چگونگی ارتباط تربیت غیررسمی با تربیت مدرسه‌ای و چالش‌های آن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه تعلیم و تربیت، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران

2 دانشیار، علوم تربیتی، دانشگاه تربیت مدرس، تهران،‌ ایران

3 استاد، گروه تعلیم و تربیت، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران

4 استادیار، گروه فرهنگ و تربیت، دانشگاه امام صادق (ع)، تهران، ایران

چکیده

پژوهش حاضر با هدف بررسی تجارب زیسته معلمان و مربیان در خصوص تعامل تربیت غیررسمی با تربیت مدرسه‌ای و چالشهای آن با روش پدیدارشناسی انجام شده است. گردآوری داده‌ها در این پژوهش به صورت مصاحبه عمیق با 31 مدیر، معلم و مربی آموزش و پرورش استان فارس انجام شد که در آن افراد مورد مطالعه به شیوه هدفمند و با توجه به اصل نمونه‌گیری با حداکثر تنوع انتخاب شدند. برای تجزیه و تحلیل داده‌ها نیز از روش تحلیل مضمون استفاده شده است. نتایج پژوهش که در 3 مضمون فراگیر و 27 مضمون سازمان‌دهنده دستهبندی شده است، حاکی از آن بود که خانواده و گروه دوستان و همسالان، مهمترین عوامل تربیت غیررسمی هستند که گاهی نقش تربیتی آنها بیش از مدرسه است. مدارس غیر دولتی از محیط‌های تربیتی متنوع‌تری بهره می‌برند و با نهادها و سازمان‌های بیش‌تری تعامل دارند. از سوی دیگر نگرش مدیران مدارس، بودجه و حمایت‌های قانونی از موانع جدی در برقراری ارتباط با نهادهای گوناگون خارج از مدرسه بود. در نهایت چالشهای پیشروش مدرسه در تعامل با سایر نهادهای تربیت غیررسمی ذیل سه دسته چالشهای شناختی، چالشهای مدیریتی و چالشهای قانونگذاری دسته‌بندی شدند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

How informal education relates to school education and its challenges

نویسندگان [English]

  • Mina Fayazi 1
  • Alireza Sadeqzadeh 2
  • Seyed Mahdi Sajadi 3
  • Meysam Sedaghatzadeh 4
1 PhD candidate, Educational Sciences, Tarbiat Modares, Tehran, Iran
2 Associate Professor. Educational Sciences, Tarbiat Modares, Tehran, Iran.
3 Professor. Educational Sciences, Tarbiat Modares, Tehran, Iran
4 Assistant professor, Culture and Education, Imam Sadeq, Tehran, Iran.
چکیده [English]

The present study aimed to investigate the lived experiences of teachers and educators regarding the interaction of informal education with school education and its challenges using a phenomenological method. Data collection in this study was conducted in the form of in-depth interviews with 31 education administrators, teachers, and educators in Fars province, in which the study subjects were selected in a purposeful manner and according to the principle of sampling with maximum diversity. The content analysis method was also used to analyze the data. The results of the study, which were categorized into 3 overarching themes and 27 organizing themes, indicated that family, friends, and peers are the most important factors in informal education, which sometimes play a greater educational role than school. Non-governmental schools benefit from more diverse educational environments and interact with more institutions and organizations. On the other hand, the attitude of school administrators, budget, and legal support were serious obstacles in establishing communication with various institutions outside the school. Finally, the challenges facing the school in its interaction with other informal education institutions were categorized into three categories: cognitive challenges, managerial challenges, and legislative challenges.

کلیدواژه‌ها [English]

  • Informal education
  • formal education
  • phenomenological study
  • content analysis

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