردها و پیامدهای آن را در قالب مدلی مفهومی نشان داده و چارچوبی برای فهم این پدیده و برنامهریزی آموزشی ارائه میکند. | ||
| کلیدواژهها | ||
| برنامهریزی آموزشی؛ کلاس چندپایه؛ کلاس تکپایه؛ نگهداشت معلمان؛ مدارس روستایی | ||
| عنوان مقاله [English] | ||
| Designing a Paradigmatic Model of Teachers’ Transition from Rural Multigrade Classrooms to Urban Single-Grade Classrooms: Implications for Educational Planning | ||
| نویسندگان [English] | ||
| zahed faraji1؛ S. Mahdi Hosseini2 | ||
| 1Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Assistant Professor, Department of Educational Sciences, University of Kurdistan, Iran | ||
| چکیده [English] | ||
| Aim: Multi-grade rural classrooms play an important role in providing education in sparsely populated areas; however, their demanding conditions may lead some teachers to transfer to single-grade urban classrooms. Therefore, this study aimed to develop a paradigm model of teachers’ transition from multi-grade rural classrooms to single-grade urban classrooms and explain its implications for educational planning. Methodology: This qualitative study was conducted using a systematic grounded theory approach. The participants included 18 teachers who had experience teaching in rural multigrade classrooms and had later moved to urban single-grade classrooms. Data were collected through semi-structured interviews and analyzed through open, axial, and selective coding. MAXQDA software was used for data management. Results: The central phenomenon was “wearing transition toward professional stability.” The causal conditions included “compulsory entry, point-based exit” and “multidimensional service exhaustion.” The contextual conditions included “rural context producing multigrade classrooms” and “heterogeneous classroom setting.” The intervening conditions included “supports slowing down transition” and “emotional-professional capital.” The strategies included “resilience until transfer,” “pursuing a less exhausting transition,” and “conditional reform-oriented retention.” The consequences included “restoration of instructional focus” and “relief mixed with nostalgia.” Conclusions and suggestions: Transition from multi-grade to single-grade classrooms is a gradual process toward professional stability shaped by professional, educational, and supportive conditions. Strengthening professional support and revising retention policies for multi-grade teachers are therefore recommended. Innovation and originality: The study develops a process-oriented conceptual model that explains how conditions, strategies, and consequences interact during teachers’ transition, providing a conceptual basis for educational planning. | ||
| کلیدواژهها [English] | ||
| Educational Planning, Multigrade Classroom, Single-Grade Classroom, Teacher Retention, Rural Schools | ||
| مراجع | ||
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