TVET
H.R. Arasteh; M. J. Haji qasemi; A. Nave Ibrahim; H. Abbasian
Abstract
Background and Objectives: Teacher recruitment and selection is of great importance. Therefore, the purpose of this study was to provide a local model for the admission of technical and vocational teachers in Iran. Considering the fact that this research seeks to design a local model for accepting ...
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Background and Objectives: Teacher recruitment and selection is of great importance. Therefore, the purpose of this study was to provide a local model for the admission of technical and vocational teachers in Iran. Considering the fact that this research seeks to design a local model for accepting technical and vocational teachers in Iran, and the results of the research can be used immediately in the target community and improve its situation, the study in terms of its goal is an applied research. The model designed in this study, supervising teacher training, meets the domestic need for policy and is in line with the theoretical and practical conditions and considerations of teacher education admission in Iran. The Ministry of Education can use this model to plan for the admission of committed teachers to have the expertise required by the vocational schools and ultimately improve the technical and skill level of the educational system. Methods: To identify the indicators, a comparative study of leading countries was used by George Brady method (comparative study method with four stages: description, interpretation, proximity and comparative). To evaluate and compile the initial and conceptual model of the research from the community of experts and university professors in the technical and vocational field using the Delphi technique (cheap, versatile, objective, non-threatening and easy to identify and understand with great flexibility, the possibility of using broadly, no need for interviewer training, anonymity, open discussion, identification and underlying understanding of the subject, gaining consensus in opposing groups, content validity and program design with relative support of participants, lack of influence of ideas and personality, unbiased views along with honesty in expressing ideas and options) and a purposeful sampling method of 10 people in two stages. The method of data collection in the qualitative part for the Delphi method was that a semi-structured questionnaire including a survey on the dimensions and components of the proposed model with 46 items (indicators) was sent to the sample (experts and academic experts). Findings: This research is among the qualitative studies with Delphi technique. By calculating the coefficient of agreement, the Delphi stages converged in the second stage. The result of performing the two Delphi steps was that the dimensions of the proposed pattern (initial, middle and final); components of the proposed model (physical, mental and social skills; having the required level of knowledge and expertise; passing pre-service training courses; passing internship courses; gaining points in the final exam and interview and interest, commitment and motivation in teachers); and 40 indicators were determined and specified. Six indicators were removed from the index due to overlap. Conclusion: Indigenous model of admission of technical and vocational teachers was proposed in three dimensions (primary, intermediate and final admission); six axes (physical, mental and social skills; having the required level of science and knowledge; passing pre-service training courses; passing internship courses; gaining points in the final exam and interview; interest, commitment and motivation in teachers) and 40 suggestion indicators.
