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Understanding the Members of the School Community From the Concept of Call Teacher | ||
| School Administration | ||
| مقاله 14، دوره 7، شماره 4، اسفند 2019، صفحه 347-328 اصل مقاله (1.15 M) | ||
| نوع مقاله: Qualitative Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.1398.513 | ||
| نویسندگان | ||
| Seyedeh Zahra Hosseini* 1؛ Naser Shirbagi2 | ||
| 1Master of Curriculum Planning, Kurdistan University, Sanandaj, Iran. | ||
| 2Associate Professor, Department of Educational Management, Faculty of Humanities and Social Sciences, Kurdistan University, Sanandaj, Iran. | ||
| چکیده | ||
| The humanist view of education stems from education in psychology, the humanities, and social humanism. The preoccupation of this view is human values and respect for these values. Education scholars believe that a proper learning-learning environment is one of the most important foundations of quality and teaching and learning environment depends on the desired physical, mental and social environment in school. Therefore, it seems that by making the necessary reforms in the curriculum and how to manage schools, and changing these intellectual frameworks to teaching and learning-learning approaches, it is possible to take fundamental steps to change the educational system. Among the new approaches to teaching and learning are the approach of calling for education and creating an atmosphere of call in schools. The concept of calling represents a promising path, offering a moral and disciplinary approach to the educational process, and systematic and practical ways to turn schools into "the most calling places in the city." According to a number of researchers, researchers have studied the creation of an understanding of some abstract principles and everyday facts that seem to be related to each other and affect human success or failure over the past few decades. The call approach is rooted in anthropological psychology and strengthens the school environment and features that deliberately value students, energize them, and encourage students to identify individual and collective capacities and develop rationally, socially, physically, psychologically, and more. It inspires spirituality. Unfortunately, most schools today are not very attractive to students and their parents. And as it should be, there is not enough motivation and enthusiasm to attend school between students and even teachers. Parents of students are more likely to like schools, which, in addition to paying attention to scientific and academic issues, strengthen children's positive self-concept and interpersonal skills. According to this view, schools and classrooms can be called. In this type of school, all members of the school are concerned about each other's well-being and comfort. Everyone is naturally involved in the school of life, and considers themselves part of the school community. Using vocational skills, the calling teacher can encourage students to the teaching-learning process. These skills can range from communicating effectively with students to continuing to practice effective listening, self-disclosure, reasonable discipline, and a good sense of self-acceptance, calling, or invitation. The teacher is only the facilitator and participant who moves with the student but is not the instructor. The teacher is happy with the new comments, in which case he or she is a learner. It uses active teaching methods and engages the learner in the teaching-learning process. It looks at students as capable and trustworthy elements, and believes that if the necessary facilitative conditions are in place, students can bring their abilities to the forefront. One of the main challenges in schools is to provide a calm, intimate, motivating, happy environment with a desirable learning process to prevent drop-outs and dropouts, and to help students perform at their highest level. But high dropout rates and low student motivation have become a worrying issue for education policymakers. In our country, too, the rate of academic decline is higher than global standards, and this has raised concerns. Therefore, the aim of this study was to find out the understanding and experience of school community members (students, teachers, principals, parents and school staff) from inviting teachers or calling teachers and using these ideas to change the physical and mental atmosphere of the school, classroom and humanize The school environment. To create an important and fundamental role in the emergence of a classroom and family life school by creating a sincere atmosphere, participatory spirit and logical and positive expectations. Therefore, in this research, the phenomenological strategy was used with an interpretive and qualitative approach. And by using a purposeful sampling method and conducting a semi-structured interview with 25 members of the school community, differences in their understanding and awareness of the call teacher were identified. The results of the research show five different perspectives on the concept of recall teacher: in descriptive classes the teacher is called as a humanistic teacher, the teacher is called as a facilitator, the teacher is called as a teacher providing a constructive environment, the teacher is called. They were categorized as educators and educators, as well as family educators. However, it should be noted that these descriptive classes are useful for understanding the concept of teacher reading and cannot be distinguished from each other. By analyzing these concepts and discovering the relationships between them, the framework expressed in this research can provide a basis for understanding the concept of call teacher as an important and influential concept in the field of education and the findings of this research can be considered in the educational system. , Because the familiarity of the members of the school community with the concept of calling leads to the improvement of the quality and the ability of the schools to respond to this matter. Drawing on the internal and external orientations of the outcome space, this paper provides teachers with ways to work more broadly and consciously to create a fun, family-friendly environment, teaching interpersonal skills, and helping to develop positive self-concept in students and their classrooms. Organize the call | ||
| کلیدواژه‌ها | ||
| Humanitarian Curriculum؛ Phenomenology؛ Positive Self-Imagination؛ Invitational Teacher؛ Family School | ||
| مراجع | ||
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