نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد مطالعات برنامهدرسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کردستان، سنندج، ایران
2 دانشیار دانشگاه کردستان. دانشکده علوم انسانی و اجتماعی
3 دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Despite the growing body of research over the past two decades on areas such as the ethics of care and the enactment of maternal roles in education, diverse forms of maternal pedagogy within centralized educational systems remain underexplored. This study aimed to understand different types of teachers’ experiences of maternal pedagogy. Designed as a hierarchical phenomenographic inquiry, the research was conducted in primary, lower‑secondary, and upper‑secondary schools in the city of Sanandaj. Fourteen teachers were selected through criterion‑based purposive sampling until data saturation was reached. Data were gathered through semi‑structured interviews and analyzed using the seven‑step phenomenographic method of Marton and Booth. The findings revealed five descriptive categories representing components of maternal pedagogy within a progressive framework: (1) unconscious emotional agency, (2) maintaining professional authority boundaries, (3) situated moral judgment, (4) compensating for structural school deficits, and (5) professional resistance to bureaucratic order. These categories form a hierarchy ranging from pre‑reflective and reactive to conscious, critical, and transformative levels. Moreover, three interrelated concepts—feature, interaction, and purpose—emerged as dimensions of developing awareness that shape internal relationships among categories. By proposing a progressive model of maternal pedagogy, the study extends theoretical perspectives on humanistic curriculum and suggests directions for reforming teacher‑education programs and enhancing the human climate of schools.
کلیدواژهها [English]
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