جستجوی مقالات مرتبط با کلیدواژه "شایستگی حرفه ای" در نشریات گروه "علوم تربیتی"

An important factor that helps organizations to be highly productive is effectiveness of training programs and development of professional competence of their employees.main purpose of article is to identify the effective factors in measuring effectiveness of training programs based on professional competence approach.

Research method of this article is qualitative.In this research,in addition to document study,data technique of12MAXQDA software were used to calculate dimensions,components and indicators.statistical community of research is all experts in field of management.Government,Curriculum Planning,Educational Management,Human Resources Management and Directors of Education and Training Deputy of Political Ideology Organization were knowledgeable in this field,using the purposeful sampling method after conducting19theoretical saturation interviews and after analyzing interviews,codes Open,axial and selective were extracted.Findings include3dimensions,11components and52indicators.Validation of primary conceptual model was done by Strauss and Corbin method for the data,and all codes had sufficient validity.

Considering in organization From Faraja's political ideology,common evaluation of educational programs is at level of completing student survey worksheets,and information obtained from the evaluation of effectiveness is only used to give feedback to professors,trainers,and organizers of training courses,if the appropriate model for evaluating effectiveness of the program political ideological training programs should be compiled based on results of research,degree of fulfillment of the orders of the Supreme Leader and the expectations of head of the organization regarding the training of the police at the level of the Islamic Revolution will be evaluated,and measures will be taken to modify and improve the political ideological training programs.

The primary purpose of the present study was to compare the professional competencies of teachers who graduated from Farhangian University with those of Madeh 28.

It is quantitatively applied research designed to compare the knowledge of two groups of teachers. The statistical population included all the teachers who graduated with a Bachelor's degree from Farhangian University and those of Medeh 28 between 2015 - 2019. A total of 440 graduated teachers were sampled from the primary education, English language, mathematics education, social sciences, and counseling fields of study using the multi-stage sampling method. A set of performance-based tests were developed to collect the data. Descriptive statistical measures and t-Test were employed to analyze the data.

The findings indicated that the highest and the lowest average performance belonged to the primary education and mathematics education teachers who graduated from Farhangian University, respectively. A significant difference was found between the performance of the two groups of teachers in content knowledge (CK), technological knowledge (TK), and pedagogical knowledge (PK), and the differences in TK and PK are in favor of those of Bachlo's degree graduated from Farhangian University. However, the significant difference in CK was in favor of Madeh 28 teachers.  

Recruiting teachers’ method is one of many factors that impact teacher qualification. The Bachelor's degree teachers who graduated from Frhangian University performed higher in PK and TK than those of Madeh 28. In contrast, Madeh 28 teachers performed better in CK than the other group.

The teacher is the helmsman of education and training, due to his role and position, he is looked at with a different perspective compared to other groups in the society, he must have knowledge, skill, competence and professional commitment in order to fulfill his mission. important and dangerous (Delore, 2022). Numerous researches show that the quality of the teacher's performance is a very important factor in explaining the learning results and achievements of the educational system. Therefore, if an educational system fails to educate learners with appropriate skills and at the level of society's expectations, one of the main reasons can often be found in the quality of its teachers and trainers. When we talk about teachers' qualifications, we mean what helps them to work better and more effectively in different situations. Competence is a positive combination of knowledge, ability and willingness of a person to cope successfully and responsibly with changing conditions. Therefore, competence does not only focus on teachers' ability to achieve visible goals, but also extends to characteristics that are not yet fully apparent but may be identified in teachers' behavior. These competences cannot be communicated but must be developed. This type of competency is an internal quality that is not taught but learned. Furthermore, competence is not a finite state, but a quality that is continuously developed through practice (Warr et al., 2019).   In addition, since the education and training of students, especially students with special (exceptional) needs, is a very complex and specialized matter, there is no doubt that teachers and trainers lack the necessary professional and specialized skills for this type of training. Learners will not be able to do this task. This research was conducted by reviewing the texts, scientific documents and reviewing the subject literature with the aim of identifying and explaining the role of professional competencies of special education teachers and trainers with a focus on the mentally retarded group. The results of the surveys have been presented in the form of a set of competencies required by teachers and coaches of mentally challenged students, which include components such as positive and supportive interaction and creating hope in the child, controlling emotions and stress, attitude and skills. Facilitation in affairs, the ability to cultivate creativity, intelligent behavior along with scientific vision and cultural awareness, designing empowerment activities and timely intervention, enriching, adapting and strengthening the content and learning environment, as well as teaching communication skills, problem solving, Safety and health and defense of individual and social rights are among the most important. The topics presented can be used in the field of educational policy, evaluation of professional competence and empowerment of teachers and trainers in general and for special education teachers specifically, as well as in the design and development of curricula for disabled stude .Be used mentally..

The current research was aimed at identifying and validating the model of professional competencies of educational leaders, in terms of practical purpose and from the perspective of gathering mixed-exploratory information.

In the qualitative section, using a targeted non-probability sampling method, 20 experts in the field of primary education, including assistants and experts in primary education, educational leaders, teachers and managers of multi-level rural schools, and faculty members of Farhangian University, were selected as participants. Quantitative part using cluster sampling method, 242 people were selected from the statistical population of teachers, principals and educational leaders of primary schools in Zanjan province. The tool for collecting information in the qualitative part was a semi-structured interview, and in the quantitative part, a researcher-made questionnaire. Content analysis and coding methods were used to analyze the qualitative findings. In the quantitative part, a researcher-made questionnaire and confirmatory factor analysis method were used to measure the validity of the competency model. In order to check the validity of the questionnaire, its face and construct validity and reliability were investigated using Cronbach's alpha coefficient.

The analysis of research findings led to the identification of 40 components and 5 dimensions of competence for educational leaders including; Knowledge, skill, ability, individual and attitudinal-motivational competencies.

The findings of this research open new windows for making desirable changes in the review of the selection and appointment of educational leaders in schools.

The purpose of this study is identifying the competencies of Educational leaders  in the education system of the Iran country. The research method, was applied in terms of purpose, and exploratory in terms of gathering information. The statistical population includes education experts and educational leaders and teachers of South Khorasan province. The research method in the qualitative part was phenomenology and in the quantitative part, it was descriptive analytical method. In the qualitative part, the sampling method was purposeful that continued to the saturation level, and in the quantitative part, it was a cluster random method. In order to collect data, a semi-structured interview was used in the qualitative phase. In order to validate the data in the qualitative part of long-term conflict (flow), confirmation by the subjects and questioning and searching of colleagues were used. In order to ensure reliability, two methods of coding by the second coder and decoding were used. a researcher-made questionnaire was used in the quantitative phase. quantitative assessment was done by using content validity ratio (CVR) and content validity index (CVI). Also, for reliability of the questionnaire  used Cronbach's alpha coefficient by value of 0.95 was confirmed. In the qualitative part, the data was analyzed using the Collaizi’s method, and in the quantitative part, the Second order confirmatory factor analysis was used to confirm the qualitative findings. Based on the results of the data analysis, the professional competences of the educational leaders was categorized in 5 fields of knowledge including: specialized knowledge of teaching, educational knowledge, educational supervision and guidance knowledge, management and leadership knowledge, organizational knowledge, and information and communication technology knowledge. ; Skills include: teaching skills, educational planning skills, educational evaluation skills, information and communication technology skills, appropriate communication skills, time management skills, documentation skills, people participation skills, people development and empowerment skills, knowledge management skills, work skills Group, continuous learning skills, leadership skills and research skills; Abilities include: systemic thinking, critical thinking, logical thinking, creative and innovative thinking, reasoning ability, analytical thinking. Features include: flexibility, authority, Reception, honesty, good ethics and concern; Attitude including self-development and other-development attitude, service attitude, and research attitude were identified.

Professional competence and social popularity of professors and at the same time students' academic motivation can be considered as three basic components in improving educational processes. In this regard, the present study was conducted to investigate the relationship between professors' professional competence and students' academic motivation with the mediating role of teachers' social popularity. The method of this research is descriptive-correlation and its statistical population consisted of all students of Farhangian University of Isfahan in the academic year 2019-2020 in the number of 3080 people who were selected using Krejcie-Morgan table and stratified sampling method proportional to the sample size of 342 people. To collect the data, a researcher-made questionnaire of professors' professional competence, standard questionnaire of motivation, education of Walrand and a revised questionnaire of social popularity professors from Madandar Arani and Paryad were used. The validity of the questionnaire was confirmed by professors in the field of educational sciences and Cronbach's alpha method was used for the reliability of the questionnaire. In order to analyze the data, descriptive and inferential statistics were used by SPSS and AMOS statistical software. The results of data analysis showed that there is a direct relationship between professors 'professional competence and students' academic motivation (P <.01) and the social popularity variable mediates this relationship significantly (P <.01). According to the obtained results, it can be concluded that the professional competence and social popularity of professors have an effective role in strengthening the academic motivation of students. Therefore, it is suggested that the results of the present study be used as a framework to improve faculty performance to enhance students' academic motivation.

Educated and efficient teachers have the capacity for change and innovation, and the quality of their performance and professional competence facilitates and develops the educational system. Understanding the importance of the role of teachers in creating change in the context of education, especially in practical and skill dimensions, the purpose of this study was to design a framework for the professional competencies of entrepreneurial teachers. The approach in this study was qualitative and the method used was a case study. Potential research participants included successful entrepreneurs in the field of education, especially teachers who had the necessary experience and expertise in the field, curriculum specialists who had valuable experiences in the field of research. Participants were selected using a purposeful approach and snowball sampling method and using the theoretical data saturation criterion to determine the number of participants. Semi-structured interviews and review of relevant sources and texts were used to extract the framework of professional competencies of entrepreneurial teachers. Also, using the thematic analysis method, basic, organizing and comprehensive themes were obtained. Acceptable and reliable methods were used to validate the data. The initial framework consisted of 57 basic themes and four organizing themes (personality, teaching, social and professional competencies) around the overarching theme of the professional competencies of entrepreneurial teachers. In such a way that a teacher within the framework of professional competencies of teachers should have these competencies together and develop them together. The educational system must provide appropriate conditions and contexts with this organized framework.

The aim of this study was to investigate the views of internship professors at Farhangian University in a qualitative manner using phenomenological methods. The method of data collection was semi-structured interviews; For this purpose, 15 professors were purposefully selected. Data were collected through semi-structured interviews and the text of the interviews was analyzed and interpreted using a coded (three-step) method. Findings showed that the curriculum approach of Farhangian University emphasizes reflective action, and position-oriented, content requires the application of interdisciplinary knowledge (PCK) and applied. The program uses the strategy of reflective observation, narration, personal action research, and lesson study; Dialectical dialogue, problem-solving in education and providing reflective feedback, Self-assessment, and peer evaluation based on levels of success in assessment, has been able to influence professional self-awareness, agency, desire to learn and change, risk-taking to face challenges, professional interaction and reduce the gap between students' opinions and actions. The results also showed that the program has faced challenges in implementation, including organizational structures, laws, and procedures governing the relationship between the university and education, the dominance of traditional methods in schools and the limited conditions for gaining professional experience, lack of scientific and professional support from the authorities by the relevant authorities, scientific and research centers in accordance with the requirements of the program, which redefines innovation Are in the form of previous experiences.

The purpose of this study was to determine the degree of Farhangian University teacher students' possession of professional competency components. The statistical population of current descriptive survey consisted of senior teacher students of Farhangian University in Tabriz, out of whom 310 were selected as a research sample by random stratified sampling method. A researcher-made questionnaire with 50 questions was administered to collect the data. The content validity of the questionnaire was confirmed by a number of professors in Tabriz University and Farhangian University. In addition, factor analysis with varimax orthogonal rotation was employed to determine the main components. Cronbach's alpha was calculated to be 0.96. Data were analyzed using SPSS 21 that yielded descriptive tests and inferential statistics (single sample t-test and independent t-test). The results indicated that the degree of teacher students' possession of these components differs from the standard mean. There existed a meaningful difference between the teacher students of fundamental sciences and those of humanities in terms of the degree of possession of teacher, teaching and pedagogy prerequisites. However, there was not observed a meaningful difference between the teacher students of different courses in terms of the other components:  monitoring students' progress and ability, professional responsibilities, planning and preparation, classroom management and organization and a teacher's personal characteristics. Finally, gender caused meaningful differences between the teacher students in terms of these components:  a teacher's prerequisites, planning and preparation, management and organization.

This study was performed with the aim of developing a primary model for performance evaluation of police university graduates. The study with a practical nature, used focus groups method in order to gather the needed data and was analyzed by qualitative method.The study population were selected from experts and university professors of police university. This model went through critical investigation and there was an interview with professional police College of Science and Technology Frontier, College of Science, Technology Traffic, College of Science and Technology of Information and Knowledge, College of Science, Office Technology and Support in -. The sample consisted of focus group of - persons each from faculty members and educational staff from the above mentioned faculties and professional police at the command and major. This primary study was performed at stages. At first stage general professional and specific characteristics According to each major was evaluated in focus groups. At the second stages, a primary model was designed according to viewpoints of the focus groups. This model consisted of nine categories. At the third stage, this model went through critical investigation and there was an interview with professional police focus group. At the fourth stage, the model was improved by using the five focus groups and professional police views and the number of categories was reduced to six. at the fifth stage after gaining a general agreement on the number of levels and categories of competency model, the elements regarding every category were reviewed in focus groups and by professional police and then was finalized.According to the obtained results, the model for competency in Police University is a Pyramidal and hierarchical one, Consisted of six levels which were personal, general, professional, operational, scientific/technical, and specific and management competency. This theoretical model provides an introduction for vast and several surveys which can prepare the ground for police university scientific promotion and making the educational courses more up-to-date and will be followed by educational courses and plans.