جستجوی مقالات مرتبط با کلیدواژه « فرایند تدریس » در نشریات گروه « علوم تربیتی »

The main goal of this research is to design and compile standards for the quality of the teaching process in electronic technical and professional courses. The statistical population of this research consists of all professors who are experts in technical and professional fields, educational technology and e-learning, and 20 of them were selected by purposeful sampling. To achieve the purpose of the research, the interview tool has been used. Data analysis was done by Delphi analysis method. The obtained results have categorized the criteria of the teaching-learning process in three areas of content, teaching methods and presentation and preservation of moral and cultural values during teaching and introduced 53 indicators for the quality of the teaching process in electronic technical professional courses. are With the growth of e-learning around the world, these indicators can help educational planners, professors, learners, and e-course administrators and evaluators to create quality e-technical and professional courses.

The aim of this study was to identify online teaching competencies and their relationship with teachers' demographic factors. For this purpose the mixed research method, a sequential exploratory design of instrument making type was used.The research was conducted in two parts:qualitative and quantitative.In the qualitative part of the research method, content analysis was used.The statistical population in qualitative part were all primary and secondary high school teachers in Tehran and theoretical and research resources in the field of online education and teacher’s professional competencies.In selecting the teachers' sample, using the targeted sampling method of the type of theoretical, primary and secondary high school teachers with online teaching and learning experience and resources related to online teaching were selected as samples.The sample size was determined based on the principle of theoretical saturation.In order to collect data, semi-structured interviews with teachers were used and to extract the factors, interview coding and theoretical and research resources and data alignment were used. In the next step, the online teaching competency questionnaire was designed using the extracted factors and based on the activity theory. In the quantitative part, the survey method was used.The statistical population included all primary and secondary high school teachers in Tehran in the academic year(1399-1400)from which 261 teachers were selected based on virtual snowball sampling method based on Krejcie and Morgan table.All sample members had online teaching and learning experience. In order to analyze the data, exploratory factor analysis and multiple regression analysis were used. Findings showed that the online teaching competency questionnaire based on activity theory is well compatible with exercises and class assignments and is reliable and valid in terms of psychometric properties.In the study of demographic characteristics gender age and level of education of teachers did not have a significant effect on online teaching competencies but the effect of online teaching and learning experience was significant.Findings of the present study can be used in purposeful procurement of student teacher recruitment and preparation programs based on active topics of online teaching and design of educational programs to empower teachers through in-service programs in the field of online teaching competencies.

The main purpose of this paper is an explanation of the philosophizing and Its effects on teaching. To do this first we explained how philosophizing is vital for teaching profession. It was then attempted to provide a basis for the understanding of philosophy, according to this foundation, the elements of philosophizing, with an analytical and syntactic aspect was recognized and explained. These elements are wonder, logical or methodological doubt, questioning, historical dependency, reasoning, critique, philosophical analysis, open mindedness, imagine and theorizing. In the final, the effects of these elements was explained for teaching process. The results of this study show that teachers with the ability to philosophize can make their role and mission better in contemporary knowledge centered society.

The purpose of this study was to model teaching effectiveness of upper secondary level math teachers in east of Mazandaran during the educational year 2015-2016. The research methodology in this descriptive study was a survey type. The research sample included 214 people among whom, based on random sampling and using Krejcie and Morgan table, 134 math teachers (male and female) were selected. The questionnaire was checked by the supervisor, advisor and a panel of experts to ensure its content validity. The data gathering tool was a researcher made questionnaire (with the validity of 0.929) with six parts including teaching skills, class management, in-service training, problem solving skills, and educational tools, including 44 questions. To analyze the data, the descriptive statistics and inferential statistics, were calculated, using SPSS and LISREL softwares. The results showed that there was a meaningful relationship between teaching skills, class management, in-service training, problem solving skills, educational tools, and educational planning and teachers’ teaching effectiveness. Structural equation revealed that 94 percent the effectiveness can be explained by problem solving skills and teaching process skills. Regarding the teaching of math teachers, it is recommended that due attention should be paid to parentsʼ involvement in the educational process of their children in order to encourage teachers to provide more activites, to welcome studentsʼ interaction with each other to study and provide solutions for the posed problems in the class and to each problem solving skills to improve studentsʼ learning.

The main objective of this investigation was to focus on Tabriz University faculty member's experience in applying the constructivist approach in the teaching process. This study was qualitative and phenomenological-descriptive. The statistical population included Tabriz university professors of different faculties having at least five years teaching experience. Therefore, based on purposeful sampling, semi-structured and in-depth interviews carried out for 16 university professors about applying a constructivist approach in the teaching career. The validity of interview questions was attested by the available experts. On-going data comparison, summarizing and classifying of data were done for ensuring the reliability of the research data. The data obtained from these interviews were analyzed using the Colaizzi's method. Three major concepts were derived from the findings to be more popular: (A) Freedom processing, (B) Interactive assignments and (C) Instructional tools, however, most professors had a tendency towards behaviorism and cognitive approaches in lesser degrees.

The present study aimed to investigate the relationship between the dimensions of an effective professor, from the student's viewpoints, and learning styles of post-graduate students of Islamic Azad University, Khorasgan, in academic year 1391-92.Descriptive-explanatory method was applied in this research. The population included 3548 post graduate students; 350 of whom were selected by Morgan Table and stratified random sampling method. Data collecting tool included a researcher-made questionnaire, focusing on the dimensions of an effective professor in four areas (personality characteristics, classroom management, teaching process, demographic features) with 89 items, and Kolb questionnaire of learning styles which included 12 questions. For validity confirmation of the questionnaire of the dimensions of an effective professor, content and face validity were used; for reliability, Cronbach Alpha Coefficient was applied (0.96). The reliability of Kolb questionnaire of learning styles was calculated as 0.79. Data were, then, analyzed on two descriptive an inferential statistics levels. The results indicated that teacher's personality characteristics, classroom management, and teaching process were related to the student's learning styles. However, no significant statistical relationship was observed between demographic features of the professor and learning styles of the students. That is to say that the characteristics of an effective professor and learning styles of the students were significantly related. The results also indicated that there was no statistical difference between learning styles of the students and the characteristics of an effective professor according to the gender and faculty.

Based on the descriptive method، this research has been done to study about the effective factors making the university professors to arrange lesson plans based on the curriculum. The method of the research is descriptive method. 394 faculties of Mazandaran University of Medical Sciences are chosen as the Statistic population of this research. Based on the Kerjesy and Morgan''s tables، 190 professors are selected by the random sampling. For collecting data، questionnaires have been used. Contextual and nominal reliability are taken in to consideration so as to arrange these questioners. Its perpetuity، also، has been assessed as 0/86 by Kranbakh’s Alpha. Descriptive statistic as well as deductive statistic such as t-test، variation analysis، Fredman، and kroskal valis is used to analyze the data. As revealed by the results، motivational، cognitive، and managerial factors are the important keys leading professors to make use of lesson plans. It is to say that the most effective factor is the cognitive; whereas، managerial and the motivational factors are the second and the third.

This research is the role of information technology in improvement of teaching process in viewpoint of teachers who teach in Masal high schools in 1388-1390 years. The information technology which is used in this research consist of computer softwars such as practical or educational, ones computer hardwars at school and accessible to internet network in order to to do educational activity. The role of information in improwment of teaching process in viewpoint of teachers means whether information technology influence improvement of teaching process of high school teachers? Statistic society in this research is all teachers who teache in Masal high school. The questionnairs were sent to 188 of them. 164 teachers answered the questionar. 24 of them did answer for different reason this research is survery-descriptive. The questionnar has 21 closed answer qestions and it is scales by Likrit scale for measuring teacherstendencis. It is uued context reliance for questionnare reliance and it is used &-Kranbakh method for stability. It is descriptive variance in order do extract and categorize datas which are represent indatas diffusion charts by excel software. Deductive statictic such as single variable T-test is used to detuctdatas by Spss software. We want to answer and deduct this question that, whether information technology influences improwment of teaching process in viewpoint of thchers.Results of detuct of single variable T-test indicate that calculated T for all question is more than the chart T wrth. So it can be detucted that information technology influences improwment of teachers teaching process.

This research was conducted in order to investigate the guidance school teachers’ stipulated and tacit knowledge about learning theories and applying it in the teaching process. The sample consisted of 266 teachers (146 females and 120 males) who were selected randomly from among Tehran guidance school teachers. The data was collected using two researcher-made questionnaires. The data was analyzed, using descriptive and inferential statistics and the following results were obtained: There was a significant difference (p<.05) between observed average stipulated (.33) and tacit knowledge (3.61), and there was a weak correlation between two kinds of knowledge on learning theories(r=0/144). There was a significant difference between teachers’ knowledge on learning theories and variables such as, academic document, gender, and teachers’ teaching experience. However, there was not a significant difference between the teachers’ knowledge and the length of their in- service training (p ≥.05). So, enhancing the teachers’ stipulated knowledge of learning theories and special attention to teachers’ tacit knowledge should be considered by the educational authorities and planners.

Higher education institutions confront many chances and challenges like increasing expectations on quality of higher education programs, economic and social conditions, technology changes, student population mobility and changeable paradigms in teaching and learning methods. These issues challenge the traditional methods of academic society.In this context, there is an obvious need for improvement of performance of facultymembers. Engineering education emphasize on acquisition of knowledge rather thanpaying attention to the development of skills and attitudes. Improvement of facultymembers performance not only needs expertise in special scientific field but also knowing other skills like learning psychology, evaluation methods, managing and organizing educational processes and so on.In this paper, based on research results, the following questions were answered: 1- whatis the concept of teaching and learning? 2- What are the components of teaching –learning process? 3- How much is the significance of components in teaching – learningprocess?

The purpose of this study was to examine understanding of humanities, faculty members about four learning theories and their applications in teaching processes. Research Method was descriptive and the sample included 75 faculty members from 5 universites in Tehran. Instruments for gathering data included tests for measuring learning theories and a check list suggesting function of teaching professors. Data in two levels of descriptive and inferential were analyzed. Principal findings were: The extend of understanding of faculty member from learning theories was average. The highest mean was related to behavorism and lowest to meta cognition part.