نوع مقاله : مقاله پژوهشی
نویسندگان
1 استاد مدیریت آموزشی- گروه علوم تربیتی- دانشکده علوم انسانی و اجتماعی- دانشگاه کردستان- سنندج- ایران
2 استادیارمدیریت آموزشی، گروه علوم تربیتی-دانشکده علوم انسانی و اجتماعی - دانشگاه کردستان- سنندج- ایران
3 دانش آموخته کارشناسی ارشد مدیریت آموزشی، گروه علوم تربیتی-دانشکده علوم انسانی و اجتماعی - دانشگاه کردستان- سنندج- ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The purpose of the present study was to investigate elementary school teachers' narratives of vicarious in-service training courses. Therefore, an interpretive-critical approach and narrative research strategy were used. The research field consisted of elementary school teachers in Kurdistan province who had a history of attending various in-person and virtual in-service training courses and had experienced vicarious participation in the courses. Sampling was done purposefully and based on criteria. The researcher reached theoretical saturation by interviewing 17 teachers. The analysis of the text of the narratives was done using thematic analysis. In response to the research questions, four overarching themes were identified under the titles: teachers as reluctant learners, mismatch between training and teachers' needs and conditions, professional development as a mandatory process, and the ineffectiveness of in-service training, which led teachers to experience vicarious in-service training. Teachers' narratives showed that vicarious in-service training is not only an individual choice but also a collective response to the experience of meaninglessness, formality, and sometimes humiliation of these courses. However, the structural link between in-service training and administrative systems, scoring, and job promotion has created actions that are more focused on obtaining a degree, fulfilling administrative obligations, and minimizing the time and psychological costs of teachers, rather than professional learning. In such a context, vicarious in-service training has emerged as an adaptive strategy in the face of structural pressures and institutional inefficiencies. Elementary school teachers, who often face high workloads, lack of resources, evaluation pressures, and extensive emotional responsibilities, are more likely than other levels to be inclined toward these methods
کلیدواژهها [English]
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