نقش معلمان در اصلاح برنامه درسی آموزش زبان در نظام آموزشی ایران

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشگاه تهران

2 دانشجوی دوره دکتری دانشگاه تهران

چکیده

نقش بنیادین معلمان زبان را در راستای اجرای سیاست های آموزش زبان نمی توان نادیده گرفت. در سالهای اخیر بطور کلی نقش معلمان، و بطور خاص کارکرد آنان در اصلاح برنامة درسی، مورد توجه زیادی قرار گرفته است چرا که این نقش و حضور فعال معلمان در فرایند اصلاح برنامة درسی حائز اهمیت بسیار است. این مطالعه بر آن است تا نحوة اعمال نقش گروهی از معلمان زبان انگلیسی به عنوان زبان خارجی را در زمان اصلاح برنامه درسی بررسی کند. در راستای بررسی موضوع مور بحث، در این بررسی از روش پژوهش روایی بهره گرفته شده و رویکرد بوم شناختی پریستلی، بیستا، و رابینسون (2015) مطمح نظر قرار گرفته است. در این پژوهش هفت معلم (بین ۳۰ تا ۴۵ ساله) با تجربه‌ی تدریس انگلیسی به عنوان زبان خارجی که دارای سابقه تدریس بیش از 10 سال در دبیرستان های دولتی بودند شرکت کردند. روشی هدفمند و نمونه گیری توپ برفی برای انتخاب معلمانی که هم کتاب‌های درسی قدیم و هم جدید ارائه شده توسط وزارت آموزش و پرورش را بیشتر از پنج سال تدریس کردند، استفاده شد. نتایج بدست آمده در این پژوهش حاکی از آن بود که معلمان نقش اجرایی خود را برای کنار آمدن با چالش ها از طریق اتکا به تجربه‌های گذشته، ساختن تصویری از آینده و اجرای برنامه درسی علی‌رغم مشکلات پیش رو اعمال کردند. این مطالعه همچنان اهمیت نقش معلم در توسعه حرفه ای و بهبود تحصیل و یادگیری در زمان اصلاح برنامه درسی را نشان می دهد.

کلیدواژه‌ها


عنوان مقاله [English]

Teacher Agency in the Context of Curriculum Reform in the Iranian Educational System

نویسندگان [English]

  • Abbas Ali Rezaee 1
  • Haniye Seyri 2
2 PhD student University of Tehran
چکیده [English]

In line with the perspective that teachers are the most significant agents in language policy enactment, teacher agency in general and the pivotal role of agency in curriculum reforms, in particular, have received a surge of attention in recent years. This study aims to investigate the way a group of experienced EFL teachers exerted agency in the context of curriculum reform in Iran. Narrative enquiry was utilized to explore teachers’ agency by drawing on the ecological approach proposed by Priestley, Biesta, and Robinson (2015). Seven teachers (aged between 30 to 45 years) of English as a foreign language with more than 10 years of teaching experience at state high-schools participated in this study. Snowball sampling was utilized for selecting the teachers who had been involved in teaching both old and new books, designed by the Iranian Ministry of Education, for over five years. The results indicated that the teachers construct agency in order to cope with the changes in the curriculum by adhering to many past experiences, creating an image of the future, and enacting the curriculum despite the challenges. This study also highlighted the importance of teacher agency in professional development and improvement of education and learning in the time of curriculum reform.

کلیدواژه‌ها [English]

  • English language
  • Teacher Agency
  • Curriculum Reform
  • Narrative Inquiry
  • Ecological Approach
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منابع فارسی:
خیرآبادی، ر. و علوی مقدم س. ب. (۱۳۹۸).  فرصت ها و چالش های فراروی آموزش زبان انگلیسی در نظام آموزش رسمی ایران. پژوهش­های زبانشناختی در زبان­های خارجی. ۹(۱)، ۵۳-۷۰.
کیوان پناه، ش.، علوی، س. م.، و طبایی فرد، س. ج. (۱۳۹۲). ارزیابی برنامه جدید آموزش زبان انگلیسی پایه های اول و دوم دبیرستان. پژوهش­های زبانشناختی در زبان­های خارجی. ۴(۱)، ۸۳-۱۰۶