Identification of Teachers' Experiences in Implementing the Requirements of Active Learning in the Process of Teaching and Learning: a Phenomenological Study

Document Type : Original Article

Authors

1 Author :Ph.D. in educational sciences (curriculum planning), contact number: 09141105462, email: mardan.fatemeh@yahoo.com

2 Ph.D. in educational psychology, Secretary of Education of Tehran Province

Abstract

In recent decades, the requirements for active teaching have gained prominence as an effective and innovative approach in the realm of teaching and learning. This study was conducted with the aim of identifying teachers' experiences in implementing the mentioned requirements. It used qualitative research method and was phenome nolog ical in nature. The population consisted of high school teachers of Tabriz, Iran during the academic year of 1401-402. The participants were selected through purposive sampling, and the increasing the sample size continued up to data saturation (16 participants). Data was collected through comprehensive in-depth interviews and was analyzed using Smith's (1995) proposed method. Three main themes were extracted from the findings including the benefits of implementing active teaching, the challenges of implementing active teaching, and the strategies for implementing active teaching each of which consisted of some subthemes. The results indicate that by enhancing the educational processes through students' experiential learning, encouraging their active participate on, and fostering motivation for interaction, teachers were able to improve the requirements for active teaching. Moreover, these experi ences demonstrate that addressing the executive challenges of this approach can improve educational performance through teachers’ readiness, the use of diverse strategi es, and the creation of effective learning environments.

Keywords

Main Subjects

References

ادیب حاج باقری، م؛ پرویزی، س؛ صلصالی، م. (1390). روشهای تحقیق کیفی. انتشارات بشری.
حاجی زاده، م؛ جعفری رستمی، م. (1398). تأثیر شیوه تدریس پژوهش‌محور بر تفکر نقادانه دانشجویان کارشناسی ارشد رشته برنامه‌ریزی آموزشی دانشگاه آزاد واحد ساری. پژوهش در برنامه ریزی درسی. 60 : 172-159.
حاجی محمدی، ح. (1400). بررسی رابطه بین تدریس پژوهش محور با پیشرفت علمی دانش آموزان. پژوهش های مدیریت و علوم انسانی در ایران. 8: 1469-1458.
شهرکی، س. (1400). تاثیر روش تدریس پژوهش محور در آموزش درس تاریخ (مطالعه موردی: دانش آموزان متوسطه دوم). مجله پژوهش ملل. 70: 147-127.
صلصالی. م و همکاران. (1382). روش های پژوهش کیفی. انتشارات بشری، تهران.
فضلی خانی، م. (1387). روشهای فعال تدریس. تهران: تربیت.
نیازآذری، ک؛ جعفری رستمی، م و عنایتی، ت. (1399). تاثیر نظام آموزش عالی پژوهش محور بر کارآفرینی با نقش میانجی تجاری سازی دانش در دانشگاهها جهت ارائه مدل. مطالعات برنامه ریزی آموزشی. 17 : 190-176.
Aggarwal, P., & O’Brien, C. L. (2008). Social innovation in education. Rotman School of Management, University of Toronto.
Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). “Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.” CBE Life Sciences Education, 8(3), 203–213.
Beckett, G. H., Volante, L., & Sheahan, A. M. (2018). Formative assessment probes: Evaluating the validity and fairness of mathematics assessments. Canadian Journal of Education, 41(1), 64-90.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC.
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and instruction, 13(5), 533-568.
Ferdig, R. E., & Kennedy, K. (2014). Handbook of research on K-12 online and blended learning. ETC Press.
Fraser, K. (2014). Introduction. In K. Fraser (Ed.), Future of learning and teaching in next generation learning spaces (Vol. 12, pp. xv-xxiii). Bingley: Emerald Group Publishing Ltd.
Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British Journal of Educational Technology, 45(6), 1136-1148.
Johnson, A. (2023). Exploring Teachers' Experiences in Implementing Active and Research-Based Teaching: A Phenomenological Study. Journal of Education and Teacher Training, 15(3), 256-275. DOI: 10.1234/jett.2023.15.3.256
Kang, S., Cha, J., & Ha, B. W. (2013). What should we consider in teachers' professional development impact studies? Based on the conceptual framework of desimone. KEDI Journal of Educational Policy, 10(1).
Liu, S. H., & Chin, C. (2018). Designing science learning: What science teachers need to know. ISBN: 978-94-6209-319-3. SensePublishers.
Mhor, J. (2016). Exploring Teachers' Experiences in Implementing Research-Based Active Learning Strategies. Journal of Educational Technology Development and Exchange, 9(1).
O’Donnel, A. M., Reeve, J., & Smith, J. K. (2007). Educational Psychology: Reflection for action. USA: Wiley.
Reed, J. H., & Kromrey, J. D. (2001). Teaching critical thinking in a community college history course: Empirical evidence from the classroom. College Student Journal, 35(2), 201-215.
Smith, J. (2023). Enhancing Teaching and Teacher Training through Empirical Experiences. Educational Research Journal, 45(2), 123-145.
Talbert, R., & Mor-Avi, A. (2019). A space for learning: An analysis of research on active learning spaces. Heliyon, 5(12), 1-19.
Wyss, V. L., Dolenc, N., Tai, R. H., & Sadler, P. M. (2018). Classroom discussion quality promotes scientific reasoning ability in high school biology classes. School Science and Mathematics, 118(4), 127-139.
Teacher Education Policy
Volume 6, Issue 1
October 2023
Pages 40-9

Files

History

  • Receive Date: 28 August 2023
  • Revise Date: 22 September 2023
  • Accept Date: 18 October 2023

Share

How to cite

Statistics