نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
2 دانشجوی کارشناسی راهنمایی و مشاوره دانشگاه فرهنگیان تهران ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objective
The present study aimed to identify the practical themes and components of the Islamic master–disciple relationship (shāgerd-parvari) for school teachers, with the purpose of cultivating a religious, self-aware, committed, and resilient generation capable of confronting cultural, identity-related, and spiritual challenges arising from modern lifestyles. By restoring the teacher’s role from a mechanical transmitter of knowledge to a moral and spiritual educator, this study integrates contemporary societal conditions with indigenous Iranian–Islamic educational principles. Unlike previous research that addressed either theoretical texts or modern challenges in isolation, the present study examines both dimensions simultaneously within the context of Iranian schools.
Materials and Methods
This qualitative study employed two complementary approaches: documentary thematic analysis and descriptive–interpretive phenomenology. In the documentary section, peer-reviewed articles related to Islamic education and the master–disciple relationship were screened in two stages and analyzed using Braun and Clarke’s six-step thematic analysis method. In the phenomenological section, semi-structured interviews were conducted with experts in Islamic education selected through purposive and snowball sampling until theoretical saturation was reached (n=10). Interview data were analyzed using Colaizzi’s seven-step method. Trustworthiness was ensured based on Lincoln and Guba’s criteria.
Results
The findings revealed ten key and practical themes of Islamic master–disciple relationship for Iranian school teachers: teacher as moral role model, trustworthiness and responsibility, sincerity and honesty, ethical educational climate, up-to-date knowledge and skill orientation, responsible affection, humility and respect for students, reform-oriented guidance, patience and forbearance, and justice and fairness.
ConclusionThis study proposes a coherent ten-component Islamic master–disciple system rooted in Iranian–Islamic culture and responsive to contemporary societal challenges, with strong potential for application in teacher education, in-service training, and performance evaluation.
کلیدواژهها [English]
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