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

The present study was conducted with the aim of analyzing the experiences of teachers of multi-grade classes in teaching composition using the phenomenological method and using semi-structured interviews. Purposive sampling method and criterion method, all the teachers of multi-grade classes in Boyar Ahmad city in 1400 who had more than three years of teaching experience in multi-grade classes were selected and finally 25 people were interviewed based on theoretical saturation. The analysis of the interviews was done using the Claysey model and thematic analysis method. The findings were classified into four main themes: consequences related to teachers, students, parents and the educational system. The validity of the data was confirmed by using the techniques of reliability, transferability and alignment of data, and the reliability of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of the researchers.

In recent decades, the requirements for active teaching have gained prominence as an effective and innovative approach in the realm of teaching and learning. This study was conducted with the aim of identifying teachers' experiences in implementing the mentioned requirements. It used qualitative research method and was phenome nolog ical in nature. The population consisted of high school teachers of Tabriz, Iran during the academic year of 1401-402. The participants were selected through purposive sampling, and the increasing the sample size continued up to data saturation (16 participants). Data was collected through comprehensive in-depth interviews and was analyzed using Smith's (1995) proposed method. Three main themes were extracted from the findings including the benefits of implementing active teaching, the challenges of implementing active teaching, and the strategies for implementing active teaching each of which consisted of some subthemes. The results indicate that by enhancing the educational processes through students' experiential learning, encouraging their active participate on, and fostering motivation for interaction, teachers were able to improve the requirements for active teaching. Moreover, these experi ences demonstrate that addressing the executive challenges of this approach can improve educational performance through teachers’ readiness, the use of diverse strategi es, and the creation of effective learning environments.

In order to nurture children's thinking and in order to realize students' participation in the field of research, there are plans and programs. In Iranian education, Jaber Ibn Hayyan plan is also one of these research-oriented projects in order to cultivate students' thinking and research skills. The purpose of this study is to investigate the views of primary school teachers about the implementation challenges of the Jaber Ibn Hayyan plan. Using qualitative phenomenological method, through purposeful sampling, 20 primary school teachers were selected in Sabzevar schools. Data collection tool was semi-structured interview method. Findings were analyzed using three-step coding method attributed to Strauss and Corbin. Research findings in 8 categories of factors including factors related to educational culture, factors related to curriculum goals, factors related to teachers, factors related to learning strategies, factors related to students, factors related to family, factors related to educational facilities and evaluation the design is categorized. Structural and cultural unpreparedness for the implementation of Jaber plan has also been identified as the selected code. The results showed that in order to implement and use the Jaber plan in schools, in order to eliminate and reduce the challenges raised in the research path, various grounds should be provided.

This article is the result of examining the experiences of teachers in the field of using art in instruction and teaching non-art subjects. This research is a qualitative type of research, therefore, 57 teachers of Alborz and Tehran provinces were selected by the purposeful sampling method and 22 cases were collected. The tool for collecting data was interview, as well as a written form of an open-ended questionnaire. The analysis of the collected data is of thematic analysis type and was done with a three-step coding method to extract categories and themes. The reliability of the findings has been checked by presenting the results to the participants and colleagues in order to achieve reliability and compatibility, their validity has also been checked by the code review method. The findings of the research include three categories of findings related to why, how and results of using art in instruction and teaching.

The present study was conducted within the framework of qualitative approach and phenomenological method, with the aim of analyzing the experiences of elementary school teachers of virtual education during the outbreak of coronavirus.  The research field is the elementary teachers of Tehran, where 10 people were selected by snowball sampling by purposive sampling.  The data collection tool was a semi-structured interview.  Each teacher was interviewed for an average of 50 minutes.  The seven-step strategy was used in data analysis.  The findings of this study, which are taken from the statements of teachers, were classified into 5 main categories, including educational dimension, cultural dimension, social dimension, economic dimension and technical dimension.  The most important topics in the educational dimension include: continuing education, the opportunity to review education for students, low level of parental literacy, reducing student motivation and time consuming virtual education.

Educational supervision and guidance include various patterns and dimensions and are viewed as efficient and effective tools which can help teachers play an effective role in achieve their desired educational results. Following the discourse of the necessity of educational supervision and guidance, Iranian education system has paid attention to the policies made by Iranian educational leaders during the recent years, for instance, through focusing on educational, administrative and financial resources of rural, nomadic and border schools with multi-grade classes and through training educational leaders who can guide and supervise the process of teaching and learning in deprived schools. The similarities between educational leaders' plans and general education policies increase the possibility for the implementation and evaluation of the plans. However, a review of the relevant studies can indicate that little feedback has been received from teachers, who are deeply involved in the implementation of educational leaders' policies. Indeed, a review of the previous literature can reveal that no research has been conducted to investigate teachers' viewpoints about the educational leaders' policies. Some previous studies have only sought educational leader' opinions about their impacts on educational processes and teacher performance. Most of these studies, however, neglect teachers and their roles in the teaching process. The present study, therefore, is an attempt to cover this issue through examining the strengths and weaknesses of educational leaders' policies from the perspective of teachers, who can help educational leaders improve their policies. A qualitative approach to research and a phenomenological method were used in order to cconduct this study. The study participants were selected from among rural, nomadic and multi-grade primary school teachers in the East Azerbaijan Province, Iran, and by using purposive sampling. Accordingly, 13 teachers, eight males and five females, with at least two years of working experience in rural areas and multi-grade classes, who were interested in taking part in the present study, were included in the study. The participanmts were then semistructurally interviewed and the data was recorded. The present researchers continued interviewing the participants until data saturation was achieved. Based on the analysis results, 4 main themes and 19 sub-themes were identified in this study. The main themes were concerned with psychological issues related to educational leaders, educational leaders' weaknesses, educational leaders' strengths, and educational leaders' professional and moral requirements. The first main theme, i.e. psychological issues related to educational leaders' policies, included the following subthemes: fear of encountering the leader and lack of sufficient motivation to face the leader. The second main theme, i.e. educational leaders' weaknesses, included the sub-themes of lack of knowledge and educational skills and leaders' unfamiliarity with rural and nomadic areas. The third main theme, i.e. educational leaders' strengths, consisted of the sub-themes of helping inexperienced teachers improve their professional competencies and increase their self-confidence. Finally, the fourth main theme, i.e. educational leaders' professional and moral requirements included lack of alignment between leaders' functional roles and other school authorities' roles. In general, it can be stated that the educational policy and the Educational Guidance Program were in line with the Article 9 of the general educational policies on transforming the country's education system for extending education and empowering teachers and students in border areas. Considering this, it can be observed that education authorities have taken some measures for implementation of this article. Of course, there is a need to follow and pay attention to educational leadership and policy through empowering and students who are living in deprived areas, villages, suburbs, and nomadic tribes and creating diverse educational opportunities. Despite these, there are still weaknesses in educational leaders' policies. This can signify poor implementation of educational policies. Therefore, strong educational leaders need to be elected for the effective implementation of the desired educational policies. Furthermore, data concerning the efficacy of the implemented educational policicies must be continuously collected from teachers and used to solve the probable problems arising from poor implementation of them. This issue is addressed by the Document of Fundamental Transformation of Education with an emphasis on the development of the field of research and increasing teahers' professional competencies through providing them with opportunities for sharing their experiences with their coleagues and allocating special funds for stimulating teachers' research activities.

The main purpose of this research was applying phenomenological approach for identifying primary girl school teachers perceptions and experiences about implementing talent students identifying and directing design.(shahab),According this the research question was:Based on phenomenological approach What were teachers perceptions and experiences about implementing of talent students identifying and directing design.

The research approach was qualitative and used descriptive phenomenological research method. The research environment included all fifth grade teachers of primary girl school in Hamedan city at 97-98 school year who implement the identifying and directing talent students design Based on criteria based sampling method and theoretical saturation rule about 16 teachers were selected as research participants. The data gathering instrument was semi-structured interview and the interview time was variable from 25 minutes to 40 minutes .The collected data were analyzed by coding and theme analysis

.Based on research findings .teachers perceptions and experiences classified into four organizing theme including motivational(indifference between shahab teacher and other teachers ,imposing additional work,questioning,receiving only certificate,lack of encouragement and recreational rewards).staff(unawareness of school situation,lack of staff.implementing simultaneous designs,lack of monitoring,lack of feedback and unawareness of future) instructional(inadequate instructions,unqualified teachers,unawareness of talent assessment tools,lack of information due to previous and next grade ,introducing based on score,lack of relation between teachers ,inefficient handbook,high number of student,multigraded classroom and a large number of content and social and cultural theme(managers different idea,no relation between school and home)unreal expectations,indifference between shahab and especial school,inadequate information,score based and looking to design as stereo –type) In sum identified 31 basic theme for four organizing theme. Also research finding showed teachers have unpleasant perception and experiences about identifying and directing talent students design and the most unpleasant perceptions and experiences was due to instructional factors.

Replacing creativity, self initiation,seeking,self discovery and self motivation with product centered, competition based and score based instruction, giving extra information and loading memory through shahab design required comprehensive interaction of national foundation of elicits, organization of education of talent student, office of directing talent student ,society, family, teachers and principals

Constructivism approach is a relatively new approach in the field of instructional designing. The aim of this study was to identify and explore the experiences of the students and teachers of instructional designing based on the constructivism approach and constructivism learning environment design pattern. The research method in this study was qualitative method and was of the phenomenological type. All the students and the teachers of Beheshti Teacher Training Center of Mashhad Elementary Education who had enrolled in this center in the academic year 2012-2013 were chosen as the statistical population. Then, 15 students and teachers were chosen through the target sampling. Due to data saturation, the researchers found this number sufficient. The instrument being used was semi-structured interview. To validate the results of this study, the outcomes and extracted issues were confirmed by the participants. Deductive coding methods, then, was used to analyze the data and the interviews. Applying Johnson's model in the classroom resulted in gaining very significant experiences for both the students and the teachers. Independence, autonomy or self-sufficiency, problem-solving ability, dominance in research, retrieval and storage of information, effective interactions and depth learning were the factors being concluded from the interviews. According to these findings, it can be concluded that this very model and the other models which are based on constructivism approach can have a significant impact on the performance and success of students in different courses.