نوع مقاله : علمی-پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد برنامه‌ریزی درسی دانشکده روانشناسی و علوم تربیتی, دانشگاه تهران، تهران، ایران.
2 دانشیار گروه روش‌ها و برنامه‌ریزی آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Schools in Iran are categorized into two types, girls' and boys', based on gender segregation. However, in rural and underprivileged areas where student numbers are insufficient, Coeducational schools are established. This study aimed to explore the experiences of teachers and students within the context of rural Coeducational schools during the primary education period, utilizing a qualitative approach and descriptive phenomenological method. The research encompassed all teachers and students from the Primary School of Qazvin province who were involved in the combined rural schools of the area. A targeted sampling method was employed to select 12 teachers and 10 students, and data was collected through semi-structured interviews with both groups, which were then analyzed using a comprehensive seven-step strategy. The findings indicated that rural Coeducational schools at the primary level offer educational, communication, and parenting opportunities, while also confronting cultural concerns, management challenges, and peer dynamics. Participants noted that although the challenges faced by Coeducational schools create more difficulties for girls than for boys, these institutions effectively prepare both genders for adulthood by providing a quasi-real environment.
کلیدواژه‌ها [English]
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