نوآوری‌های آموزشی

نوآوری‌های آموزشی

شناخت احساسات دانشجو معلمان به کمک گفتمان مرزی

نوع مقاله : مقاله پژوهشی

نویسندگان
افسانه عزیزی علویجه 1
محمد رضا امام جمعه 2
محمود مهرمحمدی 3
علیرضا عصاره 4
غلامعلی احمدی 5
1 دانشجوی دکترای برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکدة علوم انسانی، دانشگاه تربیت دبیر شهید رجایی تهران، ایران
2 دانشیار گروه علوم تربیتی دانشکدة علوم انسانی دانشگاه تربیت دبیر شهید رجایی تهران، ایران
3 استادگروه علوم تربیتی دانشگاه تربیت‌مدرس، تهران، ایران
4 استاد گروه علوم تربیتی دانشکدة علوم انسانی دانشگاه تربیت دبیر شهیدرجایی تهران، ایران
5 دانشیار گروه علوم تربیتی دانشکدة علوم انسانی، دانشگاه تربیت دبیر شهید رجایی تهران، ایران
10.22034/jei.2024.382589.2560
چکیده
پژوهش حاضر از نوع کاربردی است و با هدف شناخت احساسات و ارتباط آن با هویت دانشجومعلم و به‌کارگیری گفتمان مرزی در واکاوی و ارتقای احساسات مثبت انجام شده است. ازاین‌رو، 57 سند (در پاسخ به سؤال اول 24 سند، سؤال دوم 10 و سؤال سوم 22 سند) در بازة زمانی 1974 تا 2022 با روش سنتزپژوهی و تحلیل مضمون بررسی و کدهایی برای شناخت احساسات دانشجو شناسایی شد. این کدها عبارت‌اند از: تغییرات، روش‌های نمود احساسات، زمینه‌های شکل‌گیری و پیامدها برای تعریف و زمینة شناخت احساسات و کدهای ساخت هویت، نوع هویت و ارزیابی هویتی برای ارتباط آن با هویت دانشجومعلم. همچنین، با الهام از تئوری هاپمن احساسات مثبت و منفی دسته‌بندی شدند. درنهایت، با روش تحلیل و تفسیر توصیفی زمینة واکاوی احساسات دانشجومعلم با گفتمان مرزی بررسی شد. به‌منظور بررسی صحت و استحکام داده‌ها، دو کدگذار از طریق بازبینی و تأیید کدگذاری‌ها داده‌ها را ارزیابی کردند. همچنین، برای تأمین پایایی مطالعه از روش توافق میان دو ارزیاب استفاده شد. نتایج 80درصد توافق درون موضوعی را نشان داد. همچنین، برای سؤال پایانی از روش اعتباریابی سندلوسکی و باروسو استفاده شد. یافته‌های پژوهش نشان داد که بر شناخت زمینه‌های شکل‌گیری و نمود احساسات در هویت‌های چندگانه و ارزیابی هویت دانشجومعلم تأکید شده است؛ زیرا گاهی تجربه‌های احساسی معلمان همانند چتری عمل می‌کند که فرایند پنهان‌کردن و یا تقلیدسازی احساسات در زیر آن مخفی می‌شود؛ اما با درک ارتباط گفتمان مرزی و مؤلفه‌های آن می‌توان خود واقعی را درک و از عاریت یا پنهان‌سازی عواطف جلوگیری کرد. این مؤلفه‌ها عبارت‌اند از: 1. توجه به تعادل میان واقعیت‌ها و باورها در شناخت احساسات و هنجارهای حاکم؛ 2. درگیرسازی حس خود در باورپذیری و بروز احساسات با ایدئولوژی‌های موجود؛ 3. قبول پویایی هویت در تعامل میان هویت فردی و حرفه‌ای. 
کلیدواژه‌ها
احساسات
دانشجومعلم
گفتمان مرزی
هویت فردی
هویت حرفه‌ایی

عنوان مقاله English

Recognizing the feelings of student-teachers using borderland discourse

نویسندگان English

Afsāne Azizi Alavije 1
Mohammadrezā Emāmjom’e 2
Mahmoud Mehrmohammadi 3
Alirezā Assāre 4
Gholāmali Ahmadi 5
1 , PhD Candidate in Curriculum Planning, Department of Educational Sciences, Faculty of Humanities, Shahid Rajāee Teacher Training University, Tehran, Iran
2 (PhD), Associate Professor and faculty member of the Department of Educational Sciences, Faculty of Humanities, Shahid Rajāee Teacher Training University, Tehran, Iran
3 (PhD), Professor and faculty member of the Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran
4 (PhD), Professor and faculty member of the Department of Educational Sciences, Faculty of Humanities, Shahid Rajāee Teacher Training University, Tehran, Iran
5 (PhD), Associate Professor and faculty member of the Department of Educational Sciences, Faculty of Humanities, Shahid Rajāee Teacher Training University, Tehran, Iran
چکیده English

The current applied research was conducted with the aim of recognizing the student-teacher's feelings and their relationship with their identity. The other objective of this study was using borderland discourse in analyzing and promoting positive feelings. Therefore, in response to the first research question, 24 documents, the second question, 10 ones, and the third question, 22 ones, and in total 57 documents from the period of 1974 to 2022 were investigated. They were analyzed using the method of research synthesis and analysis of the theme. The codes, including changes, methods of feeling expression, context of formation, and consequences for the definition and context of recognizing feelings and codes of identity construction, identity type and identity evaluation were identified to determine their relationship with student-teacher identity. Also, inspired by Hopman's theory, classification of positive and negative emotions was done. Finally, with descriptive analysis and interpretation method, the context of studying student-teacher's feelings with borderland discourse was investigated. In order to check the accuracy and robustness of the data, the evaluation was done by reviewing and confirming the coding between the two coders. To ensure the reliability of the study, the method of computing agreement between the two evaluators was used, and the results showed an intra-subject agreement of 0.80. Sandelowski & Barroso validation method was also used for the final question. Findings indicated that it is important to recognize the contexts of the formation and expression of feelings in the multiple identities and to evaluate the identity of student-teachers, because sometimes the teachers' emotional experiences act like an umbrella under which the process of hiding or imitating emotions is hidden. However, by understanding the relationship between borderland discourse and its components, including 1- paying attention to the balance between facts and beliefs in recognizing the feelings and prevailing norms 2- Involving the sense of self in the believability and manifestation of feelings with existing ideologies 3- Accepting the dynamicity of identity in the interaction between personal and professional identity; it is possible to understand the real self and avoid hiding the emotions.
 

کلیدواژه‌ها English

Feelings
Student-Teacher
Borderland Discourse
Personal Identity
Professional Identity
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