Educational Technology
Sh. Bakhshaliizade; K. Fathi Vajargah; M. Arefi; A.R. Kiamanesh
Abstract
Background and Objectives: Third Mellenium World is a world that is faced with rapid scientific, cultural, and technological change. Increasing access to education services at higher education levels has resulted in admission of students with personal differences to higher education institutes. The change ...
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Background and Objectives: Third Mellenium World is a world that is faced with rapid scientific, cultural, and technological change. Increasing access to education services at higher education levels has resulted in admission of students with personal differences to higher education institutes. The change in the higher education context is associated with a change in the roles and responsibilities of faculty members. Therefore, in order to fulfill their duties and take their responsibilities, it is necessary for faculty members to deploy their understanding, knowledge, and skills in different areas and improve them in accordance with the changes that occur in the society and deploy the teaching-learning approaches to take these differences into consideration. This study is aimed at identifying the qualifications required for becoming a faculty member at higher education institutes on the basis of their roles and responsibilities. Materials: This study is a Basic Qualitative research with a pragmatic and epistemological, interpretive / constructivist approach. First, the documents related to the teaching qualifications in higher education were collected. Then, in order to understand the views and experiences of the Iranian universities’ faculty members, semi-structured in-depth interviews with 14 faculty members were conducted. The documents were described in a qualitative Metasynthesis approach in terms of concepts and themes in a deductive manner within the research context and on the basis of a theoretical framework, and, then, they were analyzed along with the concepts and themes identified in the interviews in an interpretive (deductive and inductive) manner and in the last stage, the concepts and themes were inductively integrated and interpreted and line-by-line coding in MAXQDA 10 was used to analyze the documents and interviews. Findings: In this study, 349 semantic units (open codes), 32 categories and 9 themes (competencies) were extracted which are as follows: Competencies related to: futurology (futurism, risk-taking, entreprenuership), professional ethics ( no abuse of powere, observing students’ boundary, attending with readiness, assuming responsibility for educating the community and observing professionalism), personal competencies (personal identity, ethics and personal behavior, being up-to-date, problem-solving ability and thinking skills), interpersonal-social competencies (cultural identity, effective communication skills, role modeling, patnership and cooperation), organizational competencies (organizational identity, familiarity with objectives and missions of the organization, familiarity with roles including offering services competencies, research competenceies, education competencies, management competencies (self-management, leadership, occupational management, resource management, teaching-learning management, preparation and learning environment management, research management, education-research guidance, planning and organization), practical competencies ( the ability to connect science and practice, effectiveness), writing competencies (knowledge of language and academic writing), and competencies related to acceptability in the communities of practice (scientific community approval. Conclusion: Analysis of the findings showed differences between competencies identified among faculty members in Iran and outside Iran. 10 out of 14 interviewees pointed out abuse of others’ scientific abilities and abuse of power by some faculty members in their own professional condition which probably indicates the need to emphasize this principle in the Iranian higher education society whereas foreign documents mostly emphasized technology. Not mentioning this issue in the interviews by most professors may indicate that some faculty members in Iran are not still amiliar with this concept. The competencies identified in this research can be used to make informed decisions and to determine the required content for the development programs of the candidates intending to cooperate with the higher education institutes as faculty member.
educational psychology
Sh. Mirzaie; A. Kiamanesh; E. Hejazi; Sh.S. Banijamali
Abstract
Background and Objectives:In academic situations, having the opportunity to succeed and rebuild learning increases students' self-confidence in achieving success. Teaching such learners the path to progress and showing the results of hard work makes them strive to master the learning situation. The result ...
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Background and Objectives:In academic situations, having the opportunity to succeed and rebuild learning increases students' self-confidence in achieving success. Teaching such learners the path to progress and showing the results of hard work makes them strive to master the learning situation. The result is a sense of control and autonomy along with a sense of value. Such instance causes the learner to insist, commit, and work harder without fear of failure to achieve success. Therefore, the importance of the present study is to theoretically determine and discover the model or how to place individual and environmental factors affecting academic resilience. From a practical point of view, this study aims to clarify the importance of individual and environmental factors affecting resilience in education. The aim of this study was to explore the relationship between motivating tasks and academic resiliency and Also determination mediating role of mastery goals and perceived competence. Methods: The present study utilizes a correlational research method using causal relationship modeling methods. The research method applied to this study was structural equation modeling. The target population of the study comprised Tehran universities students who were studying at education and psychology faculties in the academic year of 2014-2015. The sample consisted of 414 students who were selected by random cluster sampling method. In other words, the sampling unit was the classes rather than the individuals. The instruments used in this study were: Classroom Goals Structures, Achievement Goal Orientation, Perceived Competence Scale and Academic Resiliency Questionnaire. Findings: The results revealed that motivating tasks has direct effect to predict academic resiliency. Furthermore, mastery goals and perceived competence mediated the relationship of motivating tasks with academic resiliency. Discussion and implications of the results are presented in the study. Conclusion: Based on this, it can be concluded that the setting of attractive and motivating tasks leads to the adoption of goals of mastery, self -esteem and control over the learning position of learners. Based on research results, the assignment variable as an extrinsic variable directly affects the resilience variable (dependent variable) and also through intermediate variables (proficiency goals and competency perception). In addition, the significance of the error estimation of each of the constructs shows that other external factors can also affect the relationship of the variables of this study with academic resilience. Based on this, it is suggested that other factors such as internal or external motivation and functional goals by learners be investigated as variables affecting the structural model. In order to apply the results of this research, it is recommended that academic centers be designed in such a way that learners face attractive and challenging tasks and provide them with the opportunity to succeed and experience a sense of competence.
