parvin samadi; tahereh Ahmadi; parvin Ahmadi
Abstract
IntroductionThe current research was conducted with the aim of investigating the competence of teachers in the role of lifelong learners in the general education system of Iran MethodThis research was a part of the combined research, of sequential exploratory type and classification model, which ...
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IntroductionThe current research was conducted with the aim of investigating the competence of teachers in the role of lifelong learners in the general education system of Iran MethodThis research was a part of the combined research, of sequential exploratory type and classification model, which was conducted in two qualitative and quantitative stages. The qualitative part was conducted using the synthesis research method and in six stages by Sandlovsky and Barroso (2003). The results of the qualitative stage include the individual mechanism, the motivational mechanism, the mechanism of information and technology literacy, and the mechanism of activism. The quantitative part was done using a descriptive survey method and a researcher-made questionnaire. In order to determine the validity of the three data sources, Cronbach's alpha coefficient of 0.94 indicated the reliability of the tool in this research. The questionnaire was given to 150 experts in the field of curriculum planning and educational psychology, and the data were collected using One-step and two-step confirmatory factor analysis method was analyzed with the help of Lisrel softwareResultsIn the qualitative stage, the results of the synthesis research showed that the dimensions, components and characteristics of the teacher's competence as a lifelong learner can be examined from the four dimensions of the individual mechanism, the motivational mechanism, the mechanism of information and technology literacy, and the mechanism of activism. In the dimension of individual mechanism (metacognitive skills, personality traits, communication and interpersonal skills)", motivational mechanism (belief, motivation and emotional skills), "information and technology literacy mechanism (digital skills, familiarity with information literacy, interaction with technology in the scope of life) )" and "activism mechanism (activism in teaching-learning process, reflection, professional learning, intellectual ability, developed professional identity, familiarity with pedagogical knowledge management, foreign language mastery)" were placed. In the Chargob accreditation section of the competency model of a teacher as a lifelong learner in Iran's education system, first- and second-order confirmatory factor analysis was used.The findings of this section indicated that the items of the individual mechanism element with a factor load of 0.91-0.80, the items of being equipped with a motivational mechanism with a factor load of 0.91-0.68, the items of the information and technology mechanism element with a factor load of 91 0.94-0.0 and the items of the activism element with a factor load of 0.93-0.85 are significant explanations for the mentioned model and their validity is confirmed. DiscussionAccording to the statistical results, the design and accreditation of the teacher's competence model as a lifelong learner in Iran's education system was achieved and its important components were determined
tohid ashrafzade; JAVAD mesrabadi; behboud yarigholi; siavash sheikhalizade
Abstract
IntroductionAcademic performance includes the acquisition of a set of skills and abilities. Academic performance is a complex phenomenon influenced by the interaction of various factors. Cooperative learning is one of these factors. Cooperative learning is considered as some method related to the organization ...
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IntroductionAcademic performance includes the acquisition of a set of skills and abilities. Academic performance is a complex phenomenon influenced by the interaction of various factors. Cooperative learning is one of these factors. Cooperative learning is considered as some method related to the organization of classroom instruction to achieve common learning goals via cooperation. Over the few last decades, many researchers have examined the effect of cooperative learning on academic performance, which yielded different results. This study aimed to analyze and combine the results of the performed studies in this field in order to reach a general conclusion, resolve the existing contradictions, and discover possible moderators. MethodThe present study was conducted by meta-analysis method. The statistical population was all research published in a scientifically valid journal in the country that was available in computer databases (Irandoc, SID, Magiran, Noormags) and was available in related studies between 1997-2022. Using the purposive sampling method and extensive search based on the specified keywords (Teaching methods, Cooperative learning, Academic performance, Academic progress) and applying entry and exit criteria, 200 studies were selected as a sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. ResultsFrom selected studies as a sample, in total, 258 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 241 effect sizes. The value of the “fail-safe N” statistic was obtained at 12040, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size was calculated at 0.893 in the fixed model and 1.133 in the random model. Both models were statistically significant (p<0.001). As the effect sizes were heterogeneous, gender, type of sample, type of cooperative learning, type of course, and year of research were examined as the moderator variables. The results indicated that the effect size of cooperative learning on academic performance is in males more than females, in elementary students more than others, in student teams achievement division (STAD) instruction more than other types, and in social science courses more than other courses. The results of the research showed that the year of studies has a very small contribution to explaining the heterogeneity. DiscussionThe results of the study showed that cooperative learning had a significant effect on academic performance. It has been assumed that cooperative learning is one of the most important factors or predictors for learners to achieve learning success.
Yaser Gravand; morteza omidian; Hamid Farhadi Rad; Seyed Abbas Razavi
Abstract
IntroductionDeep and meaningful learning of learners in educational environments is influenced by various factors, each of which can somehow affect the improvement of learners' learning. In this regard, considering the principles and views of constructivist theories, especially social constructivism, ...
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IntroductionDeep and meaningful learning of learners in educational environments is influenced by various factors, each of which can somehow affect the improvement of learners' learning. In this regard, considering the principles and views of constructivist theories, especially social constructivism, which has attracted the most attention among constructivist theories, it is necessary to have a social to the learning process and learning environments and organized learning environments in a way that allows learners to actively interact and participate. On the other hand, many factors have led to the socialization of learning in our schools, especially in theoretical subjects such as the experimental sciences. In this regard, the purpose of this study was to design a model of social constructivist learning environment in the experimental sciences. MethodQualitative research approach with use of grounded theory research method is utilised. The target group consisted of all prominent professors who have mastered the constructivist approach and teachers of experimental sciences selected from the best teaching models in the academic year 1397-98 in the country, who were selected using theoretical purposive sampling. Using semi-structured interviews, 13 interviews were conducted with professors and teachers in the field of social constructivism and theoretical saturation was obtained.ResultsData were analyzed by "coding" and "categorization" in three levels of open, axial and selective coding. Also, to determine the validity of the data, the "Triangulation". Overall, the findings confirmed the six dimensions of the grounded theory. The results showed that the "central phenomenon" of the research is "social constructivism as a model of socialization of learning". Also, the most important "causal conditions" included: active student participation, designing a student-centered learning environment, laying the groundwork for student-centered learning, continuity of teaching and experience, and interactive learning. in addition, "contextual conditions " include: Teacher professional development, removal of structural, administrative and physical barriers, and "intervening conditions" including mechanical and quantitative education systems, teacher quality, Learners quality and family quality. "Strategies" also included: social interaction in learning, emphasis on question and research, the art of motivating, Self-directing learners in learning, and the fit between content, place, and time of instruction. Finally, "outcomes" showed positive effects on learning and knowledge, increasing motivation and confidence in the learning environment, strengthening high-level abilities and skills, improving the quality of social life and changing learners' attitudes. DiscussionIn general, the model of education based on social constructivism is a systematic, indigenous and practical way to identify important elements in the socialization of learners' learning that should be considered by teachers, school principals and educational policy makers in general, because in this case we can consider Causal factors affecting the socialization of learning with regard to contextual and interventionist conditions by applying appropriate strategies paved the way for the formation of desirable educational outcomes for learners.
rezvan mohammadi; Susan Keshavarz; Ramazan Barkhordari
Abstract
IntroductionThe philosophy of education as one of the types of philosophies, as the output of human rational activity regarding what, why and how to educate, has appeared in various formats to effectively guide the educational actions and measures of various societies, and personal educational philosophy ...
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IntroductionThe philosophy of education as one of the types of philosophies, as the output of human rational activity regarding what, why and how to educate, has appeared in various formats to effectively guide the educational actions and measures of various societies, and personal educational philosophy is one of these manifestations. With this opinion, the personal educational philosophy of a teacher has been mentioned in high-level documents and education policies, but it has not been investigated and researched operationally in Iranian schools. so; This research seeks to analyze the personal educational philosophy of Kangan city teachers in a narrative form. MethodThis research is of a qualitative type that was conducted using the narrative research method. The research community was all elementary school teachers in Kangan city who were working in the academic year of 1400-1401. From this research community, a semi-structured interview was conducted with 15 of these teachers using the purposeful sampling method until the theoretical saturation of the data. Then, the data was analyzed by thematic analysis method with the help of MAXQDA software, and basic, organizing and comprehensive themes were extracted respectively. For the reliability of the data, the method of agreement between the coders was used, and for the validity of the findings, the method of review by experts was used. ResultsThe analysis of the findings showed 10 organizing themes and 21 basic themes. The most important findings of the research were: Paying attention to the components of ethics, self-efficacy, value orientation and creating a dynamic school for the teaching profession, taking into account the educational role (guidance, being a role model) along with the educational role (teaching and instruction) for teachers,seeking happy and conscious life as the results of education, pay attention to the strengths (external and internal) and weaknesses (cognitive, social and psychological) of students in training and create organization-oriented and student-oriented job incentives for teachers. DiscussionTherefore, the research can be understood that by formulating the personal educational philosophy of teachers, while the what, why and how of what teachers do in the classroom is revealed, it also gives us an opportunity to reflect on how to develop the status of teachers. Therefore, teaching teachers to formulate personal educational philosophy can make teachers involved in the development of their own situation.
jafar torkzadeh; Fatemeh Safaee; Somayeh Mezginezhad
Abstract
Introduction
Today's society is an organizational society and in order for organizations to be well responsive and therefore effective, they need to pay attention to environmental changes and demands and be ready for change. Organizational health is a very powerful tool for preparing employees for change. ...
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Introduction
Today's society is an organizational society and in order for organizations to be well responsive and therefore effective, they need to pay attention to environmental changes and demands and be ready for change. Organizational health is a very powerful tool for preparing employees for change. In other words, it must be possible to provide the necessary preparation for employees to make the necessary changes so that the organization can respond well to environmental demands. Health and readiness for change are influenced by the actions of the leader and the type of leadership in the organization. Awareness of organizational health indicators and their improvement makes employees feel safe and more motivated and enthusiastic, and provides the necessary context for change and readiness to accept change, which contributes to the effectiveness of the organization. Provide in yourself and the staff. Therefore, the purpose of this study is modeling of simultaneous relationships between various styles of leaderships, readiness for changes and organizational health: A case study of Shiraz University
Method
In this descriptive correlational study, the statistical population was all official employees of Shiraz University (including 600 people) who were selected as a research sample using Morgan table using 234 simple stratified random sampling methods. The research tools included a questionnaire of various styles of leadership Torkzadeh & Jafari (2013) readiness for change (Torkzadeh and Abdesharifi, 2015) and organizational health (derived from the organizational health questionnaire of Torkzadeh and Basiri, 2015) which after calculating validity and reliability, distributed and collected. The research data were analyzed using multivariate regression coefficient.
Results
The results showed that Leadership Styles and readiness to change simultaneously predict organizational health.
Discussion
It is recommended that university administrators explore various leadership styles and adapt to changes in order to meet organizational health requirements specific to their circumstances.
Bahare Rasuli tabar; faramarz malekian; faranak mosavi; Mohammad Javad Karamafrooz
Abstract
IntroductionThe learning organization takes advantage of the mechanism of "research"-based education, which is an important innovation and experts consider it to stimulate research skills and acquire scientific knowledge; this type of teaching and learning is actually an educational exercise where students ...
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IntroductionThe learning organization takes advantage of the mechanism of "research"-based education, which is an important innovation and experts consider it to stimulate research skills and acquire scientific knowledge; this type of teaching and learning is actually an educational exercise where students search for content, examine and answer questions, and take ownership of their learning experience MethodThe qualitative method of Grounded Theory and using the interview tool was the chosen research method in the present study. The target population of the research was experts, specialists, professors and university informants in the field of management as well as education managers of Kermanshah province were selected using the "snowball sampling" method, theoretical saturation was done.ResultsThe findings of this study showed that the "learning organization" as an organization based on dynamics and transformation and resulting from individual, group and organizational activism, is a dynamic and changing entity that "individual and organizational" causal factors (including personality traits, beliefs and needs) trainers, job motivations and organizational planning), contextual factors based on "fundamental modernization and transformation" (including transformation in the education system, organization transformation, individual transformation, cultural transformation and transformation in social interactions), intervening factors "Inter-organizational" (including organizational facilities and capacities, structure, management and culture) have an effect on the emergence of this phenomenon in the education of Kermanshah province. DiscussionIn the model that is presented in order to realize the learning organization in the education of this province, attention should be paid to "factors at both individual and organizational levels" and in line with the above-mentioned influential factors, macro-management strategies to change the management paradigm, including transformation in the structure, empowering employees, strengthening organizational culture and applied to witness organizational and extra-organizational results and achievements including individual growth and excellence (trainers), organizational excellence, satisfaction and finally, the improvement of the country's scientific level.
Mostafa Safari; meimanat abedini baltork; Hojjat Saffar Heidari
Abstract
IntroductionThe present study was conducted with the aim of investigating The effect of constructivist teaching on interest in lessons, academic vitality and enthusiasm for school. Quantitative research design and research method was a quasi-experimental type with a pre-test and post-test design with ...
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IntroductionThe present study was conducted with the aim of investigating The effect of constructivist teaching on interest in lessons, academic vitality and enthusiasm for school. Quantitative research design and research method was a quasi-experimental type with a pre-test and post-test design with a control group. The statistical population of the research includes male elementary school students of Juybar city in the academic year of 2021-2022. 25 people were selected as sample from 6th grade students of the Navaei school. MethodSampling method based on selective or alternative method, in which a group of 12 students was selected as an experimental group and another group of 13 students was selected as a control group. In this study, the social studies course book of the sixth grade of primary school in the academic year of 2021-2022 was used, which was taught in 10 one-hour sessions.The intervention in this research was that the experimental group was taught with the constructivist teaching method during ten sessions and the control group was taught with the usual teaching methods such as lectures.The study instrument was three standard questionnaires including interest in lesson belongs to Keller & Sobia (1993), academic engagement for Dehghanizadeh and Hossienchari (2011) and school engagement for Wang (2011). Quantitative data extracted from questionnaires in two sections, descriptive and inferential statistics with SPSS20 software. ResultsThe findings of the research showed that teaching in a constructivist way had a significant effect on interest in the lesson (F=19.36). Also, based on the results of the research, teaching in a constructivist way has a significant effect on academic engagement (F=6.14) and school engagement. (F=23.94). DiscussionIn explaining the findings of the research, it should be acknowledged that the role of the environment and the constructivist teaching method in creating and strengthening interest in lesson, academic engagement and school engagement is significant. What’s that seen a lot in the constructivist teaching method is the interaction and communication between teacher and students. The relationship between students and teachers has a direct effect on their interest in lesson, academic engagement and school engagement and increases their motivation. Therefore, teachers are recommended to address this through the use of active listening techniques, active teaching and learning methods such as constructivism.
malihe adibi; maryam afzalkhani; hamid shafizadeh
Abstract
IntroductionAdherence of secondary school principals to the characteristics of ethical leadership is not only in the way of managing the most important social institution on students, teachers and families and finally the thinking style and way of managing the society, but it will be very useful in improving ...
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IntroductionAdherence of secondary school principals to the characteristics of ethical leadership is not only in the way of managing the most important social institution on students, teachers and families and finally the thinking style and way of managing the society, but it will be very useful in improving it. MethodThe statistical population in the qualitative section includes 14 secondary school principals who were selected purposefully, and in the quantitative section, it includes all secondary secondary education assistants in Semnan province, 106 of whom were selected by simple random sampling. The tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. Its validity was confirmed by educational management experts and its reliability was determined using Cronbach's alpha coefficient. To analyze the data in the qualitative part, thematic analysis method was used to create a pattern, and in the quantitative part, the one-sample t-test was used to measure the current situation. ResultsAfter determining the model with basic, organizing and comprehensive themes, a total of 131 basic themes, 29 organizing themes and 3 inclusive themes have been selected, categorized and extracted. The main overarching themes include three categories: evaluation, development and support. Finally, the current situation was analyzed with the calculated model. DiscussionThe results of this research in the evaluation of the existing situation showed that the effect of ethical leadership, which is organized with value, knowledge, emotional, psychological and self-knowledge components of the leader and manager of the group, is optimal. In the development department of the current situation, the components of internal growth, imagination, moral virtue, quality, modeling, situationism are at an unfavorable level from the point of view of the vice-chancellor of education, and the transfer of moral, motivational, interpersonal, atmosphere and culture values, moral growth, prosperity, Correct behavior, self-regulation, trans-role is done in a favorable situation and also in the part of supporting the components of moral freedom, moral decision-making, moral life, moral. Courage, moral intelligence and continuous improvement at an unfavorable level and transfer of moral values, motivation, interpersonal, atmosphere and culture, moral development, flourishing, healthy behavior, self-regulation, trans-role are done in a favorable situation.
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.
Mazhar Babaee; Vali Ahmmad Kermaj
Abstract
Introduction
The virtualization of internship courses can bring many challenges, which can be turned into gaining experience from these courses despite it. Therefore, the current research was carried out with the aim of describing, analyzing, and calculating the damages caused by the structure of the ...
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Introduction
The virtualization of internship courses can bring many challenges, which can be turned into gaining experience from these courses despite it. Therefore, the current research was carried out with the aim of describing, analyzing, and calculating the damages caused by the structure of the internship period from the point of view of its guiding professors.
Method
According to the objective, a qualitative research method with a descriptive phenomenological approach was used. The field of research included guidance professors of Farhangian University in Kurdistan province in the academic year of 2019-2020, which reached saturation with the method of targeted sampling with the number of 10 people. The research tool was an in-depth semi-structured interview made by the researcher and the data analysis was based on the seven-step Claysey model.
Results
Based on the results of the professors' lived experiences from the virtual internship, two themes, Six categories, and 32 concepts were obtained. Some of the benefits of virtual internships include easier access to resources and reduced costs and the most important challenges extracted were categorized into three categories: structural, executive, and content challenges.
Discussion
Finally, based on the findings, it can be concluded that the lack of necessary infrastructure for virtual internships has made it ineffective compared to face-to-face internships. Therefore, it is suggested to take advantage of the integration and combination of virtual and in-person internships for more productivity and effectiveness during the internship period. Finally, according to the findings, it is suggested that the teacher training program in the internship course during the university period should be reviewed. According to the findings of the second question, it can be said that holding virtual internships faces major challenges; Therefore, Farhangian University should not substitute virtual internships for face-to-face internships; rather, it should make virtual internships a complement to face-to-face internships in order to increase internship efficiency.
Mehran Karimi Firoozjaei; Hakimehalsadat Sharifzadeh; Zeynab Karamkhani
Abstract
IntroductionCultural education is influential in preparing and empowering people to achieve cultural, professional, and personal objectives and acquire social norms. The present study aimed to identify the cultural education components and its relationship with mass communication media with an emphasis ...
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IntroductionCultural education is influential in preparing and empowering people to achieve cultural, professional, and personal objectives and acquire social norms. The present study aimed to identify the cultural education components and its relationship with mass communication media with an emphasis on virtual space. MethodThe mixed research method was exploratory (qualitative-quantitative) and the case study was used as the qualitative method. The statistical population included Instructional, cultural, and educational experts of the General Department of Education of Mazandaran province during 2020-2021. In this qualitative research, 10 people were selected based on the theoretical saturation of the sample using the purposeful snowball sampling. In the quantitative research, the population consisted of all the teachers of Babolsar city (n= 430). The sample size was calculated to be 200 people using Karjesi and Morgan Table, and the random sampling method was applied. The semi-structured interview was used to collect the data in the qualitative method, which were analyzed based on the open, central, and selective coding. Further, the researcher-made questionnaire was used in the quantitative method and the data were analyzed using SPSS and AMOS software. ResultsThe qualitative findings indicated that 35 sub-categories in the open coding section, 12 sub-categories in the central coding section, and five main categories in the selective coding section were extracted under the title of knowledge seeking, independent thinking, critical thinking, Iranian-Islamic identity, and mass media regarding cultural education. The quantitative results revealed a significant fit between the components of cultural education, including knowledge seeking, independent thinking, critical thinking, and Iranian-Islamic identity, and the mass communication media. DiscussionTherefore, complex cultural factors play a role in using mass media, which need to be identified. Cultural education provides unique opportunities to obtain desirable results in achieving the educational objectives, i.e. quality of life, humanity, cultural pluralism, citizenship, general education, and personal satisfaction (self-fulfillment). Expanding the curriculum model application based on the cultural education components in educational, cultural, and social institutions, especially the Ministry of Education, contains an crucial and special application in improving the cultural spirit of education staff and teachers, and consequently, leads to the development and students' progress and the scientific development of Iran.
Sorayya Ruodi aliabadi; Mohammad akbary; Mohsen Ayati
Abstract
IntroductionThe world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning. MethodsThe method of ...
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IntroductionThe world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning. MethodsThe method of this study using the systematic review method. To achieve the purpose of the study, a regular and extensive review of the research background was conducted. For this purpose, databases of SID, Magiran, Noormags, Eric, Sage, Science Direct & scholar google were searched. After removing the articles disproportionate to the purpose of the research, a complete review was performed on the remaining 27 articles. ResultsFinally, it was revealed that of regular review of research background led to the extraction of 4 general factors. Findings showed that individual, educational, socio-cultural and family factors are involved in lifelong learning. Individual factor including personality factors and mental agency; The educational factor includes factors related to the teacher, factors related to teaching and curriculum, and factors related to educational tools and facilities; The socio-cultural factor also included community relations, integrated team-based learning, and culture structures, and family factors including the relationship between the family and the university and the parent-teacher association. According to the extracted articles, among the many factors involved in lifelong learning, the individual factor and the educational factor are the most abundant. The socio-cultural factor is also the third factor that has the most frequency. Family factors are next, which are effective in lifelong learning. The findings of this study can provide appropriate solutions for education authorities.Based on the results of this study, the effects of the individual, education, family, culture and society on lifelong learning awareness are reflected in the individual's motivation and learning goal, which directly affects the effectiveness of learning. As a result, there will be a guide to the general habit of lifelong learning. Therefore, lifelong learning policy, in addition to a high-level strategy, should create a positive conscious environment with sufficient learning materials and social conditions to stimulate self-learning initiative and strengthen self-directed learning motivations. The findings of this research can provide appropriate solutions to the guardians of education.
