نوع مقاله : مقاله پژوهشی
نویسندگان
گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت ، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The purpose of the present study was to explore the contextual factors, strategies, and consequences of guiding informal learning from the perspective of teachers. The participants included teachers from secondary schools in Shiraz during the years 1401 to 1402 (2022-2023). For participant selection, a non-probability judgmental sampling method was employed, and the researcher began the identification process by selecting knowledgeable and expert individuals on the topic. Subsequently, the snowball sampling method was used to expand the network of participants, meaning that experienced teachers introduced other qualified individuals, and this process continued until theoretical saturation was achieved. The primary data collection tool was in-depth individual interviews, which were conducted both in-person and via telephone, depending on the research requirements. To achieve the study's objectives, three main techniques were utilized: interviews, participant and non-participant observation. The data analysis process was based on Strauss and Corbin's (1998) systematic design of grounded theory, performed in three stages: open coding, axial coding, and selective coding. Eighty-six open codes were categorized into 19 categories, ultimately forming several axial code groups. The axial codes included causal conditions (participatory atmosphere, knowledge enhancement, learning processes), contextual conditions (informal learning resources, social infrastructures), actions and strategies (providing facilities, supporting informal learning), intervening conditions (lack of sufficient time, absence of environmental support), and consequences (enhancement of practical skills, personal growth and self-awareness). The findings indicated that guiding teachers' informal learning requires managerial leadership based on support, awareness, and creating a participatory atmosphere to improve self-directed and experiential learning.
کلیدواژهها [English]
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