فصل‌نامه پژوهش‌های کاربردی روانشناختی

کشف ادراک معلمان مدارس استعدادهای درخشان از خردمندی: یک مطالعۀ پدیدارشناختی توصیفی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران.

2 استاد، گروه روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران.

3 گروه مشاوره، روان‌شناسی تربیتی و مبانی آموزشی، دانشگاه ایالتی می‌سی‌سی‌پی، ایالت می‌سی‌سی‌پی، ایالات متحده آمریکا.

چکیده

پژوهش حاضر با هدف کشف ادراک معلمان مدارس استعدادهای درخشان از خردمندی انجام گرفت. بدین‌منظور از رویکرد پدیدارشناسی توصیفی استفاده شد. جامعۀ آماری پژوهش شامل معلمان مدارس استعدادهای درخشان شهر اصفهان در سال 1401 بود. نمونۀ پژوهش از بین معلمان به روش نمونه‌گیری هدفمند انتخاب شد و تا اشباع داده‌ها ادامه یافت. براین‌اساس، با 21 نفر (8 مرد و 13 زن) مصاحبۀ 30 تا 45 دقیقه‌ای صورت گرفت. برای فهم عمیق از درک معلمان مدارس استعدادهای درخشان، از مصاحبۀ عمیق به شیوۀ گفتگوی دوطرفه استفاده شد. داده‌ها با الگوی شش‌مرحله‌ای براون و کلارک تجزیه و تحلیل شدند. برای بررسی اعتبارسنجی، از معیارهای چهارگانۀ لینکلن و گوبا استفاده شد. یافته‌ها نشان داد ادراک معلمان مدارس استعدادهای درخشان از خردمندی شامل سه مضمون اصلی مهارت‌های شناختی و عقلانی، مهارت‌های ارتباطی و بین‌فردی و شفقت و مراقبت نسبت به دیگران است. براساس این یافته‌ها می‌توان گفت جنبه‌هایی از خردمندی در ادراک معلمان قابل‌مشاهده است و بر جنبه‌هایی از آن برمبنای پیشینه تأکید نشده است.

کلیدواژه‌ها

عنوان مقاله [English]

Exploring the Perception of Wisdom among Iranian Gifted School Teachers: A Descriptive Phenomenological Study

نویسندگان [English]

  • Alireza Mohseni-Ezhiyeh 1
  • Ahmad Abedi 2
  • Salar Faramarzi 1
  • Sareh Karami 3

1 Department of Psychology and Educational of children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran .

2 Professor, Department of Psychology and Educational of children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

3 Department of Counseling, Educational Psychology and Foundations, Mississippi State University, MS, USA.

چکیده [English]

The objective of the current investigation was to investigate the perceptions of wisdom held by Iranian gifted school instructors. In order to accomplish this objective, a descriptive phenomenological methodology was implemented. The statistical population of the research consisted of teachers from gifted schools in Isfahan in 2022. Purposive sampling was implemented to identify participants, and data acquisition was maintained until saturation was achieved. The study involved 21 teachers, with interviews lasting between 30 and 45 minutes. Eight of the instructors were male and thirteen were female. Interviews were conducted in-depth to facilitate a two-way dialogical exchange and obtain a comprehensive understanding of the teachers’ perspectives. The data derived from the interviews were analyzed using Clark and Brown's six-step model. Additionally, Lincoln and Guba’s four criteria were implemented to guarantee the credibility and validity of the investigation. The results indicated that the conceptualization of wisdom by gifted school teachers is characterized by three primary themes: cognitive and rational skills, communication and interpersonal skills, and compassion and concern for others. The results of this study suggest that teachers’ perceptions reflect certain aspects of wisdom, while others, as emphasized in the literature, are underemphasized.

کلیدواژه‌ها [English]

  • Phenomenology
  • Teachers
  • Wisdom
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فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 16، شماره 1
فروردین 1404
صفحه 15-26
  • تاریخ دریافت: 13 آبان 1401
  • تاریخ بازنگری: 14 بهمن 1401
  • تاریخ پذیرش: 30 بهمن 1401
  • تاریخ اولین انتشار: 01 بهمن 1403
  • تاریخ انتشار: 01 اردیبهشت 1404