جستجوی مقالات مرتبط با کلیدواژه « معلم اثربخش » در نشریات گروه « علوم تربیتی »

The quality of teacher assessment and selection system is the most strategic element in the success or failure of educational systems. Assessment and selection of value-creating teachers is not achieved by chance and is a function of a set of multiple, multi-level, contingent and integrated factors and dimensions. The first goal of this study was to identify the framework of essential competencies for assessment and selection before entering the teaching profession, and the second phase was to determine the order of importance of these competencies. To answer the research questions, an exploratory sequential mixed-methods design was used. The qualitative part was conducted at the level of conceptual ordering using Grounded Theory method. Participants were chosen from among experienced teachers and subject experts using criterion sampling, and data saturation was achieved after 14 interviews. Data were collected using semi-structured interviews and analyzed with open coding. After categorizing the findings of the previous phase, with reference to experts and applying the DEMATEL technique stages as one of the methods of group decision-making based on pairwise comparisons, the influence and impact of each criterion were calculated. After analyzing the data in the qualitative phase, 8 factors were identified, including cognitive knowledge, metacognitive knowledge, cognitive ability, metacognitive ability, identity insight, social insight, personal disposition, and interpersonal disposition. The findings of the quantitative phase indicated that the first three factors in order of influence include metacognitive ability, social insight, and interpersonal disposition. The results indicate a wide range of essential competencies required for the teaching profession and highlight the necessity of devising a scientific, evidence-based, and integrated mechanism for accurately assessing such characteristics before entering the teaching profession.

The aim of this study was to identify the characteristics of an effective teacher in virtual education in the Corona era. The design of this research is a qualitative synthesis research of the type of conversion meta-combination and has been done using the six-step method of Sandlowski and Barroso. During the steps, while selecting the supercomposed team, the research question and the criteria for including the articles were determined, and during the systematic search of resources in Latin databases, 45 original articles were selected according to the exclusion criteria. Then, while extracting the basic themes, 54 basic themes were established, which in 8 themes organizing the first level and then 3 categories of organizing themes of the second level including cognitive presence (development of self-concepts in students, students' cognitive involvement, support of student activities), social presence (ability to create group activities, ability to manage group activities while teaching)and teaching presence(Skills in organizing their teaching knowledge, understanding the theoretical concepts of teaching in electronic environments, designing and implementing e-teaching). Finally, all the mentioned topics were presented in the form of the comprehensive theme of the effective teacher characteristics in virtual education. In the sixth step, the findings were validated using validation and transferability techniques. The nature of the teacher facilitating role in virtual education during the coronation period and the attention of those in charge of education to changes in education and its tendency towards e-learning, encourages them to review educational procedures.

The developmental path of Iranian teacher training curriculum, based on an analysis of the existing documents, consists of two tracts: one is influenced by the establishment of Daarolfonoon, the importing of scientific resources from Europe, and sending of students abroad; while the other is defined by objective facts, cooperation of institutes of higher education in planning a curriculum for teacher training, and an emphasis on a research-based interactive approach. The first provided the necessary conditions for shaping a system for the planning of teacher training curriculum. In doing so it was influenced by many factors such as the political and administrative structures, textbook authorship, establishment of research councils and organizations, and the opening of University of Tehran. The second tract, considering the changes in attitudes and mentality, helped with the envisaging of an appropriate outlook, based on national and international criteria, by redefining who an effective teacher is.

The study aimed to design a structural-interpretative model for the effective school components in the junior high school. The research has a descriptive-survey method. The statistical population included faculty members of the Education Department, heads and deputies of education, principals and educational assistants of schools, teachers and parents of high school students with a degree in education science in the northwest of Iran ,that A sample of 217 people were selected purposefully. A researcher-made questionnaire was developed to collect the data using theoretical foundations and researches carried out in and around the country in the field of effective schools. After confirmation of its face and content validity in quantitative and qualitative methods, the questionnaire reliability was obtained (α = 0.970). Data were analyzed using SPSS and AMOS. The results showed that the factor analysis model of 16 effective school components based on components (culture, School climate, high level student expectations, effective leadership, effective teacher, coherence, latency, resource provision, achievement of objectives, information and communication technology, learning strategies, factors affecting academic achievement, parental involvement, adaptability to environment, monitoring, evaluating and providing feedback, decision making) and sub-components had goodness of fit first and second order factor analysis. The effective school components were designed in nine levels in the structural-interpretative model using the ISM approach. Its first level is devoted to factors affecting academic achievement and the last level to funding.

The study aimed to develop a model for effective school in the junior high school. The research has a descriptive-survey method. The statistical population included faculty members of the Education Department, heads and deputies of education organization, principals and educational assistants of schools, teachers and parents of high school students with a degree in education science in the northwest of Iran ,that A sample of 217 people were selected purposefully. A researcher-made questionnaire was developed to collect the data using theoretical foundations and After confirmation of its face and content validity in quantitative, the questionnaire reliability was obtained (α = 0.970). Data were analyzed using SPSS and AMOS. The results showed that the factor analysis model of 16 effective school components based on components and in prioritizing the components based on confirmatory factor analysis, decision making with the estimated standard coefficient of 0.931 was the most effective and the component of monitoring, evaluation and providing feedback with an estimated standard coefficient of 0.603 was the least effective. In the second step, the weight of each of the components and Sub-components were calculated by analyzing the hierarchy using Excel, and the incompatibility coefficient was calculated using MATLAB and The linear model of effective schools was obtained based on the impact factor and the significance coefficient. The results showed that the prioritization of components changed by applying their significance and in the final prioritization, the effective teacher (0.148) had the first rank and the latency (0.126) the last rank.

The main objective of This research was to identify and validate the characteristics of the effective teacher in the elementary period.The first part of the Q-method was used. The statistical population in this section was all faculty members of educational sciences of Tehran universities(N=349),that20of them were selected according to the purposive sampling and snowball.The Data collection tool is the Q-diagram.Its reliability was confirmed by reviewing40documents and approved by3experts university.The validity of thequestionnaire was84/0.The second part is based on exploratory factor analysis.The statistical population of this study was all the professors of educational sciences in Tehran universities and elementary education groups of Tehran(N=987).The random sampling method was325people.The data collection tool was a researcher-made questionnaire whose content reliability was confirmed by3experts and validity (α=96/0).The main findings indicated that65characteristics were identified in7dimensions of personality traits,religious-ethical education,Reflective,qualifications and competencies,effective teaching,effective classroom management,and monitoring and evaluation.The7dimensions was confirmed,but between of65characteristics,5characteristics have not been validated.

The aim of present study is considering the dimensions and components of effective teacher in previous studies and presenting a comprehensive model based on it and also considering this model similarities and differential aspects with upper documents of Iran education system. Research methodology is quantitative during which deduction was according to context analysis and reconceptualization.. The statistical population of the research, includes all available internal and external research and theoretical texts, related references, and upper documents of Islamic Republic of Iran education system which are Purposive Sampling selected and considered; the numbers of considered documents are 40 cases. to collect the data check list used that Reliability approved by 3 experts university and validity by test-retest (α=/91).The major findings reveal 6 dimensions of professional competences (with 3 components), personality characteristics (with 9 components), classroom management (with 5 components), teaching skills (with 10 components), supervision and monitoring (with 5 components), and evaluation (with 5 components) which a model of effective teacher was designed according to this basis. On the other hand, 2 components in personality characteristics dimension, 2 components in classroom management dimension, 2 components in teaching skills dimension, 3 components in evaluation dimension, 1 component in competences dimension, and 4 components in supervision and monitoring dimension were in common among the proposed model and upper documents; besides, 5 components related to competences, lesson study dimensions with 2 components, and educational fields with 2 components were including differential aspects among the proposed model and upper documents.

This study aims to identify the dimensions and components of effective teachers in primary schools in Iran. The approach research due to the application of Q-type is mixed method (qualitative-quantitative). The study population included all members of the Faculty of Psychology and Educational Sciences of the University of Tehran. Of which 20 were selected as a combination of purposeful sampling and snowball. Q phrases review document 40 (29 Foreign Study, 5 and 6 of the meta- documents) and interviews with experts in the field of teaching-learning 6 were collected. Q narrative statements were approved by 3 experts and test-retest reliability was also 84%. Using Q-factor analysis The most important findings indicate 7 dimensions, personality traits (15 components), educative (5 components), reflective (7 components), competence (8 components), effective teaching (13 components), effective management (9 components) and monitoring and evaluation (8 components) as the dimensions and components of effective teacher in primary schools in Iran.

This study aims to the extracting the dimensions of effective teachers with regard to provide a conceptual framework of education and teacher training. The research methodology is mixed that it has been done by using of documents content analysis, descriptive-analytical and qualitative method. In the first part Statistical society includes all available internal and external research and theoretical texts, related references, and upper documents of Islamic Republic of Iran education system which are purposefully selected and considered; the numbers of considered documents are 40 cases. to collect the data check list used that Reliability approved by 3 experts university and validity by test-retest (α=/91).The major findings reveal 138 character that those sort in 5 dimensions with 37 items: professional competences (with 3 components), personality characteristics (with 9 components), classroom management (with 5 components), teaching skills (with 10 components), monitoring and evaluation (with 10components). Conceptual framework of education and teacher training has been designed in the second part. In section 3 also Statistical community includes curriculum specialists Tehran’s universities (N=31) that were selected 10 people with Purposive Sampling. White criteria of Lincoln & Guba (Credibility, Transferability, Dependability and Conformability) Trustworthiness research is considered. The proposed conceptual framework was received the general approval of the curriculum specialists.

The aim of this paper was describing and explaining charisma and charismatic teacher’s characteristics. Contrary to the common belief that sees charisma as Weird and congenital concept, this paper explains that charisma is not limited to certain individuals but it relates to special behavior and speech that can be learnt and taught. In Neo charismatic view (insight), charisma is characterized mostly by the ability to understand others and communicate with them, having altruism, having the ability of eloquence and in general being able to influence others. To analyze the concept of charisma, the concept analysis method and to present the concept of a charismatic teacher, the conception development method has been used. For this purpose, after describing charisma and its components, the characteristics of effective and charismatic teachers have been explained. The behavioral characteristics include items such as having passion for teaching, the ability to listen well, having a sense of humor, and to communicate effectively with students. With regard to speech, having rhetoric and oratory skills such as proper using of metaphor and simile, using story for better understanding and creating the image and perception via speech and mental visualization have been mentioned.