competency of teachers
A. Kohestani Nejad Tari; Z. Abazari; Z. Mirhoseini
Abstract
Background and Objectives:Technology is changing rapidly, and as new technologies are created, existing technologies are being improved and developed. The technologies of the 21st century have brought possibilities to mankind, and the advances that have taken place surround human life today from all ...
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Background and Objectives:Technology is changing rapidly, and as new technologies are created, existing technologies are being improved and developed. The technologies of the 21st century have brought possibilities to mankind, and the advances that have taken place surround human life today from all sides. Among these changes are the impact of technological advances in education and the resulting changes in the teaching-learning process. In today's world, educational systems are looking for new approaches to help them rebuild in the face of global changes. For this reconstruction, they need a rich curriculum, flexible education, effective educational leadership, a suitable learning environment and educational content, and capable and professional teachers. Readiness to use technology and knowledge of how technology supports students' learning should be one of the basic skills of teachers. Teachers' ability in the field of technology literacy enables them to use new technologies in the teaching-learning process, especially information and communication technology, thereby improving the quality of their education and the level of information literacy of students and access to a wide range of information learning resources The purpose of this study was to investigate teachers’ technology literacy in the national curriculum on Education and Training in Work and Technology. Method and Materials: This research is conducted as a descriptive study using content analysis technique. The population was three main education documents including National Comprehensive Scientific Map; The Fundamental Transformation of Education Document; and The National Curriculum Document. Data collection instruments were checklists. Descriptive and inferential statistics were used to determine the frequencies and test the results of univariate t-test and Kruskal-Wallis test. Gutmann factor was used to test the reliability. Findings: The results show agreement between .48 to .95 coefficients for the validity checklists using content validity. The findings of the study show that the level of attention to teacher technology literacy in National Curriculum in the Domain of Teaching and Education Work and Technology was higher than average; and to a largely extent it is appropriately cared for. There is no significant difference between technology literacy standards in terms of compliance with the competencies intended for teachers. Conclusion: The results show that there is no significant difference between teachers' technology literacy standards and their compliance with the required competencies. Optimal implementation of the national curriculum in the relevant field requires the special assistance and attention of teachers and the use of appropriate professional competencies provided in this program; so its provisions should be taken seriously into account in human resource engineering and in training programs, recruitment and empowerment and retraining teachers before and during service Due to the comprehensive national curriculum in the field of training and learning work and technology, in the field of technology literacy, the content should be included in the preparation and compilation of all educational content, including textbooks, curriculum guide and production of educational packages, etc.
competency of teachers
Z. Jafari far; A. Khorasani; M. Rezaei Zadeh
Abstract
Distance education is one of the most important criteria of education; organizations believe that it has important role in human resource (HR) education. However, there are some challenges in implementing distance learning in the organisations' HRD (Human Resource development) departments. The current ...
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Distance education is one of the most important criteria of education; organizations believe that it has important role in human resource (HR) education. However, there are some challenges in implementing distance learning in the organisations' HRD (Human Resource development) departments. The current study seek to identify and rank the challenges that confront distant learners in organizations. In order to do so, a sample of 115 employees of Shahid Beheshti University in Tehran who attended virtual training through the last year were selected and engaged in the study. Reviewing the literature on e-learning challenges and critical factors, the main questions of a questionnaire were extracted and written. Analyzing the data has been gathered by those questionnaires, the final list of the intended challenges was identified, categorized, and ranked as following: Educational, Infrastructural, and Cultural challenges. The implications of the current study on how distance education can be properly used in HRD is also discussed and outlined in the paper.
competency of teachers
F. Seraji; M. Rostami
Abstract
The main goal of this study was to Comparison of Teachers’ Familiarity rate with Technology- Based Teaching Competencies in Smart and Traditional Schools in hamedan in academic year of 2014-2015 and used Survey research method. From (N=437) female teachers based on random stratified sampling 103 ...
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The main goal of this study was to Comparison of Teachers’ Familiarity rate with Technology- Based Teaching Competencies in Smart and Traditional Schools in hamedan in academic year of 2014-2015 and used Survey research method. From (N=437) female teachers based on random stratified sampling 103 female teachers in smart schools and 102 female teachers is traditional schools were selected. For data collecting, a researcher-made questionnaire with 33 items based on Likert scale (5 = strongly agree, 4 = agree, 3 = average, 2 = disagree, 1= completely disagree) was set. The tool content validity was achieved by the opinion of eight experts in educational technology, and its validity according to Cronbach’s alpha was determined.82. Data obtained by descriptive and inferential statistics indicates that the smart school teachers’ familiar level with Technology- Based Teaching Competencies outperformed the teachers in traditional schools. Also smart school teachers, in terms of cognitive knowledge t=6/34, skills t=6/74, emotional t=6/34 and self-efficacy t=4/42, dominated the traditional school teachers.
competency of teachers
A.R. Farahani; A.R. Nasr Isfahani; S.M. Sharif
Abstract
Considering that the teacher is important and the most important factor in the development of an effective qualitative education system, the present research has assessed methods of elementary school teacher’s selection. In this research, the quantitative and qualitative methods of study have been ...
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Considering that the teacher is important and the most important factor in the development of an effective qualitative education system, the present research has assessed methods of elementary school teacher’s selection. In this research, the quantitative and qualitative methods of study have been utilized. The statistical population of this research includes the principals of elementary schools, experts, and teachers of teacher training center of Qom in the educational year of 2008-2009. In order to select the principals, classified sampling method was used in congruency with the size and purposeful sampling method was used to determine the experts' sample. In this regard 162 principals', 20 experts and members of the faculty's view analyzed who had a great research background. The validity of the questionnaire and the interview has been confirmed by some of the professors and PhD and M.A students. The reliability of the questionnaire has been estimated as 0.91, using Cronbach alpha. In order to analyze the results descriptively and analytically, the SPSS software was used; and the interview analysis was done through the categorization method. The results show that the subject's physical, emotional and scientific capabilities, improvement of the teacher's selection, using native forces must be taken into consideration. In this regard, using the experience of developed countries (paying attention to cultural differences) in teacher selection programs were underlined to make the reviewing, amending and developing possible. Finally, some recommendations were suggested to improve the selection of the elementary teachers.
competency of teachers
S. Rekabslamizadeh; F. Nowroozi larky; S. Nasry
Abstract
This investigation studies teaching via problem solving with emphasis on Scheonfeld's problem solving theory. The purpose of this study was to determine the effectiveness of training via problem solving based on Schoenfeld's mathematical problem solving theory on improving the student's beliefs in problem ...
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This investigation studies teaching via problem solving with emphasis on Scheonfeld's problem solving theory. The purpose of this study was to determine the effectiveness of training via problem solving based on Schoenfeld's mathematical problem solving theory on improving the student's beliefs in problem solving and increasing the group's activities and student's mathematical problem solving skills. This research has been studied at high school level with two randomly chosen groups of subject one control and one experimental group. The experimental group's teacher had been trained in a period of mathematical problem solving based on Schoenfeld's theory and the control group's teacher had not received any instruction. Pre and post-test was used to measure the progress of students in problem solving. A questionnaire was used to measure their beliefs and group activity before and after the training. The results of a t-test show significant differences between teaching via problem solving based on Schoenfeld's theory and student's group activity (t=3.595, p ) and problem solving ability (t=3.567 , p ). The analysis of u test shows there were significant relationships between teaching via problem solving based on Schoenfeld's theory and student's beliefs (z=-4.349 , p 0.01).
competency of teachers
H. Rangavar
Abstract
Development of any society lies in training skilled and expert human resources. Therefore, universities play an important role in achieving this goal. The aim of this research was to study the effectiveness of some wood technology under-graduate courses in order to get an insight into whether these courses ...
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Development of any society lies in training skilled and expert human resources. Therefore, universities play an important role in achieving this goal. The aim of this research was to study the effectiveness of some wood technology under-graduate courses in order to get an insight into whether these courses are useful and effective for market needs. Thus, three courses of wood joints including wood industry machinery maintenance and wood molding (designing and derforming wood molds) were selected due to their essential role in the job market. Questionnaires were distributed to gather data, and based on Cronbach’s alpha, the reliability of the questionnaire turned out to be %89. The research sample (89 participants) included wood technology under-graduates (engineers) of Shahid Rajaee Teacher Training University (SRTTU). The participants were selected randomly. The data was analyzed through descriptive statistics using SPSS software. The results indicated that there is a relationship between the two courses including "wood joints" and wood industrial machinery maintenance" and the job skills of wood technology engineers while there is a weaker relationship between the other course "wood molding" and the above mentioned skills. Thus, it seems essential to modify, improve and update the content of these courses based on the expectations and demands of the job market, industry, and technology development.
competency of teachers
A. Rafeepour
Abstract
Teacher education in both in-service and pre-service was a main concern of every educational system. In this paper with concentration on in-service teacher education for teacher of mathematics, we introduce a theoretical model of classroom inquiry for decreasing the gap between theory and action (research ...
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Teacher education in both in-service and pre-service was a main concern of every educational system. In this paper with concentration on in-service teacher education for teacher of mathematics, we introduce a theoretical model of classroom inquiry for decreasing the gap between theory and action (research and teaching). For this concern, we initially maintain necessity of in-service teacher education. Then shortage of current in-service teacher education courses for teachers of mathematics in Iran will be discussed. After that, upon literature related to action research and lesson study, we design a theoretical model in format of flowchart. Then we report results of implication of this theoretical model within an in-service junior secondary mathematics teachers’ education. With this real data, we can examine effectiveness of the theoretical model in action. Results of this study show that this model for classroom inquiry had effective impact on filling the gap between theory and action. For example junior secondary mathematics teachers connect some papers about square root to their students’ difficulties in the learning of this concept. Undoubtedly, there are some limitations in this regard. For example shortage of local research in mathematics education and in Persian language was an important limitation for teachers. This reveals necessity of developing mathematics education program in the post graduate at the university level. Finally, we explain strength and weakness of the theoretical model in the future in-service teacher education program.
competency of teachers
M. E. Damavandi; E. Elzami
Abstract
Occupational capability is one of the most important concerns of organizations and its members. This factor is also considered in educational organizations. The purpose of this research is examination of the relation between in-service training، years of service record and education with teacher''s ...
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Occupational capability is one of the most important concerns of organizations and its members. This factor is also considered in educational organizations. The purpose of this research is examination of the relation between in-service training، years of service record and education with teacher''s occupational capability. This research plans to answer the following questions: Is there any relation between in-service training، service record، teacher''s education and their occupational capability? Also is there a relation between in-service training and each element of capability? For this purpose، female teachers of guidance school in Shahr-e-Rey were studied. Three regions of Shahr-e-Rey were selected based on cluster sampling. For evaluating occupational capability and related elements (communicational skills and group working، creativity and problem-solving، commitment and responsibility، cognition and specialized knowledge، practical and technical skills)، a questionnaire has been used including 5 components and 34 questions based on Likert scale. Stability of the mentioned questionnaire was 0.92 which was calculated by internal stability calculation (Cronbach Alpha); its admissibility was also obtained with reference to agreement of specialists. The method used for the research was descriptive and correlational. For analyzing the data، descriptive statistics was used for indicating how data and demographic features of sample group distributed and for replying to research questions، deductive statistics and particularly partial correlation and stepwise regression was applied. Results showed that among three factors including in-service training، records and education there is a meaningful relation between in-service training and occupational capability. Also، there is no meaningful relation between in-service training and each component of occupational capability. Totally، the results of research show that in-service training of teachers affects their occupational capability and increases it.
competency of teachers
A. Ghanizadeh
Abstract
This study investigated the relationship between Iranian EFL teachers' self-regulation and their critical thinking ability in language institutes. Furthermore, the role played by their length of teaching experience in their self-regulation and the relationship between their age and self-regulation were ...
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This study investigated the relationship between Iranian EFL teachers' self-regulation and their critical thinking ability in language institutes. Furthermore, the role played by their length of teaching experience in their self-regulation and the relationship between their age and self-regulation were examined. To this end, 92 EFL teacherswere selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the 'Watson-Glaser's Critical Thinking Appraisal' and the 'Teacher Self-Regulation Scale' anonymously. The findings yielded via correlation supported the theoretical expectation of a linkage betweenself-regulation and critical thinking. Subsequent data analyses indicated that among the components of critical thinking, 'evaluation of arguments' and 'interpretation' have the highest correlations with teachers' self-regulation. In addition, significant correlations were found between teachers' self- regulation, their teaching experience, and their age. The conclusions and implications of the research are further discussed with reference to earlier findings.
competency of teachers
H. Safarzadeh; M. Ahmadi; A. Zakeri
Abstract
Social capital which is resources and rewards that people achieve through social relations has gained a wide acceptance in recent decades. However, there has been little research regarding the impact of social capital on occupational activity. The purpose of writing this paper is to study the effects ...
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Social capital which is resources and rewards that people achieve through social relations has gained a wide acceptance in recent decades. However, there has been little research regarding the impact of social capital on occupational activity. The purpose of writing this paper is to study the effects of social capital on occupational activities, of public university faculty members based in Tehran. In order to do this the researcher has taken advantage Putnam and Coleman’s measure of social capital among the university faculty members and then the relationship and its impact on their business activities have been discussed. The components of social capital include the quality of relationships (trustworthiness) and quantity of relationships (membership in groups and associations and cooperative relations) were measured and assessed. This research is correlational. The participants include 160 faculty members of the public universities located in Tehran in the first half of the year 1388. Based on the Cochrane formula, 120 subjects were selected by random sampling. Information was collected through a questionnaire. The questionnaire is considered reliable with a Cranbach alpha coefficient of 0.901. The findings indicate that social capital had a positive and significant impact on the employment aspects of faculty activity. Therefore, the hypotheses of the study stating the relation between social capital and faculty members occupational activity level, quality of education and quality of work was supported.
competency of teachers
E. Reyhani; S.M. Emam jome; B. Saleh Sedghpour; A. Moradi
Abstract
The purpose of this study is to assess the mathematics teachers’ knowledge of geometry based on Van Hiele Model of Geometric Thought. 38 pre-service and 12 in-service mathematics teachers participated in this study. In this research, a test was devised according to Van Hiele Model. T-test with ...
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The purpose of this study is to assess the mathematics teachers’ knowledge of geometry based on Van Hiele Model of Geometric Thought. 38 pre-service and 12 in-service mathematics teachers participated in this study. In this research, a test was devised according to Van Hiele Model. T-test with was deployed in order to analyze data. The research method is causal-comparative method. Finding show that the participants have passed through third level of thinking but have not achieved fourth level of thinking. While researches indicate that teachers should at least acquire the fourth level of thinking. Hence the geometric course in the current program for preparing mathematics teachers, have not offered sufficient professional knowledge for pre-service and in-service mathematics teachers.
competency of teachers
A. Farahani; A. Nasr-E-Esfahani; M. sharif Khalif Soltani
Abstract
Considering that teacher is important and the most important factors in the development of effect qualitative education system, the present research have assessed methods of elementary school teacher’s training. In this research, the quantitative and quality methods of study have been utilized. ...
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Considering that teacher is important and the most important factors in the development of effect qualitative education system, the present research have assessed methods of elementary school teacher’s training. In this research, the quantitative and quality methods of study have been utilized. The statistical population of this research includes the principals of elementary schools, experts, and teachers of teacher training center of Qom in the educational year of 2008-2009. In order to select the principals, classified sampling method was used in congruency with the size; purposeful sampling method was used to determine the experts' sample. In this regard 162 principals', 20 experts and members of the faculty's view analyzed who had a great research background. The validity of the questionnaire and the interview has been confirmed by some of the professors and PhD and M.A students. The reliability of the questionnaire has been estimated in selection as 0.87 respectively, using the Crunbach alpha. In order to analyze the results descriptively and analytically, the SPSS software has been used; in order to analyze the interview, the categorization method has been utilized. The results show that In order to teach and train the teachers, up- to- date and implicational subjects and courses should be prepared, experienced and qualified teachers should be employed, training courses should be held, equipments should be provided in accordance with the teachers' needs to improve the generic and technical qualification of both students and teachers. In this regard, using the experience of developed countries (Paying attention to cultural differences); in teacher training programs were underlined to make the reviewing, amending and developing possible. Finally, some recommendations were suggested to improve the training of the elementary teachers.
competency of teachers
S. Baleghizadeh; S. Rezaei
Abstract
:Recent research has revealed huge interest in pursuing studies on teachers’ cognition. The present paper is a case study designed to investigate a pre-service teacher’s beliefs about corrective feedback at the Iran Language Institute (henceforth ILI). To do so, a pre-service teacher called ...
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:Recent research has revealed huge interest in pursuing studies on teachers’ cognition. The present paper is a case study designed to investigate a pre-service teacher’s beliefs about corrective feedback at the Iran Language Institute (henceforth ILI). To do so, a pre-service teacher called Ali (a fictitious name) volunteered to participate in this study prior to attending his Teacher Training Course (henceforth TTC) held by the ILI. In order to unravel his beliefs about corrective feedback and the sources of such beliefs, a questionnaire developed by the researchers was given to him to complete. Later on, an informal interview was conducted by the second researcher in order to fathom Ali’s beliefs and also meet the triangulation criteria. Two weeks later, after Ali was officially employed as an English teacher at the ILI, the second researcher observed his class to see how far Ali’s beliefs had altered after the TTC. The observation session revealed a modification and change in Ali’s beliefs. The findings indicated that his beliefs had rigorously changed after the TTC. The results are hence reported and discussed fully with possible pedagogical implications and rich areas of research for further exploration.
