چكيده لاتين
The purpose of the current research is to investigate the obstacles and solutions to the implementation of the Waldorf approach in the preschools of Isfahan city. The research is qualitative and its method is phenomenology. The information needed for the research was collected through interviews. The statistical population of the research included 26 people from the two groups of managers (8 people) and trainers (18 people), and due to the type of research method, i.e. phenomenology, it was necessary for people to participate in the research who had previous experience working in the Waldorf approach or in They are currently working. Therefore, 12 participants were excluded, and finally the statistical population consisted of administrators (5 people) and preschool teachers (9 people) who have at least 5 years of work experience in schools and centers with the Waldorf approach and in the field of educational sciences of all orientations with priority on education. and preschool and elementary education or psychology have a bachelor's or master's degree. The sampling method is purposeful and it was done using the snowball method. Content validity was used to determine the validity of the interview questions. Data analysis was also done by categorization and coding method.
The results showed that according to the opinion of the interviewees, the obstacles to implementing the Waldorf approach can be classified into 6 groups: managerial, systemic, structural, cultural, human resources and financial obstacles. Each of these categories also includes branches.
Solutions were provided for each of the obstacles. For managerial obstacles and lack of support, senior managers suggested justifying managers, and for lack of ability in change management, they pointed to participation in management courses, study and research about change management by managers, and getting help from a consultant or guide. In the section of systemic obstacles, for the centralization of the education system, the localization of the Waldorf approach, for the inefficient and inappropriate educational program, the holding of training courses and the preparation of books and pamphlets, the preparation of educational packages, and for the lack of suitable content, the production of suitable content and books is suggested. They gave. In the section of structural obstacles, they pointed to preparing an organizational chart for working against the direction of the organization, creating a feeling of need for the Waldorf approach, for ambiguous and unclear responsibilities. For cultural barriers and its branches, i.e. insufficient participation and sharing of information, holding seminars and webinars, cooperating with universities and informing students, holding family education meetings, holding internships, preparing brochures and using virtual space for information. And for resistance to change, awareness of work results was mentioned. In the human resources section, human resources training and for financial issues the cooperation of families, students and volunteers, contracts with relevant organizations, cooperation of families and the holding of a discount festival, payment of tuition installments were emphasized
