جستجوی مقالات مرتبط با کلیدواژه « صلاحیت‏ های حرفه‏ ای معلمان » در نشریات گروه « علوم تربیتی »

The purpose of this research was to investigate the effectiveness of lesson study training on the professional competencies of primary school teachers.

The present study was semi-experimental with a pre-test, post-test follow-up design with a control group. With the available sampling method, 30 people were selected and randomly divided into two equal groups of 30 people. They were replaced by the experimental group of lesson study training for primary school teachers and the subjects of the control group did not receive any intervention until the end of the follow-up phase.  Data collection was done with the help of standard questionnaire of teachers' professional competencies. The data analysis of the research was done using Covariance Analysis of Intergroup Effects.

After comparing the data obtained in the pre-test and post-test between the experimental and control groups and performing the analysis of covariance between the groups, the results showed that there was significant difference between the total scores of the teachers' professional competencies in the experimental and control groups after the implementation. There was a significant difference in the lesson study training course compared to the group that did not receive lesson study training, so lesson study training has increased the professional competence of the trained teachers at a significant level. Also, the professional competencies score of teachers who have received lesson study training has improved more.

The effectiveness of lesson research training on the professional qualifications of primary school teachers has been influenced by dimensions and components such as content knowledge, educational knowledge, experience, reflective and critical thinking, mass collaboration, student learning, problem solving and innovation, empowerment and ownership, which work together to promote Teacher development, student learning, and overall amelioration of school education are applied.The indicators of professional competence of primary school teachers include: teaching skills, expert knowledge, classroom management, interpersonal communication, motivating and motivating students, and the ability to assess and evaluate. These indicators play an important role in determining the quality of teaching and the academic progress of students.In pedagogy, teachers can ameliorate their skills in teaching subjects by using their professional competence indicators. By analyzing the pros and cons of the courses and providing proper solutions, they can increase the quality of their teaching and strengthen the students' learning, and by examining the main topics and educational methods in providing the content, they can make the necessary changes and improvements in their teaching programs.According to the above explanations, it can be concluded that there is a direct relationship between the indicators of professional competence of primary school teachers and pedagogy. The indicators of teachers' professional competence affect the quality of students` teaching and learning, and the research enables teachers to improve the quality of students` teaching and learning by applying these indicators. Eventually, in order to improve the quality of teaching and learning in elementary schools, it is essential for teachers to pay attention to their professional competence indicators and to study, analyze and improve their teaching programs by applying case studies.Since lesson study training has an effect on the professional qualification competencies of teachers, it is recommended to pay attention to lesson study training to grow and strengthen the professional competencies of teachers. Therefore, in order to improve the quality of teaching and learning in elementary schools, it is necessary for teachers to pay attention to their professional competence indicators and to study, analyze and improve their teaching programs using lesson research.Regarding the results and considering the positive and constructive effect of the pedagogy on an important category such as the teachers` professional competence, it is recommended that this curriculum is widely taught to teachers in all schools and educational levels; additionally, the teachers apply them in their teaching method.The findings indicate that under the pre-test statistical control conditions, with 95% reliability, the ratio between the total scores of the teachers' professional qualifications of the experimental group and the control group after carrying out the training course via applying pedagogy for primary school teachers, a significant difference was observed in the group which had not been exposed by training. Thus, the pedagogy has an impact on the professional qualifications of elementary teachers.

This study examines the competencies needed by teachers to effectively implement game-based teaching methods (game-oriented) in schools. In the conceptual concepts of this research, game-based (game-centered) school education has several important approaches. First, the use of educational games is fun for learners;. Learning by creating the games needed for each educational topic, the use of gamification approaches in providing educational content. The research included documents related to teachers' professional qualifications based on upstream documents of the Ministry of Education, in-depth and thematic interviews with experts, and the preparation and distribution of a questionnaire among the target community.Based on the results of this study, the four main areas of teacher competence identified in this study are: educational competencies, technological competencies, participatory competencies and competencies related to creative education. The results of this study can be used to develop teachers' educational skills and improve their professional competencies in implementing the use of gamification.

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.

The present study aims at determining teachers’ professional qualifications in “the learning approach to knowing” and presenting executive strategies for realization of this approach. The research employs an exploratory mixed-method research. The population in the qualitative part of the research consists of experts of education and in the quantitative part includes all high school teachers of Districts 2 and 3 of Isfahan. To select participants in both parts, the purposive sampling technique was used; in the qualitative part, 20 experts were employed using the chain purposive sampling method, and in the quantitative part, teachers with MA/MSc and PhD degrees of Isfahan City were selected. To collect data in the qualitative part, semi-structured interviewing technique, and in the quantitative part, a researcher-made questionnaire with 14 scales of professional qualifications for teachers were usedualitative findings were analyzed suing content analysis of interviews, and quantitative findings were analyzed using descriptive and inferential statistics.

This study investigated the impact of teachers' professional qualities on the students' entrepreneurial motivation and Spirit in the female vocational schools of Hamadan. The statistical population of this descriptive and correlational research included 799 students in the academic years of 1396-1397. According to the stratified random sampling of Kergcie and Morgan table, a sample of 260 students was selected. Three standard questionnaires were used: Teachers' Professional Qualities, Entrepreneurial Spirit and Entrepreneurial motivation. The face and content validity of the questionnaires were examined and their reliability measures, according to Cronbach's alpha, were calculated to be .93, .88 and .85, respectively. The data was analyzed by using SPSS and Lisrel softwares. The results showed that there was a positive meaningful relationship between the teachers' professional qualities and the students' entrepreneurial motivation and spirit. However, it was observed that the indirect effect of the teachers' professional qualities on the students' entrepreneurial spirit with the mediating role of entrepreneurial motivation was not meaningful.