پديد آورندگان :
محمدي، مهدي دانشگاه شيراز - دانشكده علوم تربيتي، شيراز، ايران , ناصري جهرمي، رضا دانشگاه شيراز - دانشكده علوم تربيتي، شيراز، ايران , محمد جعفري، خاطره دانشگاه شيراز - دانشكده علوم تربيتي، شيراز، ايران , صفري، مريم دانشگاه شيراز - دانشكده علوم تربيتي، شيراز، ايران , معارف، پريسا دانشگاه آزاد اسلامي واحد شيراز، شيراز، ايران , ميرغفاري، فاطمه دانشگاه شيراز - دانشكده علوم تربيتي، شيراز، ايران , ناصري جهرم، راحيل دانشگاه آزاد اسلامي واحد فيروزآباد، فيروزآباد، ايران
چكيده لاتين :
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
Findings: After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".
Objective: The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.
Method: This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.
