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

The purpose of this study is to examine the opportunities and threats of virtual curricula.

This research is of an applied type. In conducting this research, the SWOT qualitative approach has been used in accordance with the subject. The research community consists of a group of curriculum specialists; the designers were instructors of virtual curricula and participants of these courses (students), 40 of whom were selected by purposive sampling. Research data were collected through semi-structured interviews.

Findings have shown that the most important strengths (facilitating access to the curriculum, promoting learner-centeredness in the curriculum, conducting core research, improving the quality and efficiency of teachers and creating challenges and attractiveness in the learning environment), the most important weaknesses (reducing social communication, Weak framework of elements, increasing costs, reducing teacher authority, weak evaluation and unfair evaluation), the most important opportunities (expanding educational access, investing in education, updating knowledge, expanding scientific relationships, curriculum innovation and application of education) And the most important threats (diminishing the functions of higher education, challenging professors, reducing effective goals, reducing the quality of content, increasing the level of evaluation and pessimism about the virtual curriculum.

Although virtual curriculums have faced challenges in design and implementation due to the lack of necessary infrastructure, but with the professional actions of educational officials, the weaknesses and challenges can be reduced in a way.

The purpose of the research is to investigate the characteristics and requirements in the training of inspirational teachers and solutions to overcome the existing challenges (Investigating the lived experience of teachers and professionals). Document analysis method and phenomenological method (semi-structured interview) were used to obtain the findings. In this study, 20 elementary school teachers in Najafabad city and 19 professors of Farhangian University of Isfahan province were selected by purposive sampling method and theoretical saturation criterion. In the findings section, the characteristics of inspirational teachers were determined by reviewing the available sources and through interviews with teachers and specialists. And it has been shown that inspiration does not happen overnight. Rather, while paying attention to the talent of people, it is achieved through effort and education and the development of intellectual powers. In the following, through interviews with teachers and experts, the opportunities and challenges in the training of inspirational teachers in teacher training centers were identified, and finally, solutions were proposed to overcome the challenges. Finally, according to the opinion of the teachers, in order to overcome the challenges, there are suggestions such as improving the academic level of professors and paying attention to their recruitment, specialization of courses, strengthening and equipping Farhangian University, holding various training courses, and more attention to internship courses. In order to get out of the challenges, experts also use solutions such as using the experiences of experienced teachers in making decisions, using artist teachers, correctly defining an inspiring teacher and appreciating inspiring teachers, holding training courses, modifying the method of selection and recruitment in order to employ student teachers and professors, the proportion of entrances to the capacity of each center, writing new books and translating good and authentic works for teaching, and improving the attitude of student teachers towards the teaching profession.

The present research was conducted with the aim of studying the lived experience of teachers from in-service courses. The research method was qualitative and the strategy used was phenomenology. The potential participants of the research were all the participants of the in-service courses, 21 of them were selected by the purposeful sampling method based on the rule of theoretical saturation. This means that the data reached theoretical saturation with 21 people. The data was obtained through semi-structured interviews and analyzed with thematic analysis technique. The results of the research showed that teachers experience from in-service courses are defined in 66 basic themes and 10 organizing themes. The main themes of the organizer of the research include neglecting educational needs assessment in the design of courses, the lack of technical and legal contexts suitable for in-service training, the lack of required managerial and structural contexts, and the impossibility of real evaluations. certification and marketization of in-service training, lack of specialized and quality content, weak interaction in the training process, facilitating attendance in courses, paying attention to individual learning, reducing individual and organizational costs. Therefore, based on the results of the research, the quality of in-service training can be increased by accurately assessing the needs of in-service training, improving the interaction between lecturers and teachers, and creating the necessary technical and management platforms.

The virtual space of the Internet is a new generation of social relations space, and considering that it does not have a long life, it has been able to make a good place in people's lives. Cyberspace is distinguished from other media by having the characteristics of digitality, virtual memory, interactivity, and non-centrality. The purpose of this research is to identify the opportunities and threats of cyberspace and solutions to reduce harm. This research is a basic theoretical research and its implementation method is in the form of library, analytical and descriptive studies. The findings of this research show that the virtual space and social network that the majority of users have, with all its capabilities, has positive and negative effects and consequences, just like other human achievements. It has opportunities in the field of education, electronics, establishing justice and equality, entertainment, empowerment, time flexibility, unlimited space, etc. In addition, it has damages such as: personal, family, educational, personality, identity, generation gap and addiction for users. To prevent these damages and turn them into opportunities, solutions are also provided. It is like: awareness of media literacy of individuals and parents, inclusion of virtual space education in textbooks, use of television and other media to teach virtual space and show its harms and opportunities in the form of children's films and programs. The cooperation of education institutions and cyber police together and... New communication technologies are a mixture of opportunities and threats, and depending on the amount of cultural foundation and investment of societies in this direction, the amount of threats can be reduced and the amount of opportunities can be increased.

In the philosophy of education, there is no more important perspective than its emphasis on the learner’s participation in the formation of educational goals. Curricula play an important role in the success or failure of achieving to these goals of educational systems. This article has been prepared with the aim of explaining the negotiation curriculum and while stating the principles and foundations of the negotiation curriculum, examines the opportunities and challenges arising from the design and implementation of this type of curriculum. The nature of this research is practical in terms of purpose. The data were collected based on a qualitative research project of synthesis type. The research process has been done in 6 consecutive steps. According to the gained results of the study, the implementation of a negotiation curriculum is necessary to meet the new needs of communities. Curriculum negotiation can improve interaction and achieve some important emotional goals.

In cogitatione recenti, metanarrationes negantur et nulla veritas aeterna et aeterna est quae vitam humanam uti idealem potest regere. Mores relativi existimant et omnia bona, etiam religiosa, intellectualia esse oriuntur, verbaque ut veritas repudianda est. Propositum huius inquisitionis est opportunitates et minas recentismi enucleare ex parte valorum ethicorum et religiosorum. Modus adhibitus in hac investigatione theoretica est accessus qualitativus analytico-criticus et usus systematis categorici inductiva. Inventiones ostendunt religionem et religiosam et moralem bona et ad res fixas reverti posse magni ponderis momentum, ut recentem ab his quaestionibus liberaret. res supernaturalis et moralis res ad homines refertur, quae per culturam et communicationem inter homines determinatur. Sed recte res est, quod religio potest esse fundamentum moralitatis ac fideiussoris, religio potest facile condere disciplinas morales et ferro validas. Officia moralia hominum immutabilia sunt coram Deo et, dum considerantur officia, fortasse populus intellectualis recentioris aetatis obicere potest haec difficilia et gravia officia eorumque exsecutionem hominibus impossibilia esse, at sciendum est. Deum ex facultate Hominis munus illis assignare.. In the modern theory, emphasis is placed on the effects of leadership and the study of the legal position of the leader in the bureaucracy, but in Franvin, the focus is on how the leadership process is. In educational organizations of the postmodern era, the focus is on empowering human resources. The purpose of this research is to analyze the opportunities and threats of postmodernism from the point of view of ethics and religious values, emphasizing the implications for educational managers.

During the Corona epidemic, the higher education system of all countries, including Iran, was affected by the crisis. The prolongation of the time period of the corona epidemic caused the universities of the all countries to adopt strategies to continue their educational activities. The most common solution of universities in facing this crisis was to replace electronic trainings instead of face-to-face trainings. Obviously, the change in the way of education brought consequences for the higher education system of countries and created opportunities and problems for universities. The aim of the current research is to examine the opportunities, harms and challenges caused by the Corona epidemic on higher education in Iran and the other countries and using the results to propose solutions to deal with the next crises. The present research was done by document content analysis. The method of collecting is library information and the method of data analysis is descriptive-documentary. The results of the surveys show that the challenges and opportunities of electronic education in Iran and other countries are almost the same and the solutions adopted in Iran to face the crisis are very similar to other countries. Also, studies show that despite the problems in electronic education, universities should benefit from the benefits of such education and pursue combined face-to-face and electronic trainings in their future policies.

The aim of this study was to analyze the perceptions and lived experience of principals and teachers of the opportunities and challenges of the KARAMAD Plan (the empowering school) in primary schools and to provide solutions for effective implementation of the plan and overcoming its challenges. This research was conducted in a qualitative manner with a data-driven approach based. The potential participants included managers and teachers of schools in the West Azarbaijan Provinc. Using the purposeful sampling method, semi-structured interviews were conducted with 10 school managers and 20 teachers who had a history of participating in the project. The data were validated using two methods review of participants and review of non-participating experts in the study. The data were analyzed inductively and with theoretical coding method. The findings obtained from the interviews with the principals and teachers were classified into 5 categories: 1) Scientific and educational needs assessment of teachers, 2) Developing the responsibility of teachers in enhancing their professional competencies, 3) Professional growth and development of teachers, 4) Improving the quality of the teacher education system, 5) Strengthening the identity of the school and its pillars in empowerment. Four central categories were extracted from the challenges and problems experienced by the principals and teachers: 1) The prevailing psychological and environmental atmosphere, 2) Providing various resources, 3) Activity planning, 4) Evaluating project actions. Also, in the analysis of the solutions and proposals of managers and teachers, 4 key categories were obtained: 1) Economic infrastructure; 2) Technological infrastructure; 3) Cultural infrastructure; 4) Organizational support.

This study aims at investigating the threats and opportunities of internationalization and localization of the curricula in the Iranian education system in the last two decades and proposing the solutions. It was a synthesis study according to Robertson's six steps. The research population included all the valid scientific papers on the internationalization and localization of the curricula in the Iranian education system in the last two decades and the research sample was selected through purposeful sampling method. The research tool was a researcher-made checklist. In this study, first, the need for studies on the threats and opportunities of internationalization and localization of curricula in the Iranian education system was identified. Then, the related resources were searched. The criteria for the relevance of the resources were their research and conduction in the period between 2001 to 2018. Data were analyzed through open and axial coding. Then, the findings were processed in the form of answers to the research questions and they were interpreted and summarized. Findings showed that the Iranian education system faces major threats such as the curriculum inflexibility, centralism, colonial science, and value conflict, as well as the opportunities such as recognizing the culture of nations, honoring the heritage of the Western civilization, attracting international professors, and paying attention to the Islamic philosophical foundations, when trying to become internationalized and localized. Also, to turn the threats into the opportunities, the solutions such as learning more English and incorporating human rights and democracy curriculum have been presented.

Today we have online teachings which has been increased in last 2 years because of covid -19 pan demy. This study is going to discuss about pros and cos of it. By closing the schools the traditional way of teaching become some how impossible so what we need was online teaching or virtual education. By the expansion of the frontiers of knowledge and technology as well as the increasing demand for education, traditional methods have not met the growing needs of human beings. The virtual education in the Coronavirus, and then with all the advantages and disadvantages, can be responsive to these needs. In this paper, it has been tried to identify the advantages and limitations as well as opportunities and challenges for this kind of training and express a vision for the future of virtual education.

It is generally possible to provide the benefits of virtual training to continue learning, without the need for students, entering new technologies to help train future generations as well as give them the opportunity to re - think about teachers and update their knowledge. The evolution of teaching tools and methods is in the direction that each person at any time and any place can learn with her own facilities in the period of time that she determines.

The main purpose of this study is to understand teachers’ lived experiences in conducting two programs of lesson study and action research with their opportunities and challenges. The research has been conducted according to a qualitative approach, based on Phenomenology as an attempt to reveal the essence of the reality experienced by selected persons in lesson study and action research programs at the provincial or national levels through semi-structured interviews. Purposive sampling was used to select the participants (17 teachers and 2 principal deputies) in primary schools in Mashhad city. The results showed the most important opportunities resulting from these programs were: paving the way for the creation of new teaching methods, the knowledge exchange among teachers, improving teacher teaching, fostering teacher research, teacher development, teacher moral growth, success and improving student learning. Moreover, the most important challenges were: administrative bureaucracy, poor judgment and feedback on project results, lack of useful use of research results, weak teacher empowerment programs, negative effects of the nature of project festivals, lack of financial support for teachers, lack of time, diversity of teachers' plans and fatigue during the performance, and also, the incompatibility of the awards with the level of hard work. The projects such as lesson study and action research programs have been communicated to schools through directives and teaching methods through a formal and systematic process from top to bottom.

The aim of this study was to investigate how students face virtual classrooms due to the Corona crisis and identify the challenges and opportunities for students in the first secondary school of Sari in the academic year 2020-2021.

The research method is phenomenology that has used a qualitative approach. The research field was all female and female students of the first secondary school and non-governmental schools in Sari city, which were selected by purposive sampling method of 16 students (8 girls and 8 boys) from 7 schools. The tool used in the research is a semi-structured interview that each interview lasted between two and three hours; Furthermore, MAXQDA10 software was used to analyze the data.

The findings showed that virtual education, as the only way to continue the process of school education in the quarantine of the Corona crisis, has posed challenges and opportunities for students. Strategies such as peer review and agreement between the researcher and the participant were used to validate the data.

Challenges have been examined separately in three environments of Shad, WhatsApp, and the TV school. Challenges of a Shad application include problems with the initial installation of the application, inability to run on all mobile operating systems, and low speed in uploading and downloading files. Also in the TV school, the lack of coordination of subjects, differences in teaching methods, one-sided teaching, and time interference of training have been raised as challenges. In WhatsApp, as the most widely used virtual learning space, challenges in six dimensions of individual issues, parents, teachers, teaching methods, evaluation methods, and ethical issues were analyzed. Opportunities also included not having classes on time, saving time and money on commuting, finding the need to learn technologies and using new methods by teachers, the possibility of the school principal controlling the class, education, comfort, and well-being of more students.

The most important educational process of the higher education system is teaching, which has the ability to dynamize the mental and functional dynamics of students of any ethnicity and culture. University lecturers will be able to guide educational disciplines in the path of excellence and purpose by surrounding all the heritage left by Iranian ethnic groups. The aim of this study was to analyze the opportunities and challenges facing the multicultural teaching of university lecturers. The present study is qualitative and has been conducted in Islamic Azad University of Kermanshah province. The study population included curriculum specialists, educational psychologists, sociologists and lecturers who were selected using a snowball sampling method of 27 people. Semi-structured interviews were used to collect data. Data analysis method was performed using grounded theory coding method (three methods of open, axial and selective coding).The findings indicated that cognition and awareness, behavioral performance, educational performance as well as teaching performance, content and educational policies are the opportunities and challenges of multicultural teaching from the perspective of lecturers of free universities in Kermanshah province, respectively.Considering the existing challenges for multicultural teaching, it is possible to make optimal use of the existing opportunities, the teaching environment of the studied universities to be multicultural and to strengthen the academic performance of students from different ethnic groups and to guide them in a purposeful way.

The present study seeks to investigate the challenges and opportunities of virtual education from the perspective of undergraduate students of the Faculty of Literature and Humanities of Shahid Beheshti University.  In this regard, qualitative method and in-depth interview technique were used to collect data. The sample of this study were undergraduate students of the Faculty of Literature and Humanities of Shahid Beheshti University who were selected through purposive sampling. Then, according to the research findings, we concluded that the challenges of virtual education from the perspective of students fall into 5 main categories, including: technical problems, educational problems, problems related to teacher performance, problems related to student performance and problems related to activism and interaction. On the other hand, for students'e-learning opportunities, such as: eliminating travel costs, reducing the stress of presentation, saving time, freedom and going beyond the framework, the possibility of recording the class and using it at another time, avoiding The corona epidemic, the elimination of dormitory problems and the optimization of leisure time. Finally, students were asked to make suggestions based on the experiences they gained during the semester to solve the challenges of e-learning to be applied in policy-making and to experience more efficient e-learning.

This study aimed to analyze the strengths, weaknesses, opportunities, and threats of the "lesson study" course from executives perspective. The study employed an exploratory sequential mixed methods research design. The sample size consisted of 20 subjects selected through a purposive chain sampling and data saturation in qualitative section. In the qualitative section, the sample was saturated through a semi-structured interview with 20 people. In the quantitative section, 294 teachers were selected as a sample using Cochran's formula. The data collection instrument was semi-structured in the qualitative part of the interview and a researcher-made questionnaire in the quantitative section.The validity of the questionnaire was confirmed by 5 professors of the curriculum and its reliability was obtained at 94% using Cronbach's alpha.  The data analysis instruments in the quantitative section was SPSS software v-23 and in the qualitative section was MAXQDA software. In the quantitative section descriptive and inferential statistical methods such as percentage, frequency, mean, and Friedman test were used. In the qualitative section, the semi-structured interviewing technique was employed. Findings of the qualitative research section were categorized into the most important strengths, weaknesses, opportunities and threats of the course, including components related to objectives, implementation and evaluation. The most important strengths are the participation promotion and exchange of views; the most critical weaknesses are its time-consuming nature, and restrictive laws are the most significant opportunities for developing culture and research capacity. The most critical threats were misunderstanding and lack of accountability in the lesson study course. The quantitative section results showed that development of participatory learning culture, theatrical performance of the lesson study course to participate in the festival, the publication of research resources on a large scale, and the course's time-consuming implementation are the most important strengths, weaknesses, opportunities, and threats of the lesson study course from the teachers' viewpoints.

These days, cyberspace has grown beyond a medium or technology and has become a living space. Many of the concepts of these days are created in the context of this space, and it is playing a prominent role in the field of education, learning and even training of human beings. In the present era, technological instruments in the context of cyberspace are growing fast and are even serving distance education and learning. Following thematic analysis, this study aims at finding an answer for the question of what opportunities and challenges distance education and especially online education can bring about in the university system of the Islamic Republic of Iran in students' learning. To answer the question, interviews were conducted with 25 scholars and experts which resulted in the identification of 4 comprehensive opportunities and advantages and 5 comprehensive challenges and threats. Opportunities included “passing through temporal and spatial constraints", "qualitative enhancement and expansion of educational justice", "economic opportunities and international development" and "diversity in evaluation methods and supervision development". The challenges included: "structural and technical problems", "educational and moral challenges", "mental and physical health challenges", and "Cultural and social challenges". Explanation of the comprehensive codes are presented in this paper.

The present study was aimed to analyze the implementation of action research from the executing teachers’ viewpoints in Chaharmahal and Bakhtiari Province via SWOT. To do so, a mixed-methods research was employed. The statistical population consisted of teachers, principals, specialists in the field of education and action research executives. The sample of the qualitative section consisted of 20 education experts selected via a purposive sampling method. Accordingly, data saturation was achieved. In the quantitative section with a 60-member population, 50 participants were selected via Morgan's table and stratified random sampling method. The research instrument was semi-structured interviewing in the qualitative section, and a36-item researcher-made questionnaire in the quantitative section. The content analysis technique was used to analyze the data collected in the qualitative section, and descriptive and inferential statistical methods and software such as AMOS and SPSS were used in a quantitative section. The research Findings in the Strengths dimension include providing the necessary grounds for identifying and continuously solving educational and training problems, creating trust and motivation in teachers to solve problems continuously; in the Weaknesses dimension, findings include not promoting and developing teachers' professional knowledge, sharing experiences as a teaching-learning method just to present to the festival; in the Opportunities dimension, they include transforming school environments into a student-centered ones, providing an environment for teachers to learn from each other's ideas and knowledge; and finally in the Threats dimension, they include lacking in capable teachers to use in training courses.

The aim of this research is the explanation of citizenship features in cyberspace by comparing it with citizenship education in real space and analyzing probable opportunities and threats. Research method is explanatory- analytic. The results showed that with the expansion and pervasiveness of cyberspace, a certain type of citizenship occurs with specific components which require special training. Cyberspace citizen takes on components and characteristics in the realm of behaviour and identity because of his presence and participation in a network of virtual interactions.The social commitment of real space which is accompanied by ethical valuations becomes completely individual in cyberspace because of the absence of a systematic structure of values. Desirable citizen in cyberspace in addition to media and information literacy requires components such as awareness, adherence to cultural values and norms, rule-of-law, Pivotal justice, participation and informed responsibility. Virtual citizen education helps cultivate Critical Citizens and Strengthening desire of lifelong learning in order to help active participation in social affairs by using distinctive cyberspace features for learning, research and spending high quality leisure time.