RESEARCH IN TEACHER EDUCATION
Year:2017 | Volume:1 | Issue:1 |Papers Count:7

This study aims to the extracting the dimensions of effective teachers with regard to provide a conceptual framework of education and teacher training. The research methodology is mixed that it has been done by using of documents content analysis, descriptive-analytical and qualitative method. In the first part Statistical society includes all available internal and external research and theoretical texts, related references, and upper documents of Islamic Republic of Iran education system which are purposefully selected and considered; the numbers of considered documents are 40 cases. to collect the data check list used that Reliability approved by 3 experts university and validity by test-retest (α =/91). The major findings reveal 138 character that those sort in 5 dimensions with 37 items: professional competences (with 3 components), personality characteristics (with 9 components), classroom management (with 5 components), teaching skills (with 10 components), monitoring and evaluation (with 10components). Conceptual framework of education and teacher training has been designed in the second part. In section 3 also Statistical community includes curriculum specialists Tehran’ s universities (N=31) that were selected 10 people with Purposive Sampling. White criteria of Lincoln & Guba (Credibility, Transferability, Dependability and Conformability) Trustworthiness research is considered. The proposed conceptual framework was received the general approval of the curriculum specialists.

The present research aims to “ design a curriculum model for elementary teacher education in line with the fundamental reform document of education” (FRDE). In doing so, the normative inquiry and the qualitative content analysis of data were used. We reviewed the theoretical and research background of the teacher education curriculum. The FRDE and the theoretical foundations of the reform document were studied and the concepts which were related to education were categorized using thematic analysis. In the first step, the principles of teacher education curriculum were determined. To explain these principles for elementary teacher education, we interviewed 6 scholars who have written the theoretical foundations of the reform document, as well as 14 connoisseurs in the field of education. In this process, five principles were achieved: Wise freedom continuous evolution, authenticity and authority of trainers, gaining competencies, the encounter and the experience. Finally the components of teacher education curriculum were specified: ultimate values, goals, content, method, the role of teacher, evaluation, climate, time, place and sustainability and improvement. According to the approach of training competent teacher, the necessary competencies for elementary teacher training were designed in the form of a model. The present research aims to “ design a curriculum model for elementary teacher education in line with the fundamental reform document of education” (FRDE). In doing so, the normative inquiry and the qualitative content analysis of data were used. We reviewed the theoretical and research background of the teacher education curriculum. The FRDE and the theoretical foundations of the reform document were studied and the concepts which were related to education were categorized using thematic analysis. In the first step, the principles of teacher education curriculum were determined. To explain these principles for elementary teacher education, we interviewed 6 scholars who have written the theoretical foundations of the reform document, as well as 14 connoisseurs in the field of education. In this process, five principles were achieved: Wise freedom continuous evolution, authenticity and authority of trainers, gaining competencies, the encounter and the experience. Finally the components of teacher education curriculum were specified: ultimate values, goals, content, method, the role of teacher, evaluation, climate, time, place and sustainability and improvement. According to the approach of training competent teacher, the necessary competencies for elementary teacher training were designed in the form of a model.

The competency of any educational system depends on professional capabilities of its teachers. Since materialization of any goal in education system depends on teachers as human resources and it is not possible to evolutionalize the educational system without the cooperation and participation of successful teachers, this research aims to evaluate the adaptation of the teacher training curriculum for the practical competencies in real-world of work (school) situation. Therefore, to materialize our goals, we used the phenomenological approach and recorded the experiences of successful and effective teachers and their common experiences about the cause of their achivements. The findings of this phase shows: Effective communication and motivation, scientific capabilities of teachers on the educational content, diversity in teaching methods with a view to facilitate the learning process, the use of educational technology, process monitoring of students learning and fostering of thinking. Although, the most emphasize was on the kind relation between the teacher and students and using discussion as the teaching method and also as the cooperate learning through cyberspace and social networks as an effective tool for education in 21st century. In the second phase of research, we considered the macro national curriculum plan (architecture) of the teacher training approved in 1394. We have been really interested to see which competencies were considered in this document that can help student-teachers to achive the predetermined goals? This document comprises core competencies such as: content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and general knowledge (GK). The comparison between the results of both phases of the study showed common elements of interested areas among successful and effective teachers and the teacher training curriculum. But the important issue in Iranian teacher training curriculum that should be noted is the materialization of these competencies for training the students. Due to some limitations, they are not able to conduct the internship program currently. In this research, we purposed to form successful teacher association and internship program to be conducted by such society with using appropriate apprenticeship model. It seems that with the formation of this association and delegation of authority and delegating some responsibilities of Farhangian university, we can attain more benefits from the potential and capabilities of human resources in the education system.

The purpose of this study is to investigate the reasons of why high school managers and teachers in chemistry are not interested in accepting interns in schools. Qualitative method of phenomenology was used. Data were gathered through an unstructured interview. Participants were selected via purposive sampling method and a total of 20 managers and 15 teachers in Mashhad high schools were fully interviewed. The results are presented as twelve different categories and three axes, including weakness of managers and teachers in knowledge, attitude and skill regarding the new internship program. These categories are: Unawareness of positive outcomes about the new internship program, sticking to habits and traditions, prejudgment about accepting interns based on having some bad memories of past interns, distrust toward interns-mentor and feel job insecurity, avoidance of more responsibility, insufficient skills for organizing and controlling affairs in school or classroom, insufficient skills for using positive outcomes of the new internship program, teachers’ inability for correcting their behavior or knowledge weakness, unsuitable physical environment in some classrooms, insufficient number of appropriate schools for internship, disinclination of parents about having interns in schools and some official and security problems.

This article aims at analyzing the teacher education curriculum on four countries: Australia, Canada, Malaysia and India is a multicultural perspective. The results of this study provide implications for multicultural curriculum of teacher training system in the framework of the curriculum strategies. The four countries selected for the study were therefore valuable experiences in the field of multicultural curricula are designed. The research, qualitative content analysis so that the resources of these countries in terms of multicultural teacher education curriculum documents have been analyzed. The results of the study may be mentioned the following: Each of these countries somehow make changes in their teacher training system that manifests multicultural approach. Some countries in the goals and strategies of others in the program, have given the multicultural component. Others focus on reform and the reform of laws, regulations and standards development, try to provide multi-cultural education. It seems that often results can be multi-cultural curriculum of teacher training system was operational.

The aim of this study was to investigate teachers' professional identity from the perspective of student-teachers of Farhangian University. This type of research is mixed (qualitative and quantitative). Statistical population is all of the final year student-teachers of Farhangian University in East Azerbaijan province in 748. Sampling was stratified-ratio. The sample of 254 individuals was determined according to Morgan. For the qualitative, data was collected from an open-ended question which asked participants about their perceptions of the profession. 22 statements were used for the quantitative part to elicit participants’ constituent factors of teacher’ s identity. Simple categorization was used for the analysis of qualitative data and factor analysis was used to analyze the quantitative section. The open-ended question showed understanding the realities of teaching, the lack of compatibility with teaching profession and teaching as a noble profession. For the second part, five factors were extracted with ‘ role of teaching and learning’ emerging with the highest mean.