نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار، بخش مدیریت و برنامه‌ریزی آموزشی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران
2 مدرس، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، شیراز، ایران
3 دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران
4 کارشناسی‌ارشد برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران
5 دانشجوی دکتری برنامه‌ریزی درسی، گروه مطالعات برنامۀ درسی و آموزش، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه فردوسی، مشهد، ایران
6 کارشناسی‌ارشد تحقیقات آموزشی، دانشگاه پیام نور شیراز، شیراز، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The spread of the Corona epidemic and the limitations in Iran’s technological infrastructures led to a serious crisis in educational institutions, so teachers were forced to use virtual education. The aim of the present study was to investigate the meaning-making strategies of teachers in classroom management during the Corona crisis. This study has been part of a qualitative research of narrative type with an interpretive approach. The potential participants of this research were all the teachers of various courses in Shiraz in the academic year 1400-1401 and the research tool was a semi-structured
interview. To select the sample, purposeful criterion-based approach and theoretical saturation criteria were used, and finally 17 teachers were included in the group of participants. Data analysis was done using Attride-Stirling method of thematic analysis. After thematic extracting and categorizing, four organizing themes were extracted including the strategies based on teacher’s technological literacy, strategies based on teacher’s communication skills, strategies based on teacher’s specialized teaching skills, and strategies based on teacher’s evaluation skills.
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