جستجوی مقالات مرتبط با کلیدواژه « رفتارهای نقش آموزشی » در نشریات گروه « علوم تربیتی »

The purpose of this study was to develop a contextual framework for the behavioral requirements of university faculty members by exploring the themes and meta-themes of their teaching roles. The research method was phenomenology and the research field were students of postgraduate courses in the humanities at Ferdowsi University of Mashhad. The purposive sampling of maximum variation type was performed. Data collection was done by semi-structured interviewing technique with participants and finally saturated in thirty-two interviews. The results of the data analysis by Colaizzi's method showed that the framework of teaching behaviors of faculty members from the viewpoint of postgraduate students has 15 thematic and 5 meta-thematic including teaching expertise, coaching, fair assessment, empowerment and accountability

The present study sought to develop a contextual pattern of the behavioral requirements of the teaching roles of Iranian public university professors. In this study, a phenomenological research method was used to help understand participants' lived experiences. The study population consisted of faculty members of public universities of northeastern Iran who had minimum associate professor academic rank and 10 years of work experience in this field. The purposeful sampling method was implemented and this process continued until the findings confirmed the adequacy of the sample size. The results of data analysis by conventional content analysis showed that the pattern of teaching role behaviors had 12 components including "orientation", "love of profession", "professional guidance", "being expert", "resource developer", " Professional evaluation, "monitoring and adjustment", "coaching", "classroom management", "facilitating learning", "inclusiveness" and "availability". The results of this study can help to improve the abilities related to the teaching role of university professors.