The Design Knowledge Patrn of Junior high School Science Teacher Based on Grounded Theory

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Aftabi p.; ALIASGHARI M.; GHADERI M.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Journal: RESEARCH IN TEACHING Year:2019 | Volume:7 | Issue:2 Page(s): 161-188

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Information Journal Paper

Title

The Design Knowledge Patrn of Junior high School Science Teacher Based on Grounded Theory

Author(s)

Aftabi p. | ALIASGHARI M. | GHADERI M. | Issue Writer Certificate

Keywords

content knowledgeQ1

scientific knowledge and skillsQ1

pedagogical knowledgeQ1

classroom managementQ2

hardware and softwareQ2

internetQ2

Abstract

Aims: The purpose of this study was to provide a model for the knowledge of the first high school teachers in Kurdistan province. Methods: The present research method was a special type of qualitative research tradition called the Grounded Theory. The statistical population in this study was the first high school experimental science teachers and the sample selected in this study was 16 (8 female and 8 male) science teachers who had valuable life experiences in the field of knowledge needed for teaching and teaching science. Purposeful sampling was used to select the sample. Data were collected using semi-structured, in-depth and open-ended interviews with first grade teachers. Interview data were analyzed using Strauss and Corbin coding technique and three stages of open coding, axial coding, and selective coding, and were analyzed by content analysis method. Conclusion: The findings showed that the primary knowledge teachers' knowledge base was influenced by factors such as causal conditions (managerial, individual factors of teachers, teaching science and scientific culture); science teachers knowledge acquisition strategies (organization planning, program implementation, personal planning and action planning). It was the context (transparency of science teachers' knowledge, economic factors of teachers, appropriate management and skills and abilities of teachers) and intervening conditions (teacher management factors, teachers' attitudes and teachers' autonomy and identity) that ultimately led to improved (self-regulation) outcomes. Teachers, Increasing Competence, Promoting Professional Ethics, and Increasing Efficiency and Effectiveness a Instructional) became a teacher.

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APA: Copy

Aftabi, p., ALIASGHARI, M., & GHADERI, M.. (2019). The Design Knowledge Patrn of Junior high School Science Teacher Based on Grounded Theory. RESEARCH IN TEACHING, 7(2 ), 161-188. SID. https://sid.ir/paper/262627/en

Vancouver: Copy

Aftabi p., ALIASGHARI M., GHADERI M.. The Design Knowledge Patrn of Junior high School Science Teacher Based on Grounded Theory. RESEARCH IN TEACHING[Internet]. 2019;7(2 ):161-188. Available from: https://sid.ir/paper/262627/en

IEEE: Copy

p. Aftabi, M. ALIASGHARI, and M. GHADERI, “The Design Knowledge Patrn of Junior high School Science Teacher Based on Grounded Theory,” RESEARCH IN TEACHING, vol. 7, no. 2 , pp. 161–188, 2019, [Online]. Available: https://sid.ir/paper/262627/en

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