Parvin Razmjooei; Reza Zarei; Nader Shahamat; Moslem Salehi
Abstract
Introduction
Education is the most important tool to achieve balanced and sustainable development and scientific and technological progress. Sustainable development cannot be achieved without the development of education and both without the institutionalization of research. Paying attention to research ...
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Introduction
Education is the most important tool to achieve balanced and sustainable development and scientific and technological progress. Sustainable development cannot be achieved without the development of education and both without the institutionalization of research. Paying attention to research and the value of the culture of research and its development and questioning is a basic motto in education.
Method
The present research was conducted using a mixed exploratory method of sequential type. The statistical population of the research was all primary school teachers in the four educational districts of Shiraz in the academic year of 2019, numbering 6022 people. In the qualitative part, the sample was selected by purposive sampling, and in the quantitative part, 361 people were selected by simple random sampling. Research tools were used in the qualitative part, open interviews with the participants, and in the quantitative part, a researcher-made questionnaire was used based on the findings of the qualitative part. The content validity of the scale used in the quantitative section was calculated using the expert and corrective opinions of professors and experts, as well as using confirmatory factor analysis, and its reliability was also calculated using Cronbach's alpha method. Qualitative part data analysis was done by thematic analysis method and quantitative part data analysis from sample t-tech test and exploratory and confirmatory factor analysis was done by SPSS version 26 and Lisrel software. In order to test the factor structure of the general model and its fit, confirmatory factor analysis was used.
Results
The findings of the qualitative section showed that 5 criteria (Individual, organizational, extra-organizational, programmatic and informational) with 15 indicators were used to determine the organizational research culture development model of primary school teachers. After triangulating the findings with previous research and experts' opinions, the initial conceptual model was obtained. The findings showed that organizational, programmatic and informational factors affecting the development of research culture among primary school teachers in Shiraz, in terms of importance the vision of teachers were above average and below optimal. Also, the highest average belonged to informational factors (3.68). The fit indices of the confirmatory factor analysis test showed a good fit of the model.
Discussion
Based on the obtained information, the research culture development model was designed and fitted. This model can reduce learning-centered and memory-centered learning and help improve learners' deep learning.
samaneh salimi; Mehri javidi poor khabaz
Abstract
IntroductionThe aim of this study was to investigate the lived experiences of primary school teachers in Bajestan city from opportunities and challenges of the lesson research process.MethodThis research tries to analyze teachers' perceptions on lesson study with a qualitative method and phenomenological ...
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IntroductionThe aim of this study was to investigate the lived experiences of primary school teachers in Bajestan city from opportunities and challenges of the lesson research process.MethodThis research tries to analyze teachers' perceptions on lesson study with a qualitative method and phenomenological type. The study population in this study was the primary school teachers of Bajestan city. Through using purposive sampling method, teachers with a good record of practice in lesson study and successful experience were selected. Eleven participants were shortlisted following theoretical data saturation. The data collection method in this study was a semi-structured interview. The researcher entered the interview with a pre-defined question but was not limited to the same question and asked other questions if needed. The interviews were listened to several times and the text was transcribed word by word. Claizey method was used to analyze the data. ResultsAfter analyzing the data, the data was divided into two main categories of opportunities and challenges, which can indicate that the participants' experiences of the subject of the study are in the form of these two main categories. From the teachers' point of view, the opportunities created by the study were: developing divergent thinking skills, achieving the set educational goals, professional empowerment, sharing powers and experiences, institutionalizing the spirit of problem solving and research, improving the teaching process as well as improving the process of students' academic achievement. In another part of the findings related to the challenges of study, teachers believed that the challenges were: knowledge and information in the field of study, company motivation, lack of proper appreciation, executive limitations and difficulty of coordinating group work.DiscussionIn general, according to the findings of this study, Lesson study affects the performance of teachers. Lesson study increases teachers 'study, promotes teachers' learning, and improves teaching, making education more efficient. Teachers also get acquainted with new teaching methods through study, and by examining existing teaching methods, they find its weaknesses in their teaching
Curriculum Development
amir pourahmadali; Aliakbar Sheykhi fini; Hossein Zeinalipour; Samad Izadi
Abstract
This research aims to identify the dimensions and components of the application of studying mathematical lessons in elementary schools of Mazandaran province in order to present a conceptual model. The method used in this research has been a sequential exploratory mixed method. The research community ...
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This research aims to identify the dimensions and components of the application of studying mathematical lessons in elementary schools of Mazandaran province in order to present a conceptual model. The method used in this research has been a sequential exploratory mixed method. The research community included the experts of the field of lesson study, all teachers of mathematics and principals of primary schools in Mazandaran province numbered 10700 people. Sampling method in the qualitative section, the method of desirable items includes 16 people and in the quantitative section, A simple random sample of 370 people. Data collection tools Deep and exploratory interviews and A researcher-made questionnaire (85 questions) was extracted from the interviews. The method of analyzing data in the qualitative stage of the data-based method and in the quantitative stage exploratory factor analysis, confirmation, And Friedman test. The findings showed that the dimensions of studying include human aspect, structural aspect, cultural aspect, managerial aspect and pedagogical aspect. Also, the results of Friedman's test showed that According to the respondents in this research, the first priority is the pedagogical aspect, the second priority is related to the cultural aspect, the third priority relates to the structural aspect, the fourth priority relating to the human aspect and the fifth priority to the management aspect.
Yahya Maroofi; Zohreh Karami
Abstract
The aim of this research was obtaining the experiences of teachers who participated in the lesson study groups at schools. This research was conducted qualitatively using grounded theory method. Data were collected through semi-structured interviews, and purposive sampling was continued until reaching ...
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The aim of this research was obtaining the experiences of teachers who participated in the lesson study groups at schools. This research was conducted qualitatively using grounded theory method. Data were collected through semi-structured interviews, and purposive sampling was continued until reaching a saturation point. Analysis of the results showed that fron the wiewpoint of the teachers who participated in the research, lesson study could have contributed to their professional development in three areas of knowledge, skill, and attitude. Knowledge includes: content knowledge, teaching knowledge, and lesson study knowledge; skills include: thinking skills, teaching skills, and lesson study skills; and attitudes include: tendency to cooperate, tendency to negotiate, gaining inner satisfaction, and creating motivation and interest.Based on the results of this study suggest that teachers can employ lesson study for their professional development and solving teaching-learning problems, and the can participate actively in lesson study groups at schools. The results of this study suggest that teachers can employ lesson study for professional development and solving teaching-learning problems, and the can participate actively in lesson study groups at schools.
