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

The main purpose of this study was to investigate the perspective of Teacher Training University graduates on the effectiveness of internships in increasing the professional potential of students and teachers. To this aim, qualitative research was conducted using phenomenological method and the data were collected using semi-structured interviews. Accordingly, among the graduates of Teacher Training University in 2019 and 2020, 20 people were purposefully selected. The interviews were analyzed using the seven-step Colaizzi (1978) model and three stages of open, axial, and selective coding. The findings were extracted in 162 indicators, 23 components and 5 dimensions: "Internship curriculum content, development of professional knowledge and skills", "Strengthening digital literacy", "Strengthening professional ethics" and "Strengthening organizational structure". The results showed that internships increase the professional potential of student-teachers with active participation and interaction between schools and universities, cooperation of experienced professors and teachers, student-teacher activity in school and classroom, strengthening media literacy and information technology literacy, acquiring knowledge and scientific and research skills required by teachers. It also improves aquisition of moral virtues, ideation, readiness to teach and gradually strengthens and develops thematic knowledge, knowledge of educational practice and knowledge of thematic educational practice of student-teachers to enter the field of teaching in school.Findings were extracted in 162 indicators, 23 components and 5 dimensions: "Internship curriculum content, development of professional knowledge and skills", "Strengthening digital literacy", "Strengthening professional ethics" and "Strengthening organizational structure".The results showed that internships increase the professional potential of student-teachers with active participation and interaction between schools and universities, cooperation of experienced professors and teachers, student-teacher activity in school and classroom, strengthening media literacy and information technology literacy, acquiring knowledge and scientific and research skills required by teachers. Acquisition of moral virtues, ideation, readiness to teach and gradually strengthens and develops thematic knowledge, knowledge of educational practice and knowledge of thematic educational practice of student-teachers to enter the field of teaching in school.

This study was conducted to identify the effective competencies on professional empowerment of the commanders of the Army of the Islamic Republic of Iran based on a mixed approach and exploratory-descriptive method. An attempt was made to study the documents, semi-structured interview and questionnaire, while achieving the research goals, to give an appropriate answer to each of the research questions. In the first step, for the analysis of qualitative data collected from the study of documents, as well as semi-structured interviews with experts, the exploratory approach and content analysis method (thematic) were used. For this purpose, effective competencies in commanders' professional empowerment were identified and extracted. Based on the findings of this section, effective competencies in commanders' professional empowerment were identified in three dimensions including professional competencies, value competencies, cognitive competencies and eight components (command, leadership, management, revolutionary, sacrifice, knowledge, thinking and insight). In addition, in the second phase of the research, with a quantitative approach, based on structural equation modeling and with a partial least squares approach, the research hypotheses were tested to examine the effect of each competency on commanders' professional empowerment. For this purpose, descriptive and inferential statistics were used to examine and validate the hypotheses and answer the research questions. The beta coefficient calculated in the structural equations for professional, value and cognitive competencies was 0.459, 0.246 and 0.270, respectively. Therefore, among these, professional competencies had the most and value competencies had the least impact on professional empowerment from the respondents' point of view.

The purpose of the present study is to survey the effect of spirituality on the professional empowerment of teachers. The method of study is analytic-inferential and it relies on the hypothesis that teachers should put spirituality as the role model in their scientific and educational orientations. The results showed that the spiritual orientations of teachers in education is a prerequisite for the appropriate improvement in education. Contrary to secular and western ideology that tries to distinct religion and spirituality from education and rationality and thereby train teachers and students in a secular atmosphere free from religiosity, Islam has presented an accurate definition for the educational orientations of teachers who are responsible for training the students at school. Islam has beautifully interrelated rationality, education, and spirituality in its orientations and it even believes that the prerequisite for the teachers’ success in education and teaching is their spirituality and good relationship with God Almighty.

The purpose of this study is to identify professional empowering of emerging skills of Farhangian university graduates and the method of this search was exploratory. The statistical population in the qualitative section includes 26 professors of Farhangian university with purposeful sampling methdod. The statistical population in the quantitative section included graduates of Farhangian university in Golestan province, Kerjesi-Morgan table. A total of 281 individuals were selected through proportional stratified sampling. The research instrument were semi-structured interview and questionnaire. Data analysis in the qualitative section, was on a coding base, and quantitative analysis using Lisrel and SPSS software. At first, exploratory analysis, and then confirmatory factor analysis. In order to assess the current situation and one-sample T test. The findings of this research are 10 dimensions and 52 indicators including: professional ethics and religious knowledge, digital literacy, entrepreneurship and invention, standardization of the processes, improvement of apprenticeship, cognitive knowledge, upstream documents, metacognitive knowledge, centralized creativity and research, knowledge management. , From the viewpoint of the graduates of the Farhangian university, the status of professional ethics and religious knowledge and the improvement of apprenticeship was desirable and other dimensions were undesirable.

This research aimed to identify and prioritize pedagogical training needs of academic staff. The descriptive methodology based on survey approach was used. Target population includes 168 academic staff of Gorgan University of Agricultural Sciences and Natural Resources among them, 71 faculty members were selected, randomly. Most respondents were moderately satisfied with the quality of the workshops. About 79 percent of respondents believed that "needs assessments and surveys of academic staff" is an appropriate basis for holding courses. The most important training needs include: “training principles and techniques of entrepreneurship and business”, “Being Familiar with the academic education systems of the top countries in the field of higher education (through those academic staff who graduated from foreign countries”, “principles and techniques of self-directing professional development: promotion and professional self-development” and “application of psychology in education and learning”. Employing the experienced instructors in the delivery of contents, communicating effectively and improving the quality of courses in terms of innovation and applicability of content were recommended for more active participation of academic staff in the courses.