پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 939 |
| تعداد مقالات | 7,735 |
| تعداد مشاهده مقاله | 12,745,883 |
| تعداد دریافت فایل اصل مقاله | 9,069,768 |
تحلیل پدیدارشناسانه(تجارب زیسته) معلمان تربیت بدنی از چالش های برنامه ی درسی اجرا شده در دوران پاندمی کووید19 | ||
| اندیشه های نوین تربیتی | ||
| مقاله 5، دوره 19، شماره 4 - شماره پیاپی 70، دی 1402، صفحه 119-142 اصل مقاله (686.09 K) | ||
| نوع مقاله: تحقیق کیفی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2022.38592.3472 | ||
| نویسندگان | ||
| محسن وحدانی* 1؛ نجمه رضاسلطانی2؛ اسکندر حسین پور3؛ طیبه ارشاد4 | ||
| 1استادیار گروه مدیریت ورزشی، دانشکدۀ علوم ورزشی، دانشگاه اصفهان،اصفهان، ایران. | ||
| 2دانشجوی دکترای، گروه مدیریت ورزشی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران. | ||
| 3دکترای، گروه مدیریت ورزشی، دانشکدۀ تربیت بدنی، دانشگاه تهران، تهران، ایران | ||
| 4دکترای مدیریت ورزشی دانشگاه آزاد اسلامی واحد علوم تحقیقات، تهران، ایران. | ||
| چکیده | ||
| هدف از این پژوهش تحلیل پدیدارشناسانه (تجارب زیسته) معلمان تربیت بدنی از چالشهای برنامۀ درسی اجرا شده در دوران پاندمی بیماری کووید19 بود. روش پژوهش کیفی از نوع پدیدارشناسی بود. مشارکت کنندگان 32 نفر از معلمان تربیت بدنی بودند که به روش نمونه گیری هدفمند ملاکمحور از استان های مختلف کشور انتخاب شدند. ابزار پژوهش مصاحبه بدون ساختار بود که فرایند تکمیل و اتمام کار مصاحبه ها تا زمان دستیابی به اشباع نظری ادامه یافت. زمان انجام هر مصاحبه بین 20 تا 70 دقیقه به طول انجامید. برای گردآوری و تحلیل داده ها از الگوی هفت مرحله‌ای کلایزی استفاده شد. در مجموع، 8 مضمون اصلی، 19 مضمون فرعی و 84 مفهوم احصا شد. کم توجهی، میزان تواناییها و مشکلات روانی فراگیران؛ تناسب محیط یادگیری و مواد آموزشی با اهداف برنامۀ درسی؛ ویژگی ها، نقش و کارکردهای خانواده در اجرا و ارزشیابی برنامۀ درسی؛ توانایی ها و صلاحیت های معلمان؛ محتوای برنامۀ درس تربیت بدنی؛ ارزشیابی پیشرفت تحصیلی؛ سیاستگذاری و مدیریت آموزشی و نهایتاً فناوری و بسترهای ارتباطی در کلاس مجازی محورهای اساسی (مضامین اصلی) یافته های این پژوهش را تشکیل میدادند. برگزاری دوره های آموزشی مبتنی بر آموزشهای مجازی برای معلمان، پشتیبانی سخت افزاری و نرم افزاری مناسب از بسترهای ارتباطی و اصلاح و به روزرسانی برنامۀ درسی کووید 19 را میتوان به عنوان پیشنهادهای اساسی برگرفته از این پژوهش عنوان کرد. | ||
| کلیدواژه‌ها | ||
| تربیت‌بدنی؛ برنامۀ درسی؛ پدیدارشناسی؛ کووید19؛ آموزش مجازی | ||
| عنوان مقاله [English] | ||
| Phenomenological Analysis (Lived Experiences) of Physical Education Teachers of Implemented Curriculum Challenges during the COVID-19 Pandemic | ||
| نویسندگان [English] | ||
| Mohsen Vahdani1؛ Najmeh Rezasoltani2؛ Eskandar Hoseinpour3؛ Tayebeh Ershad4 | ||
| 1Assistant Professor, Department of Sport Management, Faculty of Physical Education, University of Isfahan, Isfahan, Iran | ||
| 2Ph.D. student of Department of Sport Management, Faulty of Educational science and Phycology, University of Mohaghegh Ardebili, Ardebil, Iran | ||
| 3Ph.D. of Sport Management, Faculty of Physical Education, University of Tehran, Tehran, Iran | ||
| 4Ph.D. of Sport Management, Islamic Azad University, Research Sciences Branch, Tehran, Iran | ||
| چکیده [English] | ||
| This study aimed to analyze the lived experiences of physical education teachers of implemented curriculum challenges during the COVID-19 pandemic through qualitative phenomenological analysis. Participants were 32 physical education teachers selected based on a criterion-based purposive sampling method from different provinces of Iran. Unstructured interviews, used as the research tool, continued until reaching theoretical saturation. Each interview lasted between 20 and 70 minutes. The seven-step Colaizzi model was used for collecting and analyzing the data, which yielded eight main themes, 19 sub-themes and 84 concepts. The main themes include learners’ inattention, the extent of abilities and psychological problems; proportion of learning environment and teaching materials to the curriculum objectives; characteristics, role and functions of the family in the implementation and assessment of the curriculum; teachers' abilities and competencies; physical education curriculum content; assessment of academic achievement; policy-making and educational management, and finally technology and communication platforms in virtual classrooms. Holding educational courses based on virtual education for teachers, supporting appropriate hardware and software from communication platforms and modifying and updating the COVID-19 curriculum can be mentioned as the main suggestions extracted from this research. Introduction Education was one of the most important cultural and social issues greatly affected by the COVID-19 pandemic. As a result, education systems inevitably shifted to virtual and distance learning while schools, parents and teachers did not have the technological skills needed for virtual education (Black et al., 2021). Technology infrastructure also did not meet the needs of the audience (Conto et al., 2021). The physical education curriculum is currently one of the most important and practical courses that can provide an effective role in the comprehensive education of students. It empowers students to develop the ability, understanding and commitments needed to enjoy a healthy and active life, and to benefit themselves, others and environment through healthy, lifelong behaviors (Vahdani et al., 2021). Numerous studies have been conducted on the implementation of curricula and education during the COVID-19 pandemic. For example, Hattie (2020) and McWilliams et al. (2020) emphasized the role of the family in e-learning, Daum (2020) emphasized teacher training to prepare for virtual education and Vahdani et al. (2021) indicated that objectives, learners' characteristics, educational platforms and learning environment played a pivotal role as fixed and influential factors. In contrast, the elements of teacher, content, teaching methods, educational materials, family and assessment as available and flexible factors play a decisive role in students' learning. Many studies merely reflect the views of experts and can only explain perspectives and general factors. Obviously, the lived experiences of physical education teachers can present the problems and challenges of virtual education and the implemented curriculum in a more transparent and practical way. Therefore, the main question of this research is what challenges physical education teachers experienced from the curriculum implemented during the COVID-19 pandemic. Methodology This qualitative phenomenological research recruited 32 physical education teachers selected based on a criterion-based purposive sampling method from different provinces of Iran. Unstructured interviews were used as the research tool and continued until reaching theoretical saturation. Each interview lasted between 20 and 70 minutes. In these interviews, the researcher's goal was to access the deep layers of the interviewee's mind and obtain authentic information. At the beginning of the interview, some general questions were asked such as ‘What problems and challenges did you face in virtual physical education?’, and ‘Where did these problems come from and what steps did you take to overcome them?’ Other questions were asked during the interview to cover the objectives of the research. The seven-step Colaizzi model was used to collect and analyze the data. We used triangulation, respondent validation, and peer check strategies to validate the research process. Results A total of eight main themes, 19 sub-themes and 84 concepts emerged. Learners’ inattention, the extent of abilities and psychological problems; proportion of learning environment and teaching materials to the curriculum objectives; characteristics, role and functions of the family in the implementation and assessment of the curriculum; teachers' abilities and competencies; physical education curriculum content; assessment of academic achievement; policy-making and educational management, and finally technology and communication platforms in the virtual classroom were the main axes (main themes) of the findings of this study (Table-1). Discussion and conclusion The findings of this study explain the problems and challenges that physical education teachers faced in implementing the curriculum. These findings provide suggestions to managers, officials and educational planners so that they can overcome the basic problems by using practical and effective solutions. It is suggested that the Ministry of Education proceed to post-COVID future studies through in-depth studies and using the experiences of other countries. Also, the Organization of Educational Research and Planning (OERP) should take actions to update and modify the curriculum for the COVID-19 period. Furthermore, it is recommended that authorities consider developing and implementing training programs for physical education teachers and provide them with hardware and software support. | ||
| کلیدواژه‌ها [English] | ||
| Physical education, Curriculum, Phenomenology, COVID-19, Virtual education | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abbasi, F., Hijaz, G, Hakim Zadeh, R. (2020). Experience living elementary school teachers the opportunities and challenges of teaching in educational network of students (Shad): a phenomenological study. journal of research in Teaching, 8(3), 20-40. (Text in Persian) Ahmadi, Z; (2020) Explaining the assessment spatial arrangement in the curriculum in order to formulate the element of assessment in the curricula of the fields of education and learning, Organization for Educational Research and Planning (Text in Persian) Akbari M, Ja'fari Saani H, ajam a, Saberi R, Shokouhi Fard H. (2016). Designing and Validating Quality Virtual Teaching Model in Higher Education System of Iran., qualitative research in curriculum, 1(2),): 73-106. https://doi.org/10.22054/qric.2016.7036 (Text in Persian) Akbari, P., Goharrostami, H., Benar, N. (2021). Providing an Analytical Framework for Quality Assurance Model in Physical Education and Sport in Iranian Schools. Research on ٍ Educational Sport, 8(21), 35-58. https://doi.org/10.22089/res.2020.8540.1821 (Text in Persian) Alban Conto, C., Akseer, S., Dreesen, T., Kamei, A., Mizunoya, S., & Rigole, A. (2020). COVID-19: Effects of school closures on foundational skills and promising practices for monitoring and mitigating learning loss (Vol. 13). Innocenti Working Papers no. Alharthi, A. D., Spichkova, M., & Hamilton, M. (2019). Sustainability requirements for eLearning systems: a systematic literature review and analysis. Requirements Engineering, 24(4): 523-543 https://link.springer.com/article/10.1007/s00766-018-0299-9 Aoki TT. (2004), Curriculum in a new key, 1st ed, New York: Lawrence Erlbaum. Bateman, N. (2020). Working parents are key to COVID-19 recovery. Brookings. Retrieved from https://www.brookings.edu/ research/working-parents-are-key-to-covid-19-recovery Bates, L.C., Zieff, G., Stanford, K., Moore, J.B., Kerr, Z.Y., Hanson, E.D., Stoner, L. (2020). COVID-19 impact on behaviors across the 24-hour day in children and adolescents: Physical activity, sedentary behavior, and sleep. Children, 7(9), 138. https://doi.org/10.3390/children7090138 Black, E., Ferdig, R., & Thompson, L. A. (2021). K-12 virtual schooling, COVID-19, and student success. JAMA pediatrics, 175(2), 119-120. https://doi.org/10.1001/jamapediatrics.2020.3800 Brown, H. E., Atkin, A. J., Panter, J., Wong, G., Chinapaw, M. J., & Van Sluijs, E. M. F. (2016). Family‐based interventions to increase physical activity in children: a systematic review, meta‐analysis and realist synthesis. Obesity reviews, 17(4), 345-360. https://doi.org/10.1111/obr.12362 Buzau, D. Turcotte, S. Beaudoin, S. & Grenier, J. (2020). Health education assessment practices used by physical education and health teachers in a collaborative action research Physical Education and Sport Pedagogy, 25(4), 379-393 https://doi.org/10.1080/17408989.2020.1725457 Cai, R., & Wang, Q. (2020). A six-step online teaching method based on protocol-guided learning during the COVID-19 epidemic: A case study of the first middle school teaching practice in Changyuan city, Henan province, China. Henan Province, China, 529-534 (March 17, 2020). Cellérier, L. (1910). Esquisse d'une science pédagogique: les faits et les lois de l'éducation (Vol. 314). F. Alcan. Colaizzi, P. F., Valle, R. S., & King, M. (1978). Existential phenomenological alternatives for psychology. Psychological research as the phenomenologist views it, 48-71. Daum, D.N. (2020). Thinking about hybrid or online learning in physical education? Start here! Journal of Physical Education, Recreation & Dance, 91(1), 42–44. https://doi.org/10.1080/07303084.2020.1683387 Giovannella C. (2020). Effect Induced by the Covid-19 Pandemic on Students’ Perception about Technologies and Distance Learning. Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education: Proceedings of the 5th International Conference on Smart Learning Ecosystems and Regional Development, 197, 105–116. Gul, S. (2011). Critical realism and project management: Revisiting the noumenal and phenomenal. African Journal of Business Management, 5(31), 12212-12221. Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge. Haji, J., Mohammadi Mehr, M., Muhammad azar, H. (2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study. Information and Communication Technology in Educational Sciences, 11(43), 153-174. (Text in persian) Harris, M. T., & Metzler, M. (2019). Online personal fitness course alignment with national guidelines for online physical education. Journal of Teaching in Physical Education, 38(3), 174-186. Hattie, J. (2020). Visible Learning Effect Sizes When Schools Are Closed: What Matters and What Does Not. https://opsoa.org/application/files/2215/8689/0389/Infuences-during-Corona-JH-article.pdf Jena, P. K. (2020). Impact of Covid-19 on higher education in India. International Journal of Advanced Education and Research (IJAER), Vol-5, Issue-3, Pg-77-81 Lane, C., Reno, K., Predy, M., Carson, V., Wright, C., Morton, K., & Naylor, P. J. (2020). A real-world feasibility trial of the PLAYshop: an intervention to facilitate parent engagement in developing their child’s physical literacy. Pilot and feasibility studies, 7(1), 113.https://doi.org/10.1186/s40814-021-00849-5 Maddux, C. D. (2004). Developing online courses: Ten myths. Rural Special Education Quarterly, 23(2), 27-32. http://dx.doi.org/10.1177/875687050402300205 Maggio, L. A., Daley, B. J., Pratt, D. D., & Torre, D. M. (2018). Honoring thyself in the transition to online teaching. Academic Medicine, 93(8), 1129-1134. https://doi.org/10.1097/acm.0000000000002285 Marshall, D., Shannon, D.M., & Love, S.M. (2020). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan, 103(2), 46–50. http://dx.doi.org/10.1177/0031721720970702 McWilliams, S. R., Bulger, S., Keath, A., & Elliott, E. (2020). The Fit Family Challenge: A County-wide, Web-based Physical Activity Initiative. Journal of Physical Education, Recreation & Dance, 91(3), 35-39. V https://doi.org/10.1080/07303084.2019.1705212 Mogharabalahi, Z. (2012). Modern teaching methods. Moj journal 4(5). Pp. 48-77. (Text in Persian) Mortazavi, F., Salehabadi, R., Sharifzadeh, M., & Ghardashi, F. (2021). Students’ perspectives on the virtual teaching challenges in the COVID-19 pandemic: A qualitative study. Journal of Education and Health Promotion, 10. Mosier, B., & Lynn, S. (2012). An initial exploration of a virtual personal fitness course. Online Journal of Distance Learning Administration, 15(3), 1-11 Tabatabai, S. (2020). COVID-19 impact and virtual medical education. Journal of Advances in Medical Education & Professionalism, 8(3), 140-143. https://doi.org/10.30476%2Fjamp.2020.86070.1213 Rhodes, R. E., Guerrero, M. D., Vanderloo, L. M., Barbeau, K., Birken, C. S., Chaput, J. P., & Tremblay, M. S. (2020). Development of a consensus statement on the role of the family in the physical activity, sedentary, and sleep behaviours of children and youth. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 1-31. https://doi.org/10.1186/s12966-020-00973-0 Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. World bank Blogs, https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic Strauss Anselm, L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. In: Thousand Oaks: Sage. Ten Velde, G., Lubrecht, J., Arayess, L., van Loo, C., Hesselink, M., Reijnders, D., & Vreugdenhil, A. (2021). Physical activity behaviour and screen time in Dutch children during the COVID‐19 pandemic: Pre‐, during‐and post‐school closures. Pediatric Obesity, e12779. https://doi.org/10.1111/ijpo.12779 Vahdani, M; Rezasoltani, N; Jafari, M. (2021). Designing of a Pedagogical Model to Implementation the Goals of the Physical Education Curriculum of Schools During the Covid-19 Pandemic. Research on Educational Sport, 9(22): 17-40. https://doi.org/10.22089/res.2021.9596.1974 (Text in Persian). Whalen, L., Barcelona, J., Centeio, E., & McCaughtry, N. (2021). #HealthyKidsQuarantined: Supporting Schools and Families With Virtual Physical Activity, Physical Education, and Nutrition Education During the Coronavirus Pandemic, Journal of Teaching in Physical Education, 40(3), 503-507., from https://journals.humankinetics.com/view/journals/jtpe/40/3/article-p503.xml Webster, C. A., D’Agostino, E., Urtel, M., McMullen, J., Culp, B., Egan Loiacono, C. A., & Killian, C. (2021). Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework, Journal of Teaching in Physical Education, 40(2), 327-336. Retrieved Aug 18, Williams, L., Martinasek, M., Karone, K., & Sanders, S. (2020). High school students’ perceptions of traditional and online health and physical education courses. Journal of School Health, 90(3), 234– 244. https://doi.org/10.1111/josh.12865 Wolcott, H. F. (2005). The art of fieldwork. Rowman Altamira press, second edition, New York Xia, J. (2020). Practical exploration of school-family cooperative education during the COVID-19 epidemic: A case study of Zhenjiang Experimental School in Jiangsu province, China. China (March 15, 2020). 521-528 | ||
|
آمار تعداد مشاهده مقاله: 292 تعداد دریافت فایل اصل مقاله: 231 |
||
