Modern Educational Approaches
N. Karimi; H. Vahedi
Abstract
Background and Objectives: The educational Burnout and task value are among the most important variables in the field of education. Educational burnout refers to feeling of tiredness in doing tasks and study, as well as a pessimistic Attitude to education and curriculum and a feeling of inadequacy. The ...
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Background and Objectives: The educational Burnout and task value are among the most important variables in the field of education. Educational burnout refers to feeling of tiredness in doing tasks and study, as well as a pessimistic Attitude to education and curriculum and a feeling of inadequacy. The task value is one's perception of tasks and its importance, which includes the components of interest, importance, and usefulness. Research has shown that these two variables can affect academic outcomes. The purpose of this study was to investigate the effect of training math skills in physics education on improving the task values and reducing the educational Burnout of 12th grade students. In this regard, the present study aimed to compare students with and without training math skills in physics education in terms of the educational Burnout and task value. Materials and Methods: The present research method was a quasi-experimental design as a pre-test-post-test with a control group. In this study a sample of two classes with 36 students from the 12th grade math-physics students from the statistical community of students of the District 1 of Tabriz was selected in the first semester of the 2018-19 academic year. The students in this study were selected by Targeted Sampling and then randomly assigned to two experimental and control groups. Students in the experimental group were exposed to math skills training for 8 sessions and the control group received traditional training over the same period. The training math skills in physics education package has been prepared by physics teachers and reviewed and approved by professors in the field of education and physics at the university. This package included justifying students about training math skills and their applications in training physics concepts such as vector analysis in physics, linear function and its application in physics, Quadratic function and its application in physics ،Tangents and slope. Both groups were evaluated before and after the study by educational burnout and task value questionnaires. The obtained data were analyzed using covariance method. Findings: The results of study showed that there is a significant difference between the two groups in terms of their educational burnout. Students who had math skills training in physics education demonstrated lower educational burnout in compare with control group. The results also showed that there was a significant difference between the two groups in the task value. The results show that students who have been taught math skills show a higher task value. Conclusion: The results of the research confirm the effect of teaching math skills in physics education on improving the task values and reducing educational burnout of students.The results can be used in the field of education. In this regard, it is suggested that in order to improve the task value and reduce academic burnout and consequently to improve academic outcomes, the teaching math skills in physics education should be considered. The study did not examine burnout subscales. In future researches, it is suggested that the effect of teaching math skills on physics education on the subscale of academic burnout be examined.
Teacher Education
H. Vahedi Kojanagh; N. Karimi; R. Rezaei; A. Esmail Pour
Abstract
Background and Objectives:In the ideals proposed by experts for education systems in the twenty-first century, the teacher is mentioned as the fulcrum of any change. Competence is a set of knowledge, skills and abilities of a particular job that makes a person successful in performing tasks. In recent ...
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Background and Objectives:In the ideals proposed by experts for education systems in the twenty-first century, the teacher is mentioned as the fulcrum of any change. Competence is a set of knowledge, skills and abilities of a particular job that makes a person successful in performing tasks. In recent educational research, the term professional competence is used to describe the specific prerequisites that teachers need to succeed in their work. It is assumed that this professional competence can be learned and taught. Professional competence includes having professional knowledge as well as motivational and emotional aspects. Professional knowledge is divided into different types such as content knowledge, pedagogical content knowledge and pedagogical-psychological knowledge. A teacher's competence refers to his or her ability to adequately meet the demands and requirements of the teaching profession, using an integrated set of knowledge, skills, and attitudes that manifest in the teacher's performance and response. Based on the growth model of teachers' professional competence, the psychological characteristics of the teacher seem to play an important role in gaining learning opportunities. In addition, it has been suggested that beyond specific subject knowledge, more aspects of the teacher, such as teachers' beliefs and motivational and emotional characteristics, are important prerequisites for educating and motivating students. The aim of this study is to investigate professional qualifications among teachers graduated from Farhangian University, former Teacher Education Centers and other universities. Methods: The method of the study is causal-comparative. The sample was comprised of 210 teachers in three groups that graduated from Farhangian University, former Teacher Education Centers and other universities such that the groups were similar in demographic factors. All subjects assessed by teacher professional qualifications questionnaire. The results of two-way analysis of variance show that teachers’ professional qualifications in three groups are different. Findings: The results of the cognitive qualification show that Farhangian University’s graduates have the best state. In management qualification, the difference between Farhangian University’s graduates and former Teacher Education Centers’ graduates is not significant but this difference is significant when other universities’ graduates are considered. Attitude qualification difference is not significant between the groups. Conclusion: The results of this study showed that the professional competence of teachers is significantly different. The cognitive competence of Farhangian University graduates is higher than other graduates. Graduates of teacher training centers also have higher cognitive competencies compared to graduates of other universities. In terms of managerial competence, the graduates of Farhangian University have not shown a significant difference with the graduates of teacher training centers, but they are in a better position compared to the group of graduates of other universities. In this case, the difference between former teacher training graduates and other universities is not significant. In attitudinal competence, the difference between groups of teachers is not significant, meaning that these three categories have equally developed attitudinal competence in their graduates.
