تجربه زیسته معلمان ابتدایی از بازیگوشی در فرایند تدریس: یک مطالعه پدیدارشناسانه

نوع مقاله : مقاله پژوهشی

نویسنده

دکتری مدیریت آموزشی، دانشگاه تهران، تهران، ایران.

چکیده

پیشینه و اهداف: با توجه به اهمیت خلاقیت و تعامل انسانی در فرآیند یاددهی-یادگیری، بازیگوشی به‌عنوان یک ویژگی مثبت و سازنده در رفتار حرفه‌ای معلمان موردتوجه قرار گرفته است. هدف از پژوهش حاضر، تبیین تجربه زیسته معلمان دوره ابتدایی استان البرز از مفهوم «بازیگوشی» در محیط آموزشی در سال تحصیلی 1404-1403 بود. روش‌ها‌: این مطالعه با رویکرد کیفی و با استفاده از روش پدیدارشناسی انجام شد. مشارکت‌کنندگان شامل 15 معلم ابتدایی از استان البرز بودند که به شیوه نمونه‌گیری هدفمند و با استفاده از روش نمونه‏گیری گلوله برفی انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته گردآوری و با استفاده از روش کلایزی تحلیل شدند. یافته‌ها: یافته‌های پژوهش نشان داد که بازیگوشی معلمان در قالب (11 مقوله اصلی، 53 مقوله فرعی، 241 کدباز) قابل‌تحلیل است؛ مقوله‏های اصلی عبارت‌اند از: 1) انعطاف‏پذیری در فرایند آموزش 2) خلق موقعیت‏های غیررسمی 3) استفاده خلاقانه از ابزارها 4 ) مدیریت کلاس با رویکرد طنز و شاد 5) جلب اعتماد ذی‏نفعان با نتایج اثربخش 6) بازآفرینی رابطه معلم و شاگرد 7) چالش‏ با هنجارهای رسمی نظام آموزشی 8) برقراری ارتباط صمیمی و غیررسمی با دانش‏آموزان 9) تأثیر عوامل شخصی؛ سازمانی 10) تأثیر بازیگوشی بر شخصیت و جسم روان معلم 11) پویایی محیط یادگیری. این مضامین نشان می‌دهند که بازیگوشی نه‌تنها به‌منزله‌ی بی‌نظمی یا عدم جدیت نیست، بلکه نوعی راهبرد خلاقانه برای افزایش انگیزش، مشارکت و یادگیری مؤثرتر در کلاس درس محسوب می‌شود. نتیجه‌گیری: نتایج این پژوهش می‌تواند در طراحی دوره‌های توانمندسازی معلمان و بازنگری در سیاست‌های آموزشی با تأکید بر اهمیت مهارت‌های نرم و خلاقانه مورداستفاده قرار گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Lived Experience of Elementary School Teachers with Playfulness in the Teaching Process: A Phenomenological Study

نویسنده [English]

  • Soraya Ghorehjili
PhD. in Educational Administration, University of Tehran, Tehran, Iran
چکیده [English]

Background and Objectives: Considering the importance of creativity and human interaction in the teaching-learning process, playfulness has been regarded as a positive and constructive trait in teachers' professional conduct. The aim of this study was to elucidate the lived experience of elementary school teachers in Alborz Province regarding the concept of "playfulness" in the educational environment during the 2024-2025 academic year. Methods: This study employed a qualitative approach using phenomenological methodology. Participants included 15 elementary school teachers from Alborz Province, selected through purposive sampling via the snowball technique. Data were collected through semi-structured interviews and analyzed using the Colaizzi method. Findings: The findings revealed that teachers' playfulness can be analyzed within a framework comprising 11 main categories, 53 subcategories, and 241 open codes. The main categories are: 1) Flexibility in the teaching process, 2) Creating informal situations, 3) Creative use of tools, 4) Classroom management with a humorous and joyful approach, 5) Gaining stakeholder trust through effective outcomes, 6) Reimagining the teacher-student relationship, 7) Challenging the formal norms of the educational system, 8) Establishing intimate and informal communication with students, 9) The influence of personal and organizational factors, 10) The impact of playfulness on the teacher's personality and mental-physical well-being, and 11) The dynamism of the learning environment. These themes indicate that playfulness is not merely a sign of disorder or lack of seriousness, but rather a creative strategy to enhance motivation, participation, and more effective learning in the classroom. Conclusion: The results of this study can be utilized in designing teacher empowerment programs and in revising educational policies, with an emphasis on the importance of soft and creative skills.

کلیدواژه‌ها [English]

  • Playfulness
  • Elementary teacher
  • Phenomenology
  • Lived experience
  • Alborz province
  • Educational creativity

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