نوع مقاله : مقاله علمی- پژوهشی
نویسندگان
1 استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
2 دکتری مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران
چکیده
هدف اصلی این مطالعه کیفی، پدیدارنگاری برنامه فلسفه برای کودکان(P4C) در آموزش ابتدایی ایران (سیاستگذاری، راهبردها و عمل) است. هدف ثانویه بررسی تجربیات اطلاعاتی و عملی، ادراکات و احساسات متخصصان و معلمان ابتدایی از بازنمایی و امکانسجی اجرای برنامه فلسفه برای کودکان در آموزش ابتدایی ایران است. روش پژوهش کیفی از نوع پدیدارنگاری است. داده ها طی دو هفته با مصاحبه فردی با 8 متخصص و صاحب نظر و 13 معلم درگیر با برنامه فبک بودند، جمع آوری شد. یافته ها در سه مقوله توصیفی سه سطحی؛ سیاستگذاری، راهبردها و اجرا و عمل فضای نتیجه را تشکیل می دهد. اکثر مصاحبه شوندگان این سه سطح را در اجرای برنامه فبک لازم و ضروری دانسته اند. در نتیجه، این مطالعه حاکی از آن است که پدیده‌نگاری می‌تواند به‌عنوان ابزار ارزیابی برای شناسایی سیاست ها، راهبردها و عمل و توصیف جنبه‌های ساختاری آن‌ها مورد استفاده قرار گیرد، که ممکن است به عنوان چارچوب اجرایی برنامه فبک از حاشیه به هسته موضوعی و حساسیت آن حرکت کند که تاکنون به آن اندیشیده نشده است. در نتیجه، شناسایی چالش های فوق در سه سطح توصیفی در یافتن راهکارها و حل موانع و مشکلات، باعث تسهیل روند پیاده سازی و کمک به تحقق اهداف برنامه فبک در آموزش ابتدایی خواهد شد..
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
Phenomenon of Philosophy for Children (p4c) program in primary education of Iran (Policy, strategies and action)
نویسندگان [English]
- Asadollah Khadivi 1
- Seyed Mohammad Seyed Kalan 2
1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
2 PhD in Educational Management, Farhangian University, Tehran, Iran
چکیده [English]
The main purpose of this qualitative study is to visualize the philosophy program for children (p4c) in Iranian primary education (policy, strategies and practice). The secondary purpose is to examine the informational and practical experiences, perceptions and feelings of specialists and elementary teachers of the representation and possibility of implementing a philosophy program for children in primary education in Iran. The method of qualitative research is phenomenography . Data were collected over two weeks through one-on-one interviews with 8 experts and 13 teachers involved in the FBQ program. Findings in three three-level descriptive categories; Policy-making, strategies, and implementation constitute the outcome space. Most of the interviewees considered these three levels necessary in the implementation of the FBQ program. As a result, this study suggests that phenomenography can be used as an evaluation tool to identify policies, strategies, and practices and to describe their structural aspects, which may serve as the executive framework of the FBQ program from marginal to thematic core and its sensitivity. Move that has never been thought of before. As a result, identifying the above challenges at three descriptive levels in finding solutions and solving obstacles and problems, will facilitate the implementation process and help achieve the goals of the FBQ program in primary education.
کلیدواژه‌ها [English]
- Philosophy for Children
- Primary Education
- Policy
- Strategies and Practice
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