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

Introduction:

 Business intelligence is a new technology that is used in the organization to collect, integrate, analyze and present business data. Facilitating and optimizing the decision-making process, identifying business opportunities, increasing information sharing, more effective communication with customers, increasing the ability to prepare diverse and dynamic reports, and predicting the future conditions of the organization are among the benefits of business intelligence. The purpose of this research was to explain business intelligence as an expected qualification for sports teachers.

This research was conducted in 1403 using the qualitative research method. The participants included managers and experts in the field of study in the field of sports management. The sample size was 14 people according to the theoretical saturation point and calculated by the snowball sampling method. And it was done. Data collection was done through semi-structured interviews with experts and data analysis was done using the open, axial and selective coding method of the Strauss and Corbin model in the Foundation's data theory and with the help of Max Kyuda 20 software. Guba and Lincoln indexes were used to check the reliability of the qualitative research, and Kappa coefficient and Holstein reliability coefficient were used to confirm the reliability.

The obtained results showed 110 open codes, 30 concepts and 8 categories, which led to the presentation of the business intelligence model as a competency for sports teachers.

In the age of information, any organization, including education, that has the power of information technology in its industry and profession will be distinguished and privileged compared to its competitors. By integrating organizational systems and connecting organizational systems and software to each other and creating a secure platform for sharing information and data, a more suitable platform for the company's activities is created.

Introduction and goal: 

The present research was conducted in line with the design and explanation of the model of the effect of professional qualification and acceptance of curriculum changes on flexibility and psychological capital among elementary teachers in Khoi city in the academic year of 1402-1401.

The size of the statistical population consisted of all elementary school teachers of Khoi city in the academic year of 1402-1401 in the number of 1324 people (825 women and 499 men). According to the table of Karjesi and Morgan, the sample size was estimated to be 302 people, which was selected through the stratified sampling method. In order to collect data, Saed Panah's curriculum change acceptance questionnaires (2014), Dennis and Vanderwaal's flexibility (2010), psychological capital by Luthans (2007) and the professional competence of Abdullahi teachers and colleagues (2013) were used. The mentioned items were confirmed by expert professors and their reliability was obtained through Cronbach's alpha coefficient above 0.7. Considering the non-normality of data distribution, structural equation analysis and path analysis were used using pls software.

The results showed that the model of the effect of professional competence and acceptance of curriculum changes on flexibility and psychological capital among primary teachers in Khoi city has a favorable fit (t=7.47, t=10.38; p>0.01). ) (t=5.97, t=3.19; p>0.01), in addition, the results indicated that professional competence has a positive and significant effect on flexibility and psychological capital among primary teachers in Khoi city. (z=0.54, p>0.01), (z=0.75, p>0.01), also the results showed that the effect of accepting curriculum changes on flexibility and psychological capital is positive and significant. be (z=0.43; p>0.01) (z=0.23; p>0.01).

The results of the study emphasize that improving the professional qualification and encouraging the acceptance of changes can lead to the development of teachers' psychological skills and the improvement of the quality of education.

The purpose of this study was to investigate the role of teacher knowledge and attitudes related to the job of a teacher on professional qualifications and job self-efficacy among students and teachers of Farhangian University. This research has been done in terms of applied purpose and descriptive-correlation method based on structural equation modeling. The statistical population of the present study included all 2437 student-teachers of Tabriz Farhangian University in the academic year of 2019-2020 who were studying in the campuses of Farhangian University in this city. The sample size was determined using Morgan table 335 people and using stratified random sampling method, questionnaires were distributed among student-teachers.In order to collect research data from teacher self-efficacy questionnaires of Shannon-Moran and Hui , Mullah-Nejad professional qualifications, Sahin educational and content knowledge and attitude Applied to the teaching profession of Astner et al. . Data analysis was performed at two levels of descriptive (frequency, percentage, mean and standard deviation) and inferential using SPSS and AMOS software. The results showed that teacher knowledge in professional competence (β= 0.29) and job self-efficacy (β= 0.24), teacher's job attitude in professional competence (β= 0.37) and job self-efficacy (β = 0.51) Student-teacher has a positive and significant effect.

The aim of this study was to identify, analyze and rank the special qualifications of exceptional school teachers in order to provide a basis for its improvement. The research method is descriptive survey. The statistical population of this study is all teachers of exceptional education in Tehran in the academic year 1400-1399 who are teaching. The size of the statistical population, accordin The validity of the questionnaire was confirmed by experts and the reliability of the questionnaire was obtained by calculating the Cronbach's alpha coefficient of 0.87. Descriptive statistics and inferential statistics (exploratory factor analysis) were used for analysis. Using exploratory factor analysis, the professional competencies of exceptional education teachers were identified and analyzed. Based on the results of the qualitative part, the elements of competencies of teachers of exceptional schools in four components of educational-behavioral, planning and preparation, management and organization, and professional-general competencies were identified. Strategies for improving the qualifications of exceptional school teachers were also identified in this section and presented as a model for evaluation and promotion. The findings of the quantitative section also showed the value of the elements of professional competence of teachers in exceptional schools from the teachers' point of view. The results also showed that there is a significant difference between teachers in terms of demographic variables of gender and level of education.

The present descriptive-analytical study aims to explain the process of drafting professional documents of engineers and construction technical assistants with a qualitative approach. It includes the steps of job analysis, the statement of views and decisions taken during the preparation of documents by the professional analysis working group. A chain sampling method was used to select the members of the working group and it consisted of experts in the field of construction engineering in Fars province as well as representatives of the technical and vocational education organization. With the consensus of the members of the professional analysis working group, according to the competencies considered in the country's construction engineering system, three main career trends including calculation, implementation and supervision for construction engineers were determined. By identifying the tasks and reaching a collective agreement, the competence components of each job were determined and a total of 60 competence and evaluation standards were obtained in this category, Regarding the profession of technical construction assistants, given the limits of competence of the holders of the employment license to work as an associate with  the identification of three job duties,including execution, supervision and general works of the building by identifying the tasks and competencies of each job, 60 competency standards and evaluation were compiled. It was also used by other institutions and universities to study and validate the extracted standards. These standards, as the base of skill training, while creating a path for professional development, improve job performance and empower engineers and construction technicians.

The current research was conducted with the aim of designing and validating the model of professional competence of educational leaders in elementary school. The research method was practical in terms of purpose and was mixed in order to collect information. The statistical population of the research was the sources related to the research, the experts in the field of curriculum, educational management and leadership, as well as the expert activists of the curriculum, which were selected using purposive and snowball sampling. The data collection tools were noting, semi-structured interviews and questionnaires which were analyzed by qualitative content analysis and Delphi, respectively. The results of the research showed that the model of professional competence of educational leaders consisted of basic competencies, including five categories of personality traits, mental skills, belief and moral competencies, knowledge and interpersonal and communication skills. Specialized competencies included optimal curriculum management, optimal management of the teaching-learning process, and supervision and Educational assessment. Also, professional competencies included support and professional growth of teachers, organizational and professional abilities, management and leadership, and knowledge of the situation and culture, each category consists of indicators.

The present research has aimed to compare the competencies in teaching math using an IT-based approach in student-teachers and trainees admitted based on Article 28. A quasi-experimental approach was used, and static groups were devised, with the research sample consisting of 20 student-teachers and 20 Article 28 trainees from the province of Eastern Azerbaijan during 2018-2019. Both groups were provided with the content for teaching elementary school mathematics using multimedia software in Storyline. In order to measure the TPACK (technological knowledge, pedagogical knowledge, and content knowledge) variable level, the questionnaire devised by Sahin (2011) for the assessment of content knowledge -- consisting of the six TPACK microscales of content knowledge, pedagogical knowledge, technological knowledge, knowledge of teaching content, pedagogical-technological knowledge and content-technological knowledge -- was used, and the reliability and validity of the questionnaire were also assessed as desirable after preliminary use. As for the variable level regarding knowledge, computer skill and computer self-efficacy, the 33-item questionnaire devised by Seraji and Rostami (2016) on IT-based competences was used, and the total reliability of the questionnaire was determined to be α = 0.89. After pre-tests and post-tests were conducted, the results showed that the student-teachers scored higher in the components of content knowledge, pedagogical knowledge, technological knowledge, pedagogical-technological knowledge, and computer self-efficacy compared to the Article 28 group at 0.05 level of significance. The average scores obtained by the Article 28 group in the components of content-technological knowledge, cognitive-technological knowledge, and computer skills proved to be higher than those of the student-teachers group at 0.05 level of significance. Moreover, the results indicate no difference in regard to attitude toward IT or performance between the two groups.

The aim of this study was to providing of a model for improving the professional competencies of educational counselors in providing to first high school students.

The present study was descriptive and in terms of type, exploratory and in terms of approach, it was a mixed (qualitative-quantitative).At the first, in the quality part based on the review of research literature and exploratory interviews, dimensions and components were identified and in a quantity part, using a questionnaire, data were collected. population and sample of research in the qualitative part including obtaining the opinions of experts in the field of counseling using targeted non-probabilistic sampling method and in the quantitative part including all counselors in 19 districts of Tehran active in girls and boys schools in the first secondary school using Multi-stage sampling. Also, the data analysis in the qualitative part, using the theme analysis and in the quantitative part, the information in the questionnaires was analyzed using appropriate statistical software at a 95% confidence level.

Findings obtained from the analysis of qualitative data showed that 4 dimensions and 18 relevant components can form the research model. So that the technical skills of the consultant, 4 components: problem-solving and problem-solving skills, learning and teaching skills of the consultant, knowledge skills of the consultant and research skills of the consultant. Personality traits of the consultant, 6 components: including responsibility and work conscience of the consultant, adherence to the moral and human values of the consultant, initiative, ideation and creativity of the consultant, effort, patience of the consultant, risk-taking the counselor includes the flexibility and adaptability of the counselor. Dimensions of the consultant's management skills, 3 components: planning and time management skills of the consultant, skills related to environmental monitoring, decision-making skills, and finally the psychological skills of the consultant, 5 components: The counselor's communication and interaction skills include trust and persuasion skills, motivational skills, counselor cognitive skills, and awareness skills. On the other hand, the test findings of the research model showed that the above four identified dimensions can well explain the variance of the professional competencies of counselors in providing services to junior high school students at the 95% confidence level.

This research aims to compile a profile model for the professional qualifications of PE teachers in the city of Tehran. Using a mixed research method, the researcher conducted insightful interviews with 19 elite, distinguished experts on the subject and, while identifying the relevant factors, engaged in purposive sampling. As the interviews were being conducted, they were also analyzed and coded based on the main issued discussed, and eventually, a qualitative model based on the indicators extracted from the data obtained from 306 PE teachers in the city of Tehran was subjected to fitting. Based on the findings of the research, the codes extracted were categorized into 30 questions and three essential qualifications entitled personal (emotional) constructs, expert knowledge and professional skills (psychomotor). Then each qualification were measured using three factors. Regarding the qualification of personal constructs, factors such as attentiveness, valuation and hierarchy; in the qualification of expert knowledge, cognition, understanding and analysis; and in regard to the qualification of professional skills, careful movements, harmony and performance can be mentioned. Awareness of qualifications based on personal constructs, expert knowledge and professional skills proved to be able to add original variables to the domain of information regarding physical education. Nonetheless, it is essential that such information be compared with previous foundations and taken into consideration based on a measurable framework for PE teachers (obtained from the results of the present research) in the Fundamental Reform Document of Education.

Media literacy does not mean that the learner simply learns to define the media; the learner must learn how the media can affect us. Media literacy means equipping media students with the ability and skills to analyze, critique and evaluate media content. Considering the importance of educating media literacy and the novelty of thinking and media literacy course, recognizing the teachers' professional competencies for this course is important. This research aims to examine the professional competencies of teachers in the field of thinking and media literacy. This research is a qualitative study with a case study method. The statistical population included the teachers of thinking and media literacy in Birjand city and education specialists in Iran. Using purposive sampling method based on theoretical saturation, 12 teachers and 3 experts were interviewed. The obtained data were analyzed using qualitative content analysis. The findings showed that 1) media knowledge; 2) media skills; 3) media attitudes; 4) thinking skills training; 5) media education; and 6) supporting knowledge were the six types of teachers' professional competencies in the media literacy course which were identified in the main topic of the present study.

In this study, researchers have tried to develop a model for acquiring the professional competencees of preschool teachers in Iran, based on the Waldorf educational approach and in accordance with the frameworks determined in the country's upstream documents. For this purpose and with the aim of checking the degree of conformity and consistency of the Waldorf teacher training model with Iran's upstream documents and as a kind of theoretical feasibility for developing such a model for the training of Iranian teachers, a comparative analysis method was used. In comparison of the eight components of Waldorf teacher's competences with the Supreme Council of Education, fundamental transition document and the national curriculum document, finding shows that Waldorf educational approach does not have a serious conflict with the Iranian upstream documents theoretically. This approach is largely responsive to the spiritual ideals of the Iranian society. However, unlike the Waldorf model, there is no mention of parent education by teachers in the Iranian preschool educational documents. Based on existing studies, researchers have tried to develop a program for the training of Waldorf preschool teachers according to the needs of the society. This proposed program follows the global patterns and considers the necessary subtleties to align with Iranian Islamic culture and tries to remove the fundamental gaps in knowing this approach.

The purpose of this study is to evaluate the professional competencies of primary school students in Kerman universities with Bench Marking approach. The research method was mixed with a quantitative descriptive survey method, and a qualitative method was used to reveal the optimal aspects of the top university. Data collection tools were researcher-made questionnaire and semi-structured interview. The statistical population of students related to primary education in Kerman universities included 506 people in the academic year 1395-1396, 339 people were selected by stratified sampling method using Cochran's formula, In the qualitative section, the views of 14 officials and professors of Farhangian University were used by purposive sampling. To analyze the data, t-test and structural equation modeling method were performed. In the qualitative part, the text of the interviews was coded and categorized. The findings of the quantitative part of the research showed the relatively favorable situation of the research-related universities (Farhangian, Shahid Bahonar, Payame Noor Kerman) in terms of professional competence (cognitive, skill and emotional) among them, Farhangian University was in a better and more favorable situation than other universities (Shahid Bahonar University, Payame Noor University) in all three dimensions of professional competence. Also, in a qualitative study, the reason for the superiority of Farhangian University in the axial coding stage was enrichment in seven curriculum elements including objectives, content from theoretical and practical dimensions, learning teaching process, facilities and equipment, learning space, evaluation process and attention to the learner as Seven pivotal categories and in the selective coding phase, curriculum richness was found to be a key pivotal category.

This research was designed and implemented with the aim of analyzing, identifying and determining the professional competencies of teachers in Alborz province in order to provide a conceptual framework. The research method is an exploratory combination that was performed sequentially in two parts: qualitative and quantitative. First, in the qualitative stage, through semi-structured interviews with 20 experts, experts and primary school teachers who were selected by purposive sampling, after conducting the interview and coding and obtaining the following components and components, dimensions Teachers' professional competence including 4 dimensions of knowledge, skills, personality and ability were identified. In the quantitative part, the statistical population of the study was all teachers in Alborz province (7000 people) from which 364 people were selected by cluster random sampling. A researcher-made questionnaire on teachers' professional competencies was used to collect information. In order to evaluate the validity and accuracy of the questionnaire, formal validity and consensus of experts were used. Cronbach's alpha scale was used for reliability and internal consistency of the questionnaire items, which was performed by performing a pre-test on 30 randomly selected respondents. Descriptive statistics (frequency, percentages, mean and standard deviation) and inferential statistics (Kolmogorov-Smirnov test, independent t-test and Friedman analysis of variance) were used to describe and analyze the collected data. Findings showed that at a significance level of 0.01, there is a significant difference between the average rank of the dimensions of professional competence of teachers in both the current and desired situation. In both situations, the dimensions of teachers' professional competence are: knowledge dimension, skill dimension, individual dimension, ability dimension. Also, the average score of these dimensions in terms of current and desirable status is significantly different, so that the average knowledge dimension in terms of current and desirable status (52.90) and (92.48), the average skill dimension in terms of current status and Desirable (40.28) and (69.69), respectively, the average ability dimension according to the current situation and desirable (31.95) and (56.76), mean individual dimension according to the current situation and desirable, respectively ( 88/39) and (46/69). These numbers show that the current situation of the dimensions of teachers' professional competence is different from the desired situation. This difference is significant for the knowledge, skill and ability dimension at the level of 0.99 (p˂0.01), and for the individual dimension at the level of 0.95 (p˂0.05). The findings of the research showed that structural equation modeling analysis supported the model's fitness with the data.

The Pandemic of Covid-19 Virus has shown that the weaker a country has been in developing its teachers’ profession development over the past years, the more likely it is that the country's education system will run into a series of problems. The present study was conducted to solve the problem of professional development of teachers of Khayam school in Shahreza during the recent Corona Pandemic. In this study, the professional development of Khayam primary school teachers in the academic year 1399-1400 was studied and the aim was to promote the professional development of teachers in this school. The present study is a mixed-method research. In the qualitative part of the research, the action research technique was used. The statistical population of the present study consisted of all teachers of Khayam school (N=13) who were selected by purposive sampling. This study is an applied research in terms of purpose and a descriptive-analytical and survey research concerning its nature and method of implementation. Data were collected through a researcher-made questionnaire. Quantitative data analysis was done using SPSS software (version 26). The reliability of the questionnaire was calculated through Cronbach's alpha which turned out to be 0.804. The content validity of the questionnaire was determined via some experts’ review. Based on the findings, it was concluded that; the implementation of the specified solutions was effective and after comparing the pre-test and post-test results, it can be seen that the implemented solutions were very effective (P<0.0001). Therefore, the researcher's hypothesis was confirms.

This research aimed to design the Vocational Qualifications Framework of trainers as well as determine the expected competencies of technical and vocational trainers. The type of research is applied in terms of purpose and it is a descriptive survey in terms of data collection. The research method is a combination of quantitative and qualitative studies. Data collection tools are documentary study, electronic questionnaire and interview. The reliability of the questionnaires was 0.985 and its validity was confirmed by experienced experts, trainers and experts of Technical and Vocational Education. The statistical population consisted of three groups including educators, experts and managers of instructor training centers and technical and vocational organizations, and foreign technical and vocational education experts related to the Technical and Vocational Education Organization. Content analysis was used to evaluate and analyze qualitative data, mean and standard deviation were used in quantitative data analysis in the data description section, and one-sample t-test and one-way analysis of variance were used in the inferential section. By content analysis, 112 statements of trainers' competencies including entrance competencies, general competencies and specialized qualifications were obtained. These statements were surveyed through questionnaires and interviews. The results of quantitative data analysis showed that all respondents, on average, strongly agreed with all the statements. The results of the Levin test showed that in any of the variables in all three groups, competencies were not significant and the hypothesis based on homogeneity of variance was confirmed and the results are reliable despite the inequality of the statistical population.

The purpose of this study was to design a competency-based curriculum in VET higher education system based on a paradigmatic model. The present study is applied in terms of purpose and qualitative in terms of method. Data were collected through semi-structured interviews and researcher notes and observations and analyzed using the grounded theory strategy. The statistical population consisted of curriculum experts who selected 16 individuals by purposeful sampling. Validity and reliability were ensured by using member checking, transient coding agreement, expert review of results, and peer review techniques. Findings were divided into six groups of categories: 1. Causal factors or conditions 2. Core phenomenon 3. Strategic categories 4. Background conditions 5. Mediating categories, and 6. Outcome categories as identified and explained. Suggestions graduates were made to improve the quality of the production and implementation process of higher education VET curricula, especially at the University of Applied Science to increase the employability of the graduates.

The purpose of this study was to identify the attitude of teachers and educational administration about the implementation of the professional ranking plan of teachers in the education system of the Iran. The method of this research is a qualitative exploratory research which has been conducted in an interpretive analysis method. The data gathering tool was a semi-structured interview, with interviews with 15 experienced teachers, principals, and executives of the project. Sampling was done using purposeful snowball method. For data analysis, coding was used in both open and axial coding. The results of the research showed that the teacher ranking plan has legal, scientific, professional and managerial necessities for its implementation. The main strengths of the plan include increasing teachers' motivation, improving teachers' skills, reducing teachers' livelihood issues, improving student achievement and reducing inequality. The weaknesses include lack of comprehensiveness of the plan, lack of transparency, the ability to apply personal opinion, the length of the process, high emphasis on seniority, weakness in information and lack of implementation. Also, the most important solutions identified for improving the design are: having a professionalism approach to teachers, paying attention to improving teachers' livelihoods, teamwork and continuous evaluation, holistic approach, and bureaucracy reduction.

Today, higher education institutions around the world are beginning to change their missions, goals, and prospects to address and integrate issues related to biodiversity conservation in their functions. The human component of the agricultural higher education system is one of the pillars of this system that plays a central role in advancing the objectives of the system in a dynamic and harmonious connection with other components. However, so far no effective efforts have been made in the country to identify effective factors in improving the professional competence of faculty members. Therefore, this study was conducted to identify the components of faculty members' professional competencies for biodiversity education. This study was conducted using qualitative approach and inductive content analysis method. Required information was collected through semi-structured interviews with 24 experts in the field of environmental education and biodiversity selected by snowball sampling. We began the inductive content analysis by identifying the meanings and then tagging them in the form of qualitative codes, and continued by codifying the codes and linking them to categories. This process was implemented with the help of MAXQDA software. To validate the qualitative findings, participant review and expert review strategies have been used. The findings showed that faculty members' professional competencies for biodiversity education included skills competencies, knowledge competencies, value competencies and ethical competencies, each of which has indicators

The main objective of this study was to evaluate the effectiveness of problem-solving approach for the internship course on enhancing professional competencies of teacher-students. The study used a quasi-experimental post-test design with a control group and statistical population is 107 students of Farhanghian University in Allameh Tabatabai Campus of Urmia entered in 1391. The sample of this study consisted of 42 students, 21 of them have chosen internship course with problem solving approach and 21 others have chosen internship course with traditional approach. To collect the data, Danielson and Strong have been used. Problem-solving approach using the training package was used in the experimental group. The results of the independent group T-test showed that between the new approach and the traditional approach in general in the professional competencies as well as in its components, including: teacher's prerequisite skills, supervision of student progress, professional responsibilities, Planning and preparation, organization of classrooms, personality traits and promotion of teaching and teaching, there is a significant difference, and there is a significant difference between the professional qualifications of the student who have completed the internship lessons with a new approach. As a result, the application of the new approach in internship lessons has been effective in enhancing the professional competencies of student and the lecturers are suggested to apply that approach in their internship courses.