جستجوی مقالات مرتبط با کلیدواژه "تربیت معلم" در نشریات گروه "پزشکی"

The purpose of this research is to "investigate the impact of teachers' creativity training on students' creativity development and its implications on the teacher training curriculum".

This research was conducted using a quasi-experimental method with the aim of explaining the necessity of paying attention to teaching creativity in the curriculum of teacher training centers. For this purpose, two groups (n1=90n2) of first grade students of 6 primary schools in District 7 of Tehran (N=2975) in the academic year 2021-2022 were selected by random cluster sampling. Data were collected using "Form B" of Torrance's visual creativity test in two stages, pre-test and post-test.

The results of data analysis using covariance analysis showed that there is a significant difference (P = 0.05) between the two experimental and control groups.

This means that the rate of creativity growth of students who were taught by teachers trained in the field of creativity is higher than children whose teachers have not been trained in this field.

Health literacy is an important competency that influences health behavior and health outcomes. Because health behaviors are established during childhood and children spend most of their times at school, teachers play a critical role in improving health literacy among students. Currently, there is limited evidence regarding the impact of curriculum-based interventions on health literacy within teacher education programs.
This study was a narrative inquiry into pre-service teachers experiencing a dialogic health literacy curriculum to test the feasibility of this curriculum as a means to improve health literacy among future teachers. Data sources include a critical incident questionnaire, reflective journals, student work samples, student correspondence and observational field notes made by the researchers. Data were analyzed using thematic analysis.
Overall, the findings indicated that the dialogic health literacy curriculum was well-accepted and has been proven to be feasible. By experiencing this curriculum future teachers reported improvement in different dimensions of health literacy including pre-service teachers’ abilities to access, understand, use, evaluate and communicate health information.
A dialogic health literacy curriculum can improve students’ health literacy. This is the first study to demonstrate the positive impact of a curriculum-based health literacy program in an Iranian pre-service teacher population.

Health literacy is an important competency to maintain health. Schools are a key setting in which health literacy can be promoted. However this depends on the teacher's health literacy that is not always adequate. The present study describes the development of a health literacy curriculum for pre-service teachers using dialogue education approach.
A normative inquiry was applied to develop the components of a dialogic health literacy curriculum. The method included two focus groups with teacher candidates, 13 face-to-face interviews with an expert panel and a survey with 228 professional teachers in 2015. In addition we examined the content of “Theoretical Premises of the Fundamental Reform of the Formal General Education System of the Islamic Republic of Iran” in relation to health education. Data were analyzed using thematic analysis. They were coded and categorized in predetermined themes.
Eight themes emerged as components of a dialogic health literacy curriculum: 1. Characteristics of the learners and educator; 2. Situation that calls for the learning; 3. Ultimate changes; 4. Time frame; 5. Site for the learning events; 6. Content; 7. Learning objectives and 8. Learning tasks. These will be explained in details.
We have developed a dialogic health literacy curriculum to improve health literacy among future teachers to help them to play their critical role in improving health literacy of their future students. An evaluation of the impact of the curriculum is needed.