عنوان مقاله [English]
In this research we assume that knowledge is recognized as a strategic and key asset for all organizations and education systems too. Therefore the appropriate use of knowledge is an effective factor in the success/failure of educational organizations and teachers are main people that could create, save and share knowledge in the school systems. In the other hand we know that teaching, learning and educating process are the core of any education system and are most important duties of teachers. Based on this assumption the best teachers are those who their work lead to the highest levels of learning in school especially students’ learnings. But what is teacher’s knowledge that guides his/her teaching and learning activities and other organizational behaviors?
It should be said that performing the above activities without identifying teachers' knowledge and its dimensions is difficult. Therefore it is important to school as an organization that know about teacher’s knowledge component and how to manage it in order to provide proper context for, creating, saving, maintaining, developing, sharing and exchanging of knowledge at the school level. Based on theoretical foundations we found that teacher’s knowledge has a wide range including cognation knowledge, experiences, skills, perspectives and even the value and mentality system of the teachers. Studying in a real context could lead to better understanding of teacher’s knowledge so the main purpose of this study aimed to identify and introduce the components and dimensions of teachers’ knowledge in Ahvaz education system.
By purpose this research is a “Theoretical-Applied” research and by method is mixed method (Sequential Exploratory). In the qualitative part, based on theoretical saturation 11 teachers who were convinced and satisfied selected and participated in this research. They were selected by purposeful and best intensity case sampling. Sample size in quantitative part based on Cochran formula 346 persons estimated and they selected by stratified random sampling method. Semi-structured interview with participants was used to collect qualitative data and quantitative data gathered by a questionnaire that made by researcher. For date analysis, interviews inductive content analysis was used and exploratory factor analysis was used for quantitative data analysis. The results showed that, teachers knowledge can be classified into 6 components consists of, cognitive knowledge (recognition of students, rules and regulations …), proficiency knowledge (Teaching skills, Assessment skills…), procedural knowledge (Practical teaching, knowledge assessment…), Interactive knowledge (Interaction with the manager, interaction with office…),managerial and planning knowledge (Leadership and management of class…), technological knowledge (Computer and Internet knowledge).
Keywords: Cognitive knowledge, Proficiency knowledge, Procedural knowledge, Interactive knowledge, Managerial & Planning knowledge, Technological knowledge