Seyed fateme Zare sheykhkolaio; Mohamad Javadipour; Mohammadreza Keramati
Abstract
IntroductionDigital competence includes safe use of information technology, exchange of information and communication and participation through internet networks. Therefore, teachers' familiarity with competences leads to the use and exploitation of these skills as well as their acquisition and strengthening. MethodConsidering ...
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IntroductionDigital competence includes safe use of information technology, exchange of information and communication and participation through internet networks. Therefore, teachers' familiarity with competences leads to the use and exploitation of these skills as well as their acquisition and strengthening. MethodConsidering that the purpose of the current research is to review the digital competence of teachers in the post-corona era, the research approach is applied qualitative, phenomenological and descriptive method. For this purpose, by using semi-structured in-depth interview technique of perception and lived experience, 27 primary school teachers of Sari city, who were selected by purposeful sampling with maximum changes and criterion-oriented methods, were examined and analyzed. It should be noted that in order to validate the findings, the method of review by members and examination of two external experts was used to control the data. The data was analyzed based on the seven-step strategy of Collaizi. ResultsThe research findings in the interview section with primary school teachers showed that teachers' perceptions of digital competencies in the post-corona era include 20 themes (information and digital literacy, creating digital content, digital resources, technology and information skills, digital communication and collaboration, digital interaction, activity Digital team, digital collaboration, digital creativity and innovation, individual empowerment, power of inference, digital behavioral action, teaching and learning, classroom management, teaching methods based on digital conditions, digital evaluation, digital problem solving, data safety and protection, and digital environment. search, digital research and development, increasing knowledge) and 60 sub-themes. DiscussionAlthough Corona caused a big shock to the education system of the country, this shock caused significant growth in different dimensions and in many cases turned into an opportunity. School teachers who add the experience of Corona to their field of possibility, bring a new type of education, teaching, learning, assignment, evaluation, companionship and cooperation to the field in addition to the previous possibilities. Thus, in the post-corona era, new tasks have been assigned to teachers due to digital competences and technological skills, as a result, teachers must have the necessary digital competence and increase their professional credibility.
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
Philosophy of Education
A Mosavi; P Valavi; J Hasshemi
Abstract
Thisstudy attempts to investigate teachers’ experience as educational philosophers based on theexperiences of elementary school teachers. Research method is qualitative. The population consisted of all elementary school teachers of Ize City. The samplesize was not determined in advance, but, using ...
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Thisstudy attempts to investigate teachers’ experience as educational philosophers based on theexperiences of elementary school teachers. Research method is qualitative. The population consisted of all elementary school teachers of Ize City. The samplesize was not determined in advance, but, using a purposive method, samplingcontinued to the point of saturation which occurred after interviewing fortysubjects (participants) who were willing to beinterviewed. Semi-structured interviews were used to collectthe data.Data from the interviews were analyzed based on van Manen’sphenomenological method. The gathered data were analyzed in order to explainthis lived experience. Then theresultant processed findings were returned to participants for validation. Thefindings include 20 themes which were categorized in 4 major axes. The firstaxis comprising major tasks of the teacher included 7 themes: goal setting, friendly relations, and attention toindividual differences, motivating, strengthening team spirit, strengtheningaccountability, and assessment of students. The second axis under the title offostering critical thinking subsumes 5 themes: creating a challengingenvironment, posing the question or issue, opportunities forcontemplation and reflection, participatory methods and criticism. The thirdaxis covering creative thinking includes 6 themes: discovery methods, creatingopportunities for practical activities, encouraging students' creativity,creative patterns, and creative curiosity. In the fourth axis called deepeningof knowledge 2 themes were identified: research and teaching aids. Sinceit is the teacher that copes with the actual conditions of teaching and hasfirst hard knowledge of students’ interests, demands needs and abilities, hecan provide grounds for an autonomous learning process. Also, if the teacher isto be successful in teaching thinking, he should be a philosopher - teacher whocan make use of all the factors that support the cultivation of criticalthinking in students.
