پدیدارنگاری فهم و ادراک معلمان از مفاهیم برنامه درسی و برنامه‌ریزی درسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار مطالعات برنامه درسی ، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

2 کارشناس ارشد برنامه‌ریزی درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

3 دانشجوی دکتری برنامه‌ریزی، توسعه آموزش عالی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

10.22034/cipj.2025.65834.1228

چکیده

هدف: مروزه مفهوم برنامه درسی و برنامه‌ریزی درسی وسیع‌تر از تهیه و تدوین رئوس مطالب درسی است و آن عبارت است از پیش‌بینی کلیه فعالیت‌هایی است که دانش‌آموزان تحت رهبری و هدایت معلم در مدرسه (آگاهی خارج از آن) برای رسیدن به هدف‌های معین باید انجام دهند. از این رو هدف از انجام این پژوهش مطالعه انگاره، فهم و ادراک معلمان از مفهوم «برنامه درسی» و «برنامه‌ریزی درسی» و ارائه یک مدل مفهومی بود.
روش: رویکرد پژوهش کیفی و راهبرد آن پدیدارنگاری است. ابزار گردآوری داده‌ها مصاحبه نیمه ساختاریافته و میدان پژوهش شامل معلمان ابتدایی شهرستان بوکان بودند. مشارکت‌کنندگان 12 نفر از معلمان زن و مرد بودند که به شیوه نمونه‌ هدفمند انتخاب انتخاب شدند. ابزار گردآوری داده‌ها مصاحبه‌ نیمه‌ ساختاریافته عمیق بود. جهت تحلیل داده‌ها از فرآیند سه مرحله‌ای کدگذاری، باز، محوری و اصلی (انتخابی) استفاده به عمل آمد.
یافته‌ها: یافته‌های تحقیق حاکی از آن بود که ادراک و انگاره معلمان نسبت به مفهوم «برنامه درسی» شامل برنامه درسی به‌عنوان یک چارچوب رسمی و الزام‌آور؛ برنامه درسی به‌عنوان یک راهنمای کلی و قابل انعطاف؛ برنامه درسی به‌عنوان یک چالش اجرایی؛ برنامه درسی به‌عنوان یک تجربه زیسته در کلاس درس؛ برنامه درسی به‌عنوان سند رسمی (محتوا و اسناد رسمی مصوب)، برنامه درسی پنهان، برنامه درسی به‌عنوان یک سازه فلسفی و اجتماعی و برنامه درسی به‌عنوان یک سازه شناختی و یادگیری بود. همچنین انگاره و ادراک آن‌ها نسبت به مفهوم برنامه‌ریزی درسی شامل فهم برنامه‌ریزی درسی به عنوان یک فرایند ساختاریافته؛ برنامه‌ریزی درسی بعنوان تجربیات عملی و یادگیری کسب شده، برنامه‌ریزی درسی بعنوان نقشه راه آموزشی، برنامه‌ریزی درسی بعنوان فرایند سازماندهی محتوا، برنامه‌ریزی درسی به‌عنوان طراحی راهبردهای تدریس، برنامه‌ریزی درسی بعنوان مدیریت زمان و منابع، برنامه‌ریزی درسی بعنوان توجه به نیازهای یادگیرندگان، برنامه‌ریزی درسی بعنوان فرایندی پویا و با نگرش، برنامه‌ریزی درسی بعنوان یک فرایند شناختی و تصمیم‌گیری و برنامه‌ریزی درسی بعنوان یک فرایند تعاملی و اجتماعی بود.
نتیجه‌گیری: در نتیجه باید اذعان داشت معلمان با توجه به تجربیات عملی و تعاملات خود در محیط آموزشی، درک عمیق و چندبعدی از مفاهیم برنامه درسی و برنامه‌ریزی درسی دارند. این درک‌ها نه‌تنها بر اساس اسناد و چارچوب‌های رسمی، بلکه بر پایه تجربیات زیسته و نیازهای واقعی کلاس درس شکل گرفته است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Phenomenology of Teachers' Understanding and Perception of the Concepts of Curriculum and Lesson Planning

نویسندگان [English]

  • Jamal Salimi 1
  • Ahdieh Ghobadi 2
  • Ali Aminnibag 3
1 Associate Professor of Curriculum Studies, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
2 MA in Curriculum Planning, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
3 PhD student in Planning, Higher Education Development, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
چکیده [English]

Objective: The contemporary understanding of curriculum and lesson planning extends beyond the mere preparation of lesson outlines; it encompasses the anticipation of all activities that students, under the guidance of their teachers, are expected to undertake to achieve specific educational goals. Thus, the aim of this research is to explore teachers’ thoughts, understanding, and perceptions of the concepts of “curriculum” and “lesson planning” and to propose a conceptual model.
Method: The research approach is qualitative, and its strategy is phenomenology. The data collection tool used was semi-structured interviews, and the field of research included elementary school teachers in the city of Boukan. The participants consisted of 12 male and female teachers who were selected through purposeful sampling. The data collection tool involved in-depth semi-structured interviews. For data analysis, a three-phase coding process was employed, which included open, axial, and selective coding.
Results: The study’s findings revealed that teachers’ perceptions and interpretations of the term “curriculum” included: the curriculum as a formal and binding framework; a general and flexible guide; an implementation challenge; a lived classroom experience; an official document (encompassing approved content and official records); the hidden curriculum; a philosophical and social construct; and a cognitive and learning framework. Furthermore, their insights on the concept of lesson planning consisted of understanding lesson planning as a structured process; practical experiences and acquired knowledge; an educational roadmap; an organization of content; the design of teaching strategies; time and resource management; consideration of learners’ needs; a dynamic and visionary process; a cognitive decision-making activity; and an interactive and social process.
Conclusion: In conclusion, it must be acknowledged that teachers, based on their practical experiences and interactions within the educational environment, possess a deep and multidimensional understanding of the concepts of curriculum and curriculum planning. These understandings are shaped not only by official documents and frameworks but also by lived experiences and the real needs of the classroom.

کلیدواژه‌ها [English]

  • curriculum
  • lesson planning
  • phenomenology
  • teachers

مراجع

Alrwaished, N. (2024). Mathematics pre-service teachers’ preparation program for designing STEM based lesson plan: enhanced skills and challenges. Cogent Education, 11(1), 2320467.‏ 10.1080/2331186X.2024.2320467
Apoko, T. W. (2024). EFL Pre-Service Teachers' Perspectives on Team-Based Project in Developing English Lesson Plans in Primary Teacher Program. Indonesian Journal of English Language Teaching and Applied Linguistics, 9(2), 305-320.‏ 10.21093/ijeltal.v9i2.1716
Aydın-Ceran, S., & Ergül, E. (2022). Designing A Science Lesson: Developing Pre-service Teachers' Lesson Planning Skills Based on Real-life Context-based Approach. Language Teaching and Educational Research, 5(2), 142-165. 10.1007/s11858-023-01487-2
Aykan, A., & Yıldırım, B. (2022). The integration of a lesson study model into distance STEM education during the COVID-19 pandemic: Teachers’ views and practice. Technology, Knowledge and Learning, 27(2), 609-637.‏ 10.1080/2331186X.2024.2320467
Cevikbas, M., Koenig, J., & Rothland, M. (2024). Empirical research on teacher competence in mathematics lesson planning: Recent developments. ZDM–Mathematics Education, 56(1), 101-113.‏ 10.1007/s11858-023-01487-2
Dewey, J. (1938). Experience and Education. New York: Kappa Delta Pi. Fitriati, F., Rosli, R., & Iksan, Z. H. (2023). Enhancing Prospective Mathematics Teachers' Lesson Planning Skills through Lesson Study within School University Partnership Program. Journal on Mathematics Education, 14(1), 69-84.‏ 10.22342/jme.v14i1.pp69-84
Fathi Vazargah, K. (2009). Principles and concepts of lesson planning. [Principles and concepts of curriculum planning]. Tehran: Bāl Publishing. [In Persian] 10.22111/gdij.2020.5191
Giroux, H. A. (1988). Teachers as Transformative Intellectuals. Westport, CT: Bergin & Garvey. Großmann, L., & Krüger, D. (2024). Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument. Science Education, 108(1), 153-189.‏ 10.1002/sce.21832
Hammer, S., & Ufer, S. (2023). Professional competence of mathematics teachers in dealing with tasks in lesson planning. Teaching and Teacher Education, 132, 104246.‏ 10.1080/2331186X.2024.2320467
Kamali, H., Yamani Douzi Sorkhabi, M., & Arefi, M. (2021). Analysis of the understanding of curriculum in Iranian higher education studies. Journal of Research and Planning in Higher Education, 27(3), 143–175. [In Persian] 10.22111/gdij.2020.5191
Koberstein-Schwarz, M., & Meisert, A. (2022). Pedagogical content knowledge in material-based lesson planning of preservice biology teachers. Teaching and Teacher Education, 116, 103745.‏ 10.1080/02619768.2022.2138323
Koenig, J., Heine, S., Jaeger-Biela, D., & Rothland, M. (2024). ICT integration in teachers’ lesson plans: A scoping review of empirical studies. European Journal of Teacher Education, 47(4), 821-849.‏
Lee, I., Park, J., & Yoon, H. G. (2022). Science Teachers’ Theory-Based Teaching: Connecting A Learning Cycle Model To A Lesson Plan. Journal of Baltic Science Education, 21(3), 462.‏ 10.22342/jme.v14i1.pp69-84
Lupiáñez, J. L., Olivares, D., & Segovia, I. (2024). Examining the role played by resources, goals and orientations in primary teachers’ decision-making for problem-solving lesson plans. ZDM–Mathematics Education, 56(6), 1153-1167.‏ 10.1080/02619768.2022.2138323
Lyotard, J.-F. (1979). the Postmodern Condition: A Report on Knowledge. Minneapolis: University of Minnesota Press.
Lyotard, J.-F. (1979). the Postmodern Condition: A Report on Knowledge. Minneapolis: University of Minnesota Press. 10.1108/IJLLS-07-2021-0056
Maleki, H. (2012). Curriculum planning: A practical guide. Tehran: Payam Andisheh Publications.
Mehrmohammadi, M. (2011). Curriculum: Views, perspectives, and approaches. Tehran: Astan Quds Razavi Publications. 10.1007/s11858-023-01487-2
Mendoza, N. B., Cheng, E. C., & Yan, Z. (2022). Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Studies in Educational Evaluation, 73, 101139. 10.22342/jme.v14i1.pp69-84
Parsa, A. (2022). Barrasi-ye negahesh and tamayolāt-e raftarī-ye mo‘allemān dar mored-e pishbord-e barnamehā-ye jadid-e darsī [Teachers’ attitudes and behavioral tendencies toward implementing new curriculum programs]. Curriculum Studies Quarterly, 4(12), 19–34. [In Persian] DOI: 10.22038/hmed.2025.85076.1467
Park, W., Erduran, S., Song, J., & Kim, M. (2023). “It’sa lesson with no correct answer”: design issues in preservice teachers’ use of history of science for lesson planning. International Journal of Science Education, 45(3), 181-203.‏ 10.1108/IJLLS-07-2021-0056
Pham, K. T., Ha, X. V., Tran, N. H., & Nguyen, Y. T. X. (2023). Curriculum reform in Vietnam: primary teachers’ views, experiences, and challenges. Education 3-13, 51(3), 440-451.‏ 10.1080/03004279.2022.2162829
Piaget, J. (1976). To understand is to Invent: The Future of Education. New York: Viking.
Prabowo, A., Suryadi, D., Dasari, D., Juandi, D., & Junaedi, I. (2022). Learning obstacles in the making of lesson plans by prospective mathematics teacher students. Education Research International, 2022(1), 2896860.‏ 10.1108/IJLLS-07-2021-0056
Putrantasa, C., Masitoh, S., Mariono, A., Arianto, F., & bin Hashim, S. (2024). The effect of educational background on preparation of lesson planning in project-based blended learning. IJORER: International Journal of Recent Educational Research, 5(6), 1383-1395. 10.22342/jme.v14i1.pp69-84
Rabiei Farsijani, P. (2023). Exploring the concept of curriculum [Exploring the concept of curriculum]. Journal of New Advances in Educational Management, 4(11), 17–42. [In Persian] 10.22038/hmed.2025.85076.1467. 10.21093/ijeltal.v9i2.1716
Saralar-Aras, İ., & Türker-Biber, B. (2024). Enhancing technological pedagogical content knowledge of prospective teachers through mathematics lesson plan development. Education and Information Technologies, 1-22.‏ 10.1108/IJLLS-07-2021-0056
Susanto, H. A., Suswandari, M., Kusumaningsih, D., & Mulyati, S. (2022). Competency Development of Elementary School Teachers through Lesson Study Implementation in the Independent Learning Curriculum. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 9(2), 79-97.‏ 10.22342/jme.v14i1.69-84. 10.22342/jme.v14i1.pp69-84
Talebi, S., Mazloomian, S., & Saif, M. H. (2012). Principles of lesson planning [Principles of curriculum planning]. Tehran: Payame Noor University. [In Persian] 10.21093/ijeltal.v9i2.1716
Tran, D., Nguyen, A. T. T., Nguyen, D. T., Ta, P. T. M., Pham, N. T., & Huynh, B. T. (2023). Changes in lesson plans as teachers participate in a professional development on statistical literacy. International Journal of Learning, Teaching and Educational Research, 22(5), 281-301.‏ 10.1108/IJLLS-07-2021-0056
Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press. 10.1108/IJLLS-07-2021-0056
Zaragoza, A., Seidel, T., & Santagata, R. (2023). Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning. Journal of Curriculum Studies, 55(2), 138-152.‏ 10.1080/00220272.2023.2182650
Zhao, W., Huang, R., Cao, Y., Ning, R., & Zhang, X. (2022). A teacher's learning of transforming curriculum reform ideas into classroom practices in lesson study in China. International Journal for Lesson & Learning Studies, 11(2), 133-146.‏ 10.1108/IJLLS-07-2021-0056
Zhubi, A., & Ismajli, H. (2022). The Interconnection Between Technological, Pedagogical and Content Knowledge in Primary School Lesson Planning. Journal of Social Studies Education Research, 13(2), 125146. 10.1108/IJLLS-07-2021-0056

فایل ها

سابقه مقاله

  • تاریخ دریافت: 20 بهمن 1403
  • تاریخ بازنگری: 02 فروردین 1404
  • تاریخ پذیرش: 07 اردیبهشت 1404
  • تاریخ اولین انتشار: 01 تیر 1404
  • تاریخ انتشار: 01 تیر 1404

هم رسانی

ارجاع به این مقاله

آمار