ﻣﻌﻠﻢ ﻓﮑﻮر و اﻗﺪام ﭘﮋوﻫﯽ: ﭘﯿﻮﻧﺪ ﻋﻤﻞ آﻣﻮزﺷﯽ ﺑﺎ ﻧﻈﺮﯾﻪ زﻧﺪه

Reflective Teacher and Action Research: Linking Educational Practice with Living Theory

اﻗﺪام ﭘﮋوﻫﯽ روﺷﯽ ﻣﻨﺤﺼﺮ ﺑﻔﺮد در ﭘﮋوﻫﺶﻫﺎي ﺣﻮزهي ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ اﺳﺖ ﮐﻪ ﻃﯽ آن ﮐﺎروران ﺑﺎ اﻧﺪﯾﺸﻪي ﺑﻬﺒﻮد ﺑﻪ ﭘﮋوﻫﺶ در ﻣﺤﯿﻂ آﻣﻮزﺷﯽ ﺧﻮد ﻣﯽﭘﺮدازﻧﺪ. در ﻣﻘﺎﻟﻪي ﺣﺎﺿﺮ ﮐﻮﺷﺶ ﺷﺪ ﺗﺎ ﺑﺎ ﺷﻨﺎﺧﺖ وﯾﮋﮔﯽﻫﺎي روشﺷــﻨﺎﺧﺘ ﯽ اﻗﺪامﭘﮋوﻫﯽ، راﺑﻄﻪي ﻋﻤﻞ ﺗﺮﺑﯿﺘﯽ ﻣﻌﻠﻢ ﺑﺎ ﮐﺎرﺑﺮد روش اﻗﺪامﭘﮋوﻫﯽ ﺑﺮ اﺳــﺎس ﻫﻤﺒﺴــﺘﮕﯽ ﻧﻈﺮي اﯾﻦ روش ﺗﺤﻘﯿﻖ ﺑﺎ روﯾﮑﺮد ﻧﻈﺮﯾﻪي زﻧﺪه ﻃﺮح و ﺑﺮرﺳــﯽ ﮔﺮدد. در اﯾﻦ راﺳــﺘﺎ ﺑﺎ روش ﺗﺤﻠﯿﻠﯽ- ﺗﻮﺻـــﯿﻔﯽ راﺑﻄﻪي ﺑﯿﻦ ﻋﻤﻞ ﺗﺮﺑﯿﺘﯽ ﻣﻌﻠﻢ ﺑﺎ ﺗﺮﮐﯿﺐ ﻧﻈﺮﯾﻪﻫﺎي ﺑﺮآﻣﺪه از ﺗﻔﮑﺮ ﭘﮋوﻫﺸـــﯽ او ﻃﯽ ﻓﺮآﯾﻨـﺪ اﻗـﺪام ﭘﮋوﻫﯽ و ﮐﻨﺶ ﻣﺒﺘﻨﯽ ﺑﺮ اﯾﻦ ﻧﻈﺮﯾـ ﻪﻫـ ﺎ ﺗﺒﯿﯿﻦ ﺷـــﺪ. ﺑـﻪ ﻃﻮر ﺧﺎص، ﺑﺎ ﺑﺮرﺳـــﯽ ﺗﺎرﯾﺨﭽﻪي اﻗﺪامﭘﮋوﻫﯽ ﺑﻪ اﺳــﺘﻨﺎد ﻣﻨﺎﺑﻊ ﻣﻌﺘﺒﺮ ﺳــﻪ ﻫﺪف ﮐﻠﯿﺪي ﻣﺒﻨﯽ ﺑﺮ ﺑﺎزﻧﮕﺮي ﻣﺒﻨﺎﻫﺎي ﻧﻈﺮي و ﻣﺸــﺨﺼــﻪﻫﺎي روشﺷﻨﺎﺳﺎﻧﻪ اﻗﺪامﭘﮋوﻫﯽ؛ ﻣﻔﻬﻮمﭘﺮدازي ﻧﻈﺮي ﻧﻘﺶ ﻣﻌﻠﻢ ﺑﻪﻋﻨﻮان ﮐﺎرﮔﺰار ﻓﮑﻮر در ﻗﺎﻟﺐ روﯾﮑﺮد »ﻧﻈﺮﯾﻪي زﻧﺪه«؛ و ﺗﺄﮐﯿﺪ ﺑﺮ راﺑﻄﻪي اﻗﺪامﭘﮋوﻫﯽ ﺑﺎ ﻋﻤﻠﮑﺮد ﺗﺮﺑﯿﺘﯽ ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﻈﺮﯾﻪي ﻣﻌﻠﻢ ﻣﻮرد ﺗﺤﻠﯿﻞ و ﺗﻮﺻـــﯿﻒ واﻗﻊ ﺷــﺪ. ﻧﺘﺎﯾﺞ اﯾﻦ ﺑﺮرﺳــﯽ ﻣﺒﯿﻦ اﯾﻦ ﻣﻮﺿــﻮع اﺳــﺖ ﮐﻪ در ﻗﻠﻤﺮو روشﺷــﻨﺎﺧﺘﯽ، اﻗﺪامﭘﮋوﻫﯽ ﻣﯽﺗﻮاﻧﺪ ﺑﻪﻋﻨﻮان ﯾﮏ اﺳــﺘﺜﻨﺎء در ﻣﯿﺎن روشﻫﺎي ﭘﮋوﻫﺶ در ﺣﻮزهي ﻋﻠﻮم اﻧﺴــﺎﻧﯽ و ﺑﻪوﯾﮋه ﻋﻠﻮمﺗﺮﺑﯿﺘﯽ، ﺧﺎﺳــﺘﮕﺎه ﻧﻈﺮﯾـ ﻪﭘﺮدازي ﺗﺮﺑﯿﺘﯽ ﻣﻌﻠﻢ ﻓﮑﻮر و ﻣﺘﻌـﺎﻗـﺐ آن، ﭘﯿﻮﻧﺪ ﻋﻤﻞ ﺗﺮﺑﯿﺘﯽ او ﺑﺎ ﻧﺘﺎﯾﺞ ﺑﺮآﻣﺪه از اﯾﻦ ﻧﻈﺮﯾﻪﭘﺮدازي واﻗﻊ ﺷﻮد.

Action research is a unique method in the field of educational research in which practitioners with the idea of improvement, research in their learning environment. This paper tries to plan and review the relation between teacher educational practice and action research method applying based on theoretical correlation of this method with the approach of “living theory”. In this regard, the relation between teacher educational practice and the theories derived from his research thoughts in action research is explained using analytic-descriptive method. Revision of theoretical foundations and methodological features of action research, conceptualization of teacher as reflective practitioner in living theory approach, and emphasis on the relation between action research and educational practice based on teacher theory are described. The findings reveal that action research can be a unique method in humanities especially education and is the origin of educational theorizing of reflective teacher and consequently, linking educational practice with theory.