جستجوی مقالات مرتبط با کلیدواژه « empowering teachers » در نشریات گروه « علوم انسانی »

The learning organization takes advantage of the mechanism of "research"-based education, which is an important innovation and experts consider it to stimulate research skills and acquire scientific knowledge; this type of teaching and learning is actually an educational exercise where students search for content, examine and answer questions, and take ownership of their learning experience 

The qualitative method of Grounded Theory and using the interview tool was the chosen research method in the present study. The target population of the research was experts, specialists, professors and university informants in the field of management as well as education managers of Kermanshah province were selected using the "snowball sampling" method, theoretical saturation was done.

The findings of this study showed that the "learning organization" as an organization based on dynamics and transformation and resulting from individual, group and organizational activism, is a dynamic and changing entity that "individual and organizational" causal factors (including personality traits, beliefs and needs) trainers, job motivations and organizational planning), contextual factors based on "fundamental modernization and transformation" (including transformation in the education system, organization transformation, individual transformation, cultural transformation and transformation in social interactions), intervening factors "Inter-organizational" (including organizational facilities and capacities, structure, management and culture) have an effect on the emergence of this phenomenon in the education of Kermanshah province.

In the model that is presented in order to realize the learning organization in the education of this province, attention should be paid to "factors at both individual and organizational levels" and in line with the above-mentioned influential factors, macro-management strategies to change the management paradigm, including transformation in the structure, empowering employees, strengthening organizational culture and applied to witness organizational and extra-organizational results and achievements including individual growth and excellence (trainers), organizational excellence, satisfaction and finally, the improvement of the country's scientific level.

The purpose of the research is to design a model of empowering pre-primary school teachers with the "scope" approach in Iran, the research was conducted qualitatively and using the basic data method to analyze and analyze the data using the Corbin and Strauss model, as well as open, axial and selective coding. The sampling method was purposeful and in the form of snowball, the sample size was 20 experts and experts in the field of curriculum planning, three-tiered methods were used for validity and reliability. The findings showed that the components (organizational atmosphere, principles and necessity of support) From the conditions of management strategies, the components (value-oriented, encouragement, unit and organization) of the consequent factors were identified in the design of the preschool teachers' empowerment model with the "Scope" approach. According to the findings of the research, it is suggested to the planners in Iran by adopting a combined approach focused on orientation aspects, rule orientation, justice orientation, teaching key experiences of teaching active approach, teaching creative and critical thinking, professional competence and human relationship). From the conditions of competence principles, components (process, growth-oriented and integrated method) from educational strategies, phenomena (lack of motivation, inefficient support centers and faulty evaluation) from intervening conditions, phenomena (scientific management concepts, creating a competitive-friendly environment and Work policy-strategy (from background conditions and quality education of people at distinct and prominent individual levels of each component, provide the right background for designing programs for empowering preschool teachers.

The defense readiness curriculum in the public education system is one of the main platforms for transferring basic and general defense knowledge and skills (active and passive) to the next generation of the country. At present, the quality and quantity of the main elements of the defense readiness curriculum do not meet the defense needs of the country in the field of hard and soft war, and despite the appropriate legal framework, the relevant training does not have a proper place in public education programs. This article is a research report on the activities of the Holy Defense Research Institute and partner organizations in 1397 and 1398. The purpose of research is evaluation and pathology of "defense readiness curriculum" and "teacher training and educational mechanisms" and finally to provide strategic suggestions to achieve the real position of the defense readiness curriculum. The type of research is applied and its data and information have been collected by library and field methods. For this purpose; First, the legal status of the defense readiness course is stated. Then, the main elements of the curriculum are described. After that, the current status of the defense readiness curriculum is described and analyzed based on the field study, and its disadvantages and weaknesses are counted. In the next step, the actions of the research institute in coordination with other competent authorities in relation to the defense readiness curriculum are stated. Finally, strategic proposals are presented to establish the real position of the defense readiness lesson.