فهرست مطالب masood taherpour kalantry

The next age is the age of networks, but not technology networks, but human networks and the age of human intelligence in global networks, and the role of teachers as the core of the education system will be increasingly considered. The purpose of this study is to identify the main factors and map out scenarios that are credible and desirable for the professional development of teachers in South Khorasan Province. 

This research is of applied type and has been done with new methods of futures research (Delphi and scenario). Also, the methods of collecting field information are documentary and library. Mick Mac software and Wizard scenario were used to analyze the indicators and variables. The statistical population consisted of 30 professional development specialists including teachers, experts and education managers who were selected purposefully (criterion-based). The criterion of purposefulness is having a master's degree and at least 15 years of service. Participants in the study included 15 teachers, 10 principals of these schools and 5 human resource training experts of education departments. Discussion and

The results of this study showed that 13 main factors are effective in the professional development of teachers in South Khorasan province. These factors include the development of teachers' abilities in individual and social roles, scientific developments, the position of teachers in society, the level of cooperation and interaction with teachers and professionals, the development of cognitive and self-learning abilities, motivational status and interest in jobs, the development of school culture and professional ethics. Government and public financial support for teachers and schools includes attention to specialization, technology development, social media, media literacy, school reliance, attention to effectiveness, and the development of communication (local, national, and international). These factors lead to 39 possible situations based on scenario analysis. After analyzing the possible situations, 6 plausible scenarios and 3 scenarios with strong probability of occurrence in the professional development of South Khorasan province were identified.

The aim of this study was to determine the methods of monitoring the descriptive academic achievement evaluation process in primary schools in South Khorasan province. The research method in this research is descriptive-survey. The statistical population of all teachers in South Khorasan province is 843 people and primary school principals in South Khorasan are 266 people and the number of primary education departments in South Khorasan province is 40 people. A sample with a volume of 265 first, second and third grade primary school teachers, 159 primary school principals and 36 primary school departments, taking into account gender and educational level, has been used. Made and used. The data obtained in this study were analyzed using descriptive statistics (relative frequency, table development, standard deviation and mean) and inferential statistics (correlated t-test). The results showed that current methods of monitoring the descriptive evaluation process in the province. South Khorasan is an indirect monitoring method. Among the other results of this study, the most important strengths of the indirect monitoring method on the descriptive evaluation process in South Khorasan province include: participating in in-service descriptive evaluation courses, using supervisors of learners 'and parents' reports to Assisting teachers is the supervisor's use of other teachers' reports In order to assist teachers, the supervisor uses descriptive evaluation workshops.

One of the major issues in education, given the expansion of the human resources community, especially teachers, is the strengthening of human resources. Teachers are one of the most important variables that need to be changed in order to improve educational systems. The purpose of this study is to investigate the current situation of professional development of primary school teachers.

The approach of the present study was qualitative and based grounded theory approach. The statistical population included all the agents involved in the professional development programs of teachers in South Khorasan province who were selected through purposive sampling of the criterion type. Data were obtained through semi-structured interviews with 12 teachers, 4 school principals and 2 human resources education experts in South Khorasan. In order to analyze the data, open, axial and selective coding methods were used. In order to keep each of the participants in the research process confidential and to observe the research ethics, a code was assigned to each of them. The data collection tool in this study is a semi-structured interview. Lincoln and Cuba (1980) criteria were used to ensure validity and reliability. In the field of validity, the method of controlling the participating members was used. In the field of portability, the findings were made available to experts. In the field of reliability, the method of agreement between coders was used and in the field of peer verification and peer verification.

The results of the research show thirty-three central concepts and thirteen selected categories, which in the form of a five-factor model include lack of proper program and unprofessional view of professional development as a central category and causal conditions ( Individual and organizational factors), contextual factors (environmental and organizational factors), facilitator intervention conditions (motivation, needs assessment and empowerment programs), restrictive intervention conditions (program challenges and challenges) Financial and policy (strategies) (current and actions felt needed) and consequences (reduction of motivation and waste of resources) were organized.