نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزشی علوم تربیتی، دانشکده علوم تربیتی و روانشناسی ، دانشگاه محقق اردبیلی ، اردبیل، ایران
2 دانشکده علوم تربیتی و روان شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Schools in Iran are considered one of the main contexts for introducing and explaining the values associated with the Islamic Revolution. Nevertheless, the everyday experiences of teachers and students in this process have received limited attention. Using a qualitative approach grounded in interpretive phenomenology, this study explores how these values are represented and experienced in the school environment. Participants included 28 teachers and students from three provinces with different cultural backgrounds who were selected through purposive sampling. Data were collected through semi‑structured interviews and analyzed using Braun and Clarke’s thematic analysis with an emphasis on interpreting lived experiences.The findings indicate that the representation of values in schools occurs at three levels. The formal level is reflected in textbooks, curricula, and school ceremonies. The interactive level relates to the ways teachers and school administrators interact with students in everyday school life. The lived‑experience level is shaped by factors such as family, media, new communication networks, and peer culture. The interaction of these levels plays an important role in shaping students’ understanding of and attitudes toward these values.The results suggest that value transmission in schools is a multidimensional process embedded in broader social contexts.
کلیدواژهها [English]
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