RESEARCH IN TEACHER EDUCATION
Year:2018 | Volume:1 | Issue:3 (4) |Papers Count:7

This study aimed to identify the educational needs of the teaching faculty professional development, cultural, exploratory mixed method has been done. In the qualitative sample of 12 patients were selected through purposive sampling through focus groups and semi-structured interview process was conducted in 6 sessions. After identifying the skills and concepts in a small section of the questionnaire were evaluated. In this section, samples consisted of faculty departments (education, math, literature, counseling, English, chemistry, physics, physical education, theology, biology) And provinces (Khorasan, North Khorasan, South Khorasan, Kermanshah, Isfahan, Tehran, Hamedan, Kurdistan, Kohgiluyeh and Boyer Ahmad, Golestan) University teachers in the number of 1360 people were Of which using Cochran Formula 300, stratified random sampling were selected as sample. Its validity was confirmed by a number of education experts And the reliability of the initial implementation on a sample of 30 was determined using Cronbach’ s alpha coefficient The coefficient for the questionnaire teaching, to teaching, the teaching, teaching evaluation, technological and other skills, respectively, 0/727, 0/757, 0/814, 0/818, 0/837 and 0/762 respectively Is, Descriptive statistics were used to describe data and to assess the need for training, the importance factor As well as the differences between demographic characteristics in terms of the need for training of inferential statistics were used. The results showed that teaching skills in the categories of scientific expertise in the field with 52/3 percent, the skills taught in the categories of theories of learning to 54/1 percent And scoping and planning with 35/3 percent, in addition to teaching skills appropriate to the subject matters proposed method with 65% Time Management with 61/2, class power management and leadership 55/4, technological skills in the categories of software training video production with 61/4 percent, domain software content 58/7, teaching methods systems with 56/6, ICDL with 55/7, Production of multimedia training software 54/4 And the software provided with 53/4, in other skills needed in the field of English language teaching has been reported with 55/6 percent.

The purpose of this study was to investigate student-teachers’ narratives about the identification of effective factors in the creation of professional identity. The research approach used in this research was qualitative and type of research was the narrative approach. The data gathering tool was the autobiographical and biographical writtings of student-teachers in the form of Bachelor project. The method of selecting participants was purposeful and desirable items. To this end, 22 undergraduate projects were selected for analysis. At the stage of research implementation, at first, the researchers reviewed the autobiographical writtings of student-teachers. In the stage of reviewing the narratives of the student, the experiences of the student in three periods, the experiences of the pre-university student, the experiences of a student, a prediction about his future teacher, were described, encoded and interpreted in the form of self-referencing and outobiogeography. After extracting the initial codes and naming the axes in the calendar stages, based on the information obtained, the factors that contributed to the development of the professional identity of the concepts arose. Because, in the validation of the concepts derived from the interview from the student teachers, the effect of the pre-university era in building a teacher’ s identity, and the four-year period of teacher training, has influenced by the development of the teacher’ s identity. So that even this period, from the perspective of the interviewees, can be explained better than in the pre-university period in terms of curriculum planning, educational facilities, and academic level of instructors.

The purpose of this study is to identify, design and test the model of the progressive patterns of professional learner community in elementary schools in a mixed research method. In the qualitative section, 26 professors and Ph. D. students or graduates of Ph. D. in educational management, directors, educational deputies, and teachers of primary schools in the cities of Tehran province were selected through a targeted theoretical sampling with the strategy of maximum variation up to theoretical saturation were chosen. The data were collected through semi-structured and deep interviews and analyzed by coding inductive content analysis with three open, axial and selective levels. The faculty and content validity was confirmed by 8 professors. To determine the reliability, the agreement between the two coders (an intra-subject agreement) has been used. Progressions were identified in 5 dimensions by 43 marker including leadership education (12 markers), organizational culture (13 markers), participatory learning (12 markers), and organizational structure (6 markers) with a communication model in a specific conceptual model. The quantitative part also includes 481 elementary elementary students through multi-stage cluster sampling from the elementary schools of the twenty-wikipedia regions of the province of Tehran using Krejcy and Morgan tables. Data were collected by a researcher-made questionnaire. With a convergent validity of above 50/0 and a composite reliability of above 0 70/0. Quantitative data analysis using the first and second order confirmatory factor analysis through Smart-PLS software indicates the accuracy of the indicators for measuring the structures. The results obtained from three indicators of path coefficients, determination coefficients and predictive relationships confirm the conceptual model presented.

The purpose of this study was to assess the quality of perfomance of the new curriculum of elementary education at Farhangian University through studying and evaluating the approaches, components and elements governing the program. The type of research is applied and its method is descriptive-analytical (hybrid). The statistical sample of the questionnaire section was composed of 41 staff and 263 students, interviews with 20 staff members and 85 students, and 35 reports of the students in the primary education department of the year 1395 and the upstream documents. The data gathering tool was a researcher-made questionnaire, interview form and check list. The validity of the tool was confirmed by five university professors and the Cronbach’ s alpha coefficient questionnaire questionnaire was calculated to be 0. 97. According to the results of the research, the ruling approach to implementation of the program has been more loyal. The extent of attention to the governing approaches to program design and review, and the extent of the program’ s impact on creating competencies was below the average. Although the program’ s objectives have been well-designed, there have been many problems with implementation. Educational content did not have much to offer. Most of the challenges and problems of implementing the program are due to the lack of knowledge and skills necessary for educators and that the university has not been in a favorable position in terms of facilities, equipment and space. Teaching-learning processes and methods for managing and monitoring the implementation of the program were also not appropriate.

Evaluation is one of the important elements of the curriculum and the educational system, which is a means to achieve educational, training outcomes. Teachers’ lived-experiences about the recent changes in the quantitative and qualitative evaluation system in the elementary period, while representing the strengths and weaknesses of learning processes, provide a good ground for improving the quality of the evaluation system. In the present study, it has been attempted to understand and reflect the impact of changes in the system of evaluation in the learning process by examining the experience of elementary school life. To this end, based on the interpretive phenomenological method and using a semi-structured interview technique, data were collected from 14 male and female teacher participation in the Tehran-Tehran region selected by purposeful sampling method of the criterion type. Collected data has also been analyzed using the Kolaizi’ s seven-step strategy. The findings show that teachers’ perception of changes in the evaluation system can be classified into two categories: “ critical look” and “ positive look” . An in-depth analysis of teachers’ narratives contradicting the changes in the elementary education system has led to the identification and classification of three main reasons, including the “ subjective evaluation of oral and written lessons, ” “ lack of adequate monitoring and follow-up” and “ lack of attention to the teacher’ s position. ” Also, a deep analysis of the narratives of the advocates of the changes in the evaluation system has led to the identification and classification of three main reasons, including the “ necessity of applying new methods” , “ not paying much attention to the final tests” and “ having a positive attitude in students” . Finally, the reasons for agreeing and opposing the implementation of changes in the evaluation system from the teachers’ point of view are classified in four main themes and thirteen sub-themes.

Learner organizations are continuously expanding their capabilities in terms of creativity, innovation and transformation, which are mainly possible through the training and the efficient exploitation of human resources and the improvement of processes. In this regard, the role and influence of Farhangian University as a learner organization in educating the teachers of the country is of high importance. In this regard, the present study aims to explain the role and influence of Farhangian University as a learner organization in educating teachers in the country, emphasizing on the main dimensions and components. This research is qualitative and objective based on research and developmental research. The statistical population of the study consisted of experts and academic subjects; directors and deputies (headquarters / queues) at Farhangian University and the headquarters of the Ministry of Education and related documents and texts. In sampling, purposeful methods and documentation (in the field of categories and dimensions) have been used. To collect and analyze data, the method of data-based to saturation boundary has been used. The main findings of this study are the elaboration and explanation of the main elements of the transformation of Farhangian University into the learning organization in the dimensions of leadership and organizational insight, organizational culture and human resource management, role in society, accessibility and resources, innovation and creativity, information and communication technology, and universal access, political conditions, economic conditions, social conditions, technological conditions (general dimensions), and the following components of each dimension, to transform the Farhangian University into a learner organization along with the presentation of a conceptual model.

The purpose of present research was to identify the perceptions and interpretations of experts, managers and students about the quality assurance of how to educate and prepare a student in Farhangian University. For this purpose, qualitative study was conducted with a phenomenological approach. 11 experts, 9 managers and 8 students were selected through purposeful sampling with method of maximal variation. An unstructured interview was used to collect data. After a coding by the researcher, was conducted reliability and validity. The reliability of recoding by the researcher was 0. 90. The thematic analysis method was used to identify the topics and quality assurance categories of student-teachers. Finally, 6 factors were identified as perceptions of the quality assurance of student education, which include monitoring and continuous improvement, achieving goals and standards, updating goals and standards, teacher professional competencies, results and accountability.