بررسی مؤلفه‌های هوش هیجانی معلمان در اجرای روش‌های تدریس در برنامه درسی دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری مطالعات برنامه درسی و مدرس دانشگاه فرهنگیان

2 دانشجوی کارشناسی آموزش ابتدایی دانشگاه فرهنگیان

چکیده

هدف از مطالعه حاضر بررسی شاخصه‌های هوش هیجانی معلمان در اجرای روش‌های تدریس در برنامه درسی دوره ابتدایی است. رویکرد تحقیق، کیفی از نوع تحلیل محتوای استقرایی با تأکید بر شیوه خودمفهومی می‎باشد. مشارکت‌کنندگان معلمان شاغل در مدارس شهرستان‌های سلماس و چایپاره در سال تحصیلی 1401-1400 هستند که 16 نفر از آنان به‌صورت نمونه‌گیری هدفمند از نوع شاخص موردمطالعه قرار گرفتند. در این راستا مصاحبه‌های نیمه سازمان‌یافته ای از آنها صورت گرفت و نمونه‌گیری تا اشباع داده‌ها ادامه یافت. برای اعتبارسنجی یافته‌ها از روش توصیف غنی داده‌ها و خود بازبینی محقق و برای تعیین پایایی داده‌ها از روش تحلیل همزمان استفاده شد. یافته‌ها نشان می‌دهد که 5 مؤلفه هوش هیجانی شامل مهارت‌های اجتماعی (گفتمان‌محوری، کنش‌گرایی، بازخوردپذیری)، خودآگاهی (شهودیابی، تفکرگرایی، خودتحققی)، خود تنظیمی (انعطاف‌پذیری، بهره‌وری آموزشی، مدیریت آموزشی، ذهنیت‌‌آفرینی)، همدلی (قابلیت‌شناسی، درون‌نگری، فراگیر محوری، بهزیستی‌آموزشی) و انگیزه‌بخشی (چالش‌انگیزی، هدف‌گرایی، فعالیت‌محوری، کاربرد پذیری، غنی‌سازی علمی) مضامین اصلی هستند که با 110 مضمون اولیه  شرایط را برای اجرای مطلوب روش‌های تدریس فراهم می‌آورند. نتایج نشان می‌دهد که هوش هیجانی معلمان در راستای غنی‌سازی و گسترش ابعاد مختلف یادگیری دانش‌آموزان، قابلیت آموزش و انتقال به شرایط واقعی محیط مدارس را داشته و در شکل‌دهی سبک‌های یادگیری دانش‌آموزان موردتوجه قرار گیرد.
 
 
 

کلیدواژه‌ها


عنوان مقاله [English]

Investigating the Components of Teachers' Emotional Intelligence in the Implementation of Teaching Methods in the Elementary School Curriculum

نویسندگان [English]

  • reza masouminejad 1
  • mina najafi 2
  • Nayyereh helmi kohneh shahri 2
1 Lecturer at Farhangian University
2 undergraduate student of primary education at Farhangian University
چکیده [English]

The purpose of this study was to investigate the characteristics of teachers’ emotional intelligence in the implementation of teaching methods in the elementary school curriculum. The qualitative research approach was inductive content analysis with emphasis on the self-concept method. The participants were teachers in Selmas and Chaypare in the academic year 2022-2023, 16 of them were studied as a purposeful index sampling. In this regard, semi-structured interviews were conducted and sampling continued until data saturation. To validate the findings, the rich description of data and researchers self-review was used, and to determine the data reliability, simultaneous analysis was used. The findings showed that 5 components of emotional intelligence including social skills (centered discourse, activism, Feedback), self-awareness (intuition, thoughtfulness, self-actualization), self-regulation (flexibility, educational productivity, educational management, creative mentality), empathy (ability Knowledge, introspection learner-oriented, educational well-being) and motivation (challenging, goal orientation, activity-oriented, applicability, scientific enrichment) are the main themes that provide the conditions for the optimal implementation of teaching methods with 110 primary themes. The results showed that teachers' emotional intelligence, in order to enrich and expand different dimensions of students' learning, can be educated and transferred to the real conditions of the school environment and should be considered in shaping students' learning styles.

کلیدواژه‌ها [English]

  • emotional intelligence
  • teachers
  • teaching methods
  • curriculum
  • elementary school
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دوره 8، شماره 14
سال هشتم، شماره 14، پاییز و زمستان 1401
بهمن 1401
صفحه 120-97
  • تاریخ دریافت: 11 مرداد 1401
  • تاریخ بازنگری: 16 دی 1401
  • تاریخ پذیرش: 10 بهمن 1401