rahmatollah marzooghi; fatemeh karimi; Mehdi Mohammadi; Maryam shafiei sarvestani; Sosan Jabbari
Abstract
Faculty members in the field of Curriculum Studies as the experts in the humanistic and educational sciences, are the main agents of development in the curriculum field according to their philosophical orientations or paradigmic interests. Therefore, recognizing their paradigmic interests and approaches ...
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Faculty members in the field of Curriculum Studies as the experts in the humanistic and educational sciences, are the main agents of development in the curriculum field according to their philosophical orientations or paradigmic interests. Therefore, recognizing their paradigmic interests and approaches can determine their educational, research, and publication orientations. It can also define the paradigmic direction of science development in the field of Curriculum Studies. Methodology The aim of this descriptive-survey study was to recognize the paradigmic interest of the faculty members in the field of Curriculum Studies. After calculating the reliability and validity of the instruments, paradigmic interesst of faculty members wre studied based on the five Critical, Interpretative, Post-modern, Positivist, and Islamic paradigms with regard to the six paradigmic assumptions about Ontology, Anthropology, Epistemology, Methodology, Education and Curriculum .The participants of the study were included all the faculty members of the field of Curriculum Studies in all Iranian state universities, 58 of whom chosen by a convenience sampling method . Results Analyzing the results by using the Friedman inferential tests revealed that in the five paradigmic assumptions,Islamic paradigm had the highest mean, and in content and ontological assumptions, Critical paradigm had the highest mean, and in the dimentions of teaching strategies and aims, Interpretative paradigm had the highest mean among the faculty members of Curriculum Studies. Moreover, the results and analysis of variance of repeated measures showed that although there was a significant difference between the approaches of faculty members toward the five paradigms, they did not have a dominant paradigm orientations. Conclusion Based on the research findings , it can be claimed that there is no paradigmic coherence among the faculty members of curriculum studies , and they have not a fixed approach in their paradigmic assumptions with regard to ontology, epistemology, anthropology, methodology , education and curriculum elements. Therefore , it can lead to some contradictions in the faculty members theoretical viewpoints , research and educational approaches. The findings also showed that faculty members do not have a dominant paradigm and one paradigm cannot be selected as the main paradigm with certainty. However, it can be generally stated that the faculty members mostly tended to adhere to Islamic and Critical paradigms. Anyway, the final conclusion is that Curriculum studies teachers lack coherence in their paradigmatic intereste.
shabnam bahrami; mohammad amjad zabardast; jamal salimi
Abstract
Introduction The purpose of this study was to find out the perceptions and experiences of faculty members about the concept of professional identity. Professional identity provides an understanding of how and why particular teaching and learning approaches are used and shapes one's self-image as a faculty ...
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Introduction The purpose of this study was to find out the perceptions and experiences of faculty members about the concept of professional identity. Professional identity provides an understanding of how and why particular teaching and learning approaches are used and shapes one's self-image as a faculty member and provides a framework for them on how to act and how perceive their work and role in society. Although there is no single definition of professors' professional identity that fits all university faculties, it is possible to identify specific core norms that all professors agree with. Understanding the professional identity of faculty members is a difficult but necessary task. The constituent factors of professors' professional identity should be sought in the context of their lives. Method The Approach of study was qualitative and research method was phenomenography and it was conducted in Kurdistan University. The sampling method was purposive with maximum diversity and according to the theoretical saturation, by using semi-structured interview sample size arrived 14 peoples. The Sjostrom and Dahlgren (2002) seven-stage method used to coding and analyzing data. Results The result of data analyze was elicitation five classes of description categories include: professional identity as (professional independence), (being ethical), (acting beyond boundaries), (creation) and (professional interaction), which illustrate the qualitative differences between faculty members' perceptions of professional identities and ways that they play multiple professional roles. Discustion Professional identity provides an understanding of how and why particular teaching and learning approaches are used and shapes one's self-image as a master, and provides a framework for faculty members on how to act and how they perceive their work and role in society. Although there is no single definition of professors' professional identity that fits all university professors, it is possible to identify specific core norms that all professors agree with. Understanding the professional identity of professors is a difficult but necessary task. The constituent factors of professors' professional identity should be sought in the context of their lives. Methodology: This study was a qualitative and phenomenographical study. This research was conducted in the University of Kurdistan and the participants in this study were purposefully selected from professors with at least five years of teaching experience in the university. Finally, according to the theoretical saturation, 14 faculty members of Kurdistan University were selected. Data were collected using a semi-structured interview questionnaire. In this study, the seven-stage method of Sjostrom and Dahlgren (2002) was used for data analysis. Results: The result of this study was five classes of description categories include professional identity as (professional independence), (being ethics-Orbited), (acting without boundaries), (creation) and (professional interaction), which illustrate the qualitative differences between professors' perceptions of professional identity.
Educational Management
Abstract
Introduction the purpose of present research was identifying the obstacles to international interactions of the faculty members in Iran. Method To achieve the purpose, qualitative phenomenological approach was used. The research population was all experts in the field of higher education in Iran, which ...
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Introduction the purpose of present research was identifying the obstacles to international interactions of the faculty members in Iran. Method To achieve the purpose, qualitative phenomenological approach was used. The research population was all experts in the field of higher education in Iran, which 17 experts were selected through purposive sampling method and based on theoretical saturation. To collect the data, semi-structured interview was used and for the data analysis, inductive content analysis was applied. Results The results showed that the obstacles to faculty members’ international interactions can be defined through three main obstacles: inside university obstacles (limited support of university structure from faculty members’ international interactions, limited support of university culture from faculty members’ international interactions and limited financial support of university from faculty members’ international interactions), outside university obstacles (impact of political tensions and international sanctions on faculty members’ international interactions and cumbersome administrative regulations for visa issuance) and individual obstacles(low motivation of faculty members for international interactions, poor mastery of faculty members of the international language and lack of scientific-research abilities of some of the faculty members). Discussion This study adds to our knowledge about international interactions of the faculty members and also the barriers and challenges of these interactions, so to have more interactions of faculty members at the international level, universities should be effort to identify of barriers and eliminate them, more than ever.
R hoveida; A moghadam; A nikbakht
Abstract
The purpose of this research was to investigate the relationship between shared leadership and team work from the point of view of faculty members at the University of Esfahan. Research method was correlative and statistical population was all faculty members at the University of Esfahan in academic ...
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The purpose of this research was to investigate the relationship between shared leadership and team work from the point of view of faculty members at the University of Esfahan. Research method was correlative and statistical population was all faculty members at the University of Esfahan in academic year 1386-1387. Statistical sample consisted of 80 members who were selected randomly, through stratified method. To collect needed data, two questionnaires [shared leadership Konu & Vittanen (2008) and teamwork O'Neil (1998)] were used. They had proper reliability and validity with Cronach's Alfa 0.87 and 0.92, respectively. To analyze the data one-sample t test, Pearson's correlation and a multiple regression were used. Findings showed that average responses to shared leadership indices ranged from 1.91 to 2.38 and average responses to teamwork were 2/63. There was a significant relationship between shared leadership and teamwork (r =0.55, p<.05) that the highest correlation seen between cooperation and team work (r =0.383, p<.05). Also, a multiple regression showed that the components of shared leadership explained the variance of teamwork that the most beta belonged to cooperation and the least one belonged to motivation
A. Farajpahlou; H. Moradi Moghaddam
Abstract
This article is written on the basis of the results of a study that was conducted to investigate the opinions of the academic staff of the Shahid Chamran University on the degree of conformity of their information needs with the existing libraiy resources and services in this university. The required ...
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This article is written on the basis of the results of a study that was conducted to investigate the opinions of the academic staff of the Shahid Chamran University on the degree of conformity of their information needs with the existing libraiy resources and services in this university. The required data were collected by means of a questionnaire that was devised for the purpose of this research. The concept of “information need” and its importance is discussed, as well as the barriers to identification of users’ information needs in a library. Analysis of the data revealed that in view of the academic staff of the SCU, there is little agreement between their information needs and the available resources in libraries. The survey results also revealed that variables such as sex, teaching experience, and area of specialty can affect the staff views on the degree of conformity of their information needs with available library resources. It is suggested that: 1) new services such as SDI and Current Awareness Services should be established; 2) studies be conducted to determine the level of agreement of available library resources and services with the current standards, and 3) need analysis surveys should be performed regularly among academic staff to update library’s knowledge of their information needs.
