نوع مقاله : علمی پژوهشی
نویسنده
دانشیار جامعهشناسی، گروه آموزش علوم اجتماعی، دانشگاه فرهنگیان، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Background and Objectives: Multi-grade classes, while necessary in deprived and underprivileged areas, present unique challenges for teachers. The present study aimed to conduct an in-depth exploration of the lived experiences of primary school teachers in multi-grade classes in Sanandaj and to identify their educational and pedagogical challenges as well as their coping strategies. Methods: This research was conducted using a qualitative approach and a narrative inquiry method based on the three-dimensional model of Clandinin and Connelly. The participants consisted of experienced multi-grade teachers in Sanandaj, and through purposive sampling, 12 experienced teachers (at least 10 years) were selected. Data were collected through semi-structured interviews with a narrative orientation. They were analyzed using narrative analysis methods, including immersion in the data, identifying the plot and story structure, narrative coding (aimed at identifying semantic patterns in the narratives), and story reconstruction (recreating two main plots). To ensure validity, member checking, triangulation, and expert review were utilized. Findings: From the analysis of teachers' narratives, two main categories, six subcategories, and seventeen main concepts (components) were extracted. The narratives included two main plots: (1) the plot of confronting structural and educational challenges (including time shortage, high content volume, lack of equipment, and specialized training) and (2) the plot of managing educational and cultural challenges (including students' bilingualism, managing mixed-age groups, and limited parental participation). In response, the teachers recounted creative coping strategies in their narratives, such as differentiated instruction, student cooperation, flexible grouping, content integration, and parental involvement. Conclusion: The teachers' narratives demonstrated their high agency and resilience in the face of systemic shortcomings. Understanding these experiences may assist policymakers in designing targeted professional development programs and revising the curriculum to suit multi-grade classes.
کلیدواژهها [English]
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