جستجوی مقالات مرتبط با کلیدواژه « Professional Competencies » در نشریات گروه « روانشناسی »

The purpose of this research was to design a model for improving the professional qualifications of academic-applied university lecturers with an organizational learning approach.

This study was a mixed exploratory design that was conducted in two qualitative and quantitative stages. The statistical population of this research in the qualitative part includes managers and vice-presidents of Razavi Khorasan Scientific-Applied University, university professors and experts in the relevant field, who were selected by purposive sampling method (25 people). In the quantitative part, the dimensions and components were extracted in the form of a questionnaire from the interviews. The sample was considered 351 people based on Morgan's table. Structural equations were used to examine the main research question and fit the model to the data.

The findings showed that professional competence has five dimensions (moral competence, knowledge competence, attitudinal competence, perceptual competence and behavioral competence) and 21 components. The highest priority is with the dimension of academic competence. Also, organizational learning has four dimensions (commitment, continuous learning, empowerment, and knowledge management) and 19 components, and the highest priority is the empowerment dimension. The impact of organizational learning on the promotion of professional competence showed that organizational learning has a 63% effect on professional competence in general.

As a result, managers and officials should take steps by holding classes, gatherings, conferences and workshops in order to improve the academic status and practical activity of professors to increase the practical participation of professors in personal and large-scale projects.

This article reports on a sociopsychological study designed to investigate the components of 21st century teachers’ professional competencies in the English as a foreign language (EFL) context in Iran. A total number of 30 members of the English language teaching (ELT) professional community including experienced university teacher educators, supervisors in the private sector, teacher trainers, and EFL teachers in the public and private sectors, participated in this study. Data were collected through semi-structured interviews. For data analysis, qualitative content analysis was used. An independent coder who was an expert in this field was suggested to code one part of interview transcription randomly. An inter-coder agreement of 94.77% was gained. After analyzing the data, six main categories of professional competencies of a 21st century EFL teacher were identified: personality factors, interpersonal factors, professional factors, factors related to teaching materials, learner factors, and assessment factors. The findings contributed empirical evidence to an understanding of Iranian EFL teachers’ professional competencies in their teaching profession in the 21st century that can be utilized as a framework for the improvement of teacher education policy and the design and implementation of teacher-training programs.