JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT
Year:2020 | Volume:5 | Issue:3 (17)|Papers Count:6

The purpose of this study was to investigate the effect of information and communication technology on innovation, creativity, and knowledge sharing among faculty members of Shahid Rajaee University of Technology in Kashan. The present study is of applied and survey-correlation type. The research community consisted of 85 who were selected from among 116 professors of Shahid Rajaee Technical and Vocational University in Kashan. The data collection instruments consisted of the Information and Communication Technology Questionnaire (Mahmoodi, 1392), Standard Creativity Questionnaire (Torrance, 1959), The Innovation Questionnaire (Martin, 1965), and Knowledge Sharing Questionnaire (JQB) (Jacob et al., 2007). The data were analyzed using descriptive and inferential statistics including Pearson correlation coefficient and linear regression. Findings of the research showed that, based on Pearson correlation coefficient, information and communication technology has a significant relationship with the sharing of knowledge, creativity, and innovation. Moreover, Information and Communication Technology significantly affects sharing knowledge and innovation and creativity of faculty members of Shahid Rajaee Technical and Vocational University in Kashan.

The main purpose of this study was to investigate the use of the Internet in order to promote professional development among primary school teachers in Isfahan. Statistical population included all 1969 teachers of districts 1, 3 and 4 of Isfahan. 170 teachers (67 were from district 1, 57 from district 3 and 46 from district5) were chosen as the statistical sample based on stratified sampling method. Research instruments was a researcher-made questionnaire surveying the Internet use at the educational system among primary school teachers in Isfahan. The validity of the questionnaire was examined by the view of experts and its reiliability was calculated by Cronbach Alpha (r= 91%). To analyze data, descriptive and inferential statistics were employed. The findings showed that the participants use internet for scientific and research purposes for professional development at a high level. They, to some extent, use internet services for promoting professional development. Most of the teachers’ awareness about the effectiveness of using internet in the promotion of professional development was at the level but their use of internet in this respect was at the moderate level.

The purpose of this article is to analyze the Persian language and literature internship curriculum by considering students' skills in writing educational designs. To achieve the goal, the qualitative research method was used with semi-structured interview tools and the text of the interns' reports. Sampling was purposeful. Participants were eight female theachers entering the Shahid Bahonar Higher Education Center in Farhangian University in Tehran in 91 and 92. First the text of the interviews, the transcripts and the data were extracted; Data were also removed from the interns' report, then, the data set was analyzed by thematic content analysis method. Findings collected from information sources were considered to be separable in terms of content and level of professional skills, and in the combination of these two levels. The results of this study show that during the internship, the students in question in writing educational designs on the subject of writing, did not fully meet the required competencies, various reasons for it can be mentioned: Course with school courses, and inappropriate teaching methods and strategies; i n the internship curriculum: failure of educational activities, failure to address the knowledge and methods appropriate to the teaching of this subject; And in educational design writing topics: weakness in organizing the design process.

The purpose of this study is to predict students' academic achievement based on motivational strategies, metacognitive strategies and academic purpose in the ninth grade science course. The statistical population of this study includes all ninth grade female students of high schools in Qom in the academic year of 1397-98. Sample of the study (N=331) was selected based on random sampling method using Morgan sample size sampling table. For data collection, two standard questionnaires of the motivational and metacognitive strategies questionnaire (Digrott, 1990) and the academic goals questionnaire (Beaufort et al. 1998) were used. The reliability estimations of the instruments were 0. 88 and 0. 81, respectively, based on Cronbach's alpha. The students' scores on the final exam of the ninth grade science course were taken as academic achievement. The findings showed that there is a relationship between the students' metacognitive strategies and academic achievement in the ninth grade science course. Moreover, there is a relationship between the students' academic goal and their academic achievement. In conclusion, it can be said that improving motivational and metacognitive strategies and highlighting students' academic goal might increase their academic achievement.

This study aimed to test the causal relationship between social practices of teaching and teacher's socio-emotional skills with teachers' emotions. For this purpose, 310 teachers (155 males and 155 females) from the sixth grade of Yazd elementary schools were selected based on cluster random sampling in the academic year of 2019-2020. They responded to the questionnaire of social practices of teaching and socio-emotional skills of teachers (Department of Education staff, 2014) and teachers' emotions (TES) (Frenzel et al., 2016). The results of the structural equation model analysis using empirical data showed that teachers 'emotions directly influences the exogenous variables of social practices of teaching and teacher's socio-emotional skills. The results of the research indicate that teachers who have socio-emotional skills and are involved with teaching social activities, experience the intense emotions and have a positive relationship with their students. The results also showed that teachers have socio-emotional skills, experience more positive emotions and have positive relationship with their students. Therefore, teachers need social practices of teaching and socio-emotional skills to boost their positive emotions and control their negative emotions.

The purpose of this study is to determine the relationship between professional maturity and innovative behaviors in teaching among teachers of the second period of elementary schools in the second district of Shahr-e-Rey. The present study is a descriptive and correlational research. The population of the study consisted of all the teachers teaching at the second period of elementary schools in the second district of Shahr-e-Rey in the academic year of 2019-2020. From among the population, based on Cochran formula, 100 teachers were selected according to simple random sampling method. In order to collect information, the professional maturity questionnaire (Savikas & Profley, 2011) with the Cronbach's alpha coefficient of 0. 67 and a researcher-made innovative behaviors questionnaire with Cronbach's alpha coefficient of 0. 86 were used. The obtained data were statistically analyzed via Pearson correlation coefficient and multivariate regression analyses using SPSS software (version 26). The results showed that professional maturity and its components including concern, curiosity, self-confidence and counseling are significantly and positively correlated with innovative behaviors. Moreover, the components of professional maturity, including concern, curiosity, self-confidence, and counseling, can predict teachers’ innovative behaviors in teaching.