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الگوی برآیندی اثربخشی آموزش زبان خارجی بر ارتقای سرمایۀ اجتماعی معلمان آموزش‌وپرورش استان تهران: رویکرد پدیدارشناسی تجربی | ||
| مجله علمی "مدیریت سرمایه اجتماعی" | ||
| دوره 9، شماره 3، مهر 1401، صفحه 307-329 اصل مقاله (1.11 M) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/jscm.2022.341806.2284 | ||
| نویسندگان | ||
| حسین خنیفر1؛ سجاد عسکری متین* 2 | ||
| 1استاد دانشکدگان فارابی دانشگاه تهران | ||
| 2استادیار دانشگاه فرهنگیان، تهران | ||
| چکیده | ||
| با مطالعة گزاره‌های بومی و جهانی، اهمیت سرمایة اجتماعی در حلوفصل چالشهای تعلیم و تربیت در دورة پساکرونا رخ مینماید. در بیشتر این نوشتارها بر نقش فزاینده و کاهندة سرمایة اجتماعی بر جامعة آموزشی صحه گذاشته شده است. نگاره پیش رو از زاویهای نو به این پدیده نگریسته و در پی واکاوی اثر آموزش زبان بر ارتقای سرمایة اجتماعی معلمان برآمده است. در این راه، همراه با پارادایم تفسیری و استراتژیهای تحقیق کیفی، با تکیه بر روش پدیدارشناسی تجربی (ون مانن)، به دنبال درک عمیق و ساختاری از اثر فزایندة آموزش زبان خارجی بر سرمایة اجتماعی معلمان بودیم. فرض بر آن بود که معلمان در اثر برخورداری از درونمایههای (دانشی، مهارتی، و نگرشیِ) یادگیری زبان خارجی‌ـ از مجموعه مؤلفههای در دسترس‌ـ در ارتقای سرمایة اجتماعی خود و مخاطبان بهره میگیرند. برای گردآوری دادهها، یازده نفر از معلمان شاغل در استان تهران برگزیده شدند و در پاسخ به پرسشنامه و حضور در مصاحبة نیمهساختاریافته مشارکت کردند. به منظور اعتبارسنجی دادهها، با نمونهگیری هدفمند، از نظر 9 استاد صاحب‌نظر در امر تربیت معلم، برای تحصیل اشباع نظری، بهره گرفتیم. سپس، دادههای گردآوریشده مکتوب، کدگذاری، و تحلیل شد. ناظر بر تحلیل دادهها، «الگوی برآیندی اثربخشی آموزش زبان خارجی بر ارتقای سرمایة اجتماعی معلمان» در سه مقولة اثرپذیری دایرة فردی، اثرپذیری دایرة گروهی‌ـ سازمانی، و اثرپذیری دایرة اجتماعی و فراسازمانی همراه با 18 موضوع اصلی و مجموع 57 موضوع فرعی به دست آمد. بر اساس برآیند تحلیل، آثار مستقیم و غیرمستقیم آموزش و یادگیری زبان خارجی بر تقویت سرمایة اجتماعی معلمان در پنج قلمرو: 1. ارتقای مشارکت علمی و فرهنگی؛ 2. توسعة شبکة اجتماعی؛ 3. تقویت احساس امنیت فردی و گروهی و ملی؛ 4. خودگامی در توانمندسازی و ارتقای هویت فردی و حرفهای؛ و 5. ارتقای سطح آگاهی و شناخت میانفرهنگی و فراملی پدیدار شد. بر اساس تجربة بهدستآمده، پیشنهاد میشود برای جبران چالشهای آموزش در دورة همهگیریـ بهویژه در حوزههای آموزش نومعلمان و آموزش ضمن خدمت‌ـ آموزهها و ملاحظات آموزش زبان خارجی ناظر بر تقویت و ارتقای سطح سرمایة اجتماعی معلمان دیده شود و در سطوح برنامهریزی، سیاستگذاری، و تحول برنامة درسی نیز لحاظ شود. | ||
| کلیدواژه‌ها | ||
| آموزش زبان خارجی؛ پدیدارشناسی؛ تهران؛ سرمایة اجتماعی؛ معلمان آموزش‌وپرورش | ||
| عنوان مقاله [English] | ||
| The Effect of Foreign Language Teaching on the Promotion of Public Education Teachers' Social Capital: An Empirical Phenomenological Approach | ||
| نویسندگان [English] | ||
| Hossein Khanifar1؛ Sajjad Askari Matin2 | ||
| 1Professor, Faculty of Management and Accounting, College of Farabi, University of Tehran, Qom, Iran | ||
| 2Assistant Professor, Faculty of Language and Literature, Frahangian Teacher Education University (FTEU), Tehran, Iran | ||
| چکیده [English] | ||
| Recent Local and global studies unanimously recognize the significance of social capital in resolving the challenges of public education in post-Pandemic era. The majority of these studies confirm the increasing and decreasing effect of social capital on the educational community. The present paper has looked at this phenomenon from a new perspective and has sought to investigate the effect of language teaching on the promotion of social capital. To this end, adopting a phenomenological approach, we sought an in-depth and critical understanding of the positive effect of foreign language teaching on the development of Iranian teachers' social capital. The premise was that teachers would use their foreign language learning knowledge, skills, and attitudes – from among the available factors – to improve their and their audiences’ social capital. To collect data, eleven public school teachers serving in the state-run schools of Tehran participated in responding to the questionnaires and attending a semi-structured interview. To validate the data, 9 expert professors in the field of teacher training were selected through purposive sampling, whose ideas were sought up to the theoretical saturation level. Then, the collected data were transcribed, coded, and analyzed. As a result of the data analysis, “the overall model of the effectiveness of teaching foreign languages on the improvement of teachers’ social capital” emerged in the form of the three categories of individual effect, group-organizational effect, and social and supra-organizational effect, along with 18 main themes and 57 sub-themes. Based on the results of the analysis, the direct and indirect effects of foreign language teaching and learning on strengthening the social capital of teachers appeared in five arenas, namely promoting scientific and cultural participation; developing social network; promoting the sense of individual, collective, and national security; adopting self-initiation in empowerment and promotion of individual-professional identity; and promoting the intercultural and transnational awareness. Based on the attained results, it is suggested that the teachings and concerns of foreign language teaching related to the enhancement and improvement of teachers’ social capital should be observed in order to compensate for the challenges of education during the Pandemic – especially in training new teachers and in-service training courses. Moreover, these teachings and concerns need to be regarded in planning, policymaking, and evolution of the curriculum. | ||
| کلیدواژه‌ها [English] | ||
| teachers of the Ministry of Education, phenomenology, Tehran, foreign language teaching, social capital | ||
| مراجع | ||
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