neda jabarooti; rouhollah bagherimajd
Abstract
IntroductionLifelong learning plays a role as the most important enabling factor in the information society in order to maintain and develop the competence of teachers, to build a sustainable future of the society. Lifelong learning emerged throughout life in order to develop personal, social and knowledge, ...
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IntroductionLifelong learning plays a role as the most important enabling factor in the information society in order to maintain and develop the competence of teachers, to build a sustainable future of the society. Lifelong learning emerged throughout life in order to develop personal, social and knowledge, skills and competencies and to develop various competencies in order to flexibly adapt to a rapidly changing world. The speed of this change made it a necessity to acquire new skills in the training of teachers to prepare the citizens of the new age in order to meet the changing needs ahead. For this reason, the aim of the present research was the Canonical analysis of lifelong learning on the professional development of teachers.MethodThe research method was correlation. The statistical population of the study was about 800 secondary school teachers in serakhs city that a sample of 260 people was selected according to a simple random method. The research tools were three questionnaires, including spiritual well-being Questionnaire, social undermining, organizational Cynicism. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels. The research tools were two questionnaires of lifelong learning and teachers' professional development. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels.ResultsThe results showed that there is a relationship between all components of lifelong learning and teachers' professional development. And based on this, three focus groups were created, which indicates that the dimensions of professional development are explained by the dimensions of lifelong learning.DiscussionIt can be said that the factors of motivation, perseverance, self-regulation and curiosity play a role in the professional development of teachers. the institution of education can create lifelong learning skills in developing the competence of teachers to meet the educational needs of society and prepare citizens for the new era. this learning and development requires the participation of three basic principles of self-contemplation, cooperation with parents and society, and teacher and student.
Mojtaba Haj Khozeymh; khodayar abili; Javad Pourkarime
Abstract
Introduction
Universities and institutes of higher education need more than ever lean and effective managers and leaders to face the threats and challenges of the modern world. The main purpose of this study is to present a model for professional development of heads of departments in Iran universities ...
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Introduction
Universities and institutes of higher education need more than ever lean and effective managers and leaders to face the threats and challenges of the modern world. The main purpose of this study is to present a model for professional development of heads of departments in Iran universities and institutes of higher education based on a lean approach. Method
This research was conducted based on the framework of a qualitative approach. For this purpose, 20 experts and academic experts on the subject were selected through purposeful sampling and were interviewed in a semi-structured way. To analyze the data, the thematic analysis technique was used. To ensure the validity and reliability of the qualitative research data, the following strategies were followed: 1. Analysis and reviewing by members (interviewees) 2. Analysis and reviewing by colleagues; and 3. Triangulation of the data sources methods was used. After implementing the content of the interviews and their preliminary analysis, codes or basic concepts were identified and in order to achieve the main categories, similar codes were placed on specific categories. Finally, for each category, the title containing the entire codes was selected. Results
As a result of this study, five main components (Leader/Administration Lean Skills, Lean Knowledge Skills, Lean Research Skills, Lean Behavioral Skills, and Lean Personal Skills) for the model of Professional Development of heads of departments of universities and institutes of higher education based on a lean approach were identified and presented. Discussion
The five main components of this research can be an effective model for the professional development of department heads in universities and higher education institutes and have beneficial results in promoting quality, efficiency, effectiveness and waste reduction in higher education.
