Mohammad Reza Ehteshami; Zeinab Golzari; Leila Fathi Vernosfadrani
Abstract
Purpose: The present study was conducted to design a model of professional development courses for faculty members of Farhangian University with a reverse learning approach.
Methodology: This study was meta-combined in terms of applied purpose and method used. The prototype consists of 3152 studies ...
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Purpose: The present study was conducted to design a model of professional development courses for faculty members of Farhangian University with a reverse learning approach.
Methodology: This study was meta-combined in terms of applied purpose and method used. The prototype consists of 3152 studies obtained from scientific databases from 2000 to 2020. After screening in terms of title, abstract, content, research methodology, 60 studies were selected and analyzed. The hyper-combination results led to the identification of 9 main components and 58 sub-components. In the next stage, in order to enrich the research data, an interview was conducted with experts (faculty members of Farhangian University and familiar with professional development courses) in which 12 main components and 50 sub-components were identified. At this stage, data analysis was performed by theme analysis method. Then, the data of both phases were combined with each other, which finally obtained 15 main components and 55 sub-components. In the next step, a questionnaire was extracted from the identified components and provided to the experts to rank the components.
Findings: The components of institutional factors, support and support, pedagogy, evaluation and quality assurance, learning templates were the most important for experts in courses of professional development with reverse learning approach.
Conclusion: Finally, the lavage coefficient was used to validate the components and finally 10 main components and 38 sub-components were approved
Sepideh Porsesh; Alireza Ghasemizad; Pari Mashayekh
Abstract
Purpose: the present study was conducted with the aim of identifying the professional development components of primary education teachers and managers with using themes analysis method. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The ...
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Purpose: the present study was conducted with the aim of identifying the professional development components of primary education teachers and managers with using themes analysis method. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was printed documents and texts about the teachers and managers' professions development in scientific databases between the 2000-2019 years, which according to the inclusion criteria were selected 52 cases as a sample by purposive sampling method. Data after collected by take noting method were analyzed with using open, axial and selective coding by themes analysis method in MAXQDA software. Findings: The findings showed that the professional development of primary education teachers and managers based on the fundamental transformation document had 206 basic themes, 53 organizing themes and 16 comprehensive themes included of teachers' characteristics, teachers' motivation, leadership program, teachers' group, educational group, specialist-professional, professional development, teachers' issues and problems, school factors, environmental-educational conditions, environmental-macro conditions, teachers' involvement in professional activities, guidance, networking, educational strategies and individual consequences. Also, the global themes of professional development of primary education teachers and managers were included of 20 basic themes, 8 organizing themes and 1 comprehensive themes including global components and eight organizing themes of guidance, networking, leadership, specialist-professional, educational group, leaders group, educational strategies and consequences. Conclusion: According to the identified themes, planning is essential for the professional development of primary education teachers and managers, which for this purpose it is possible to provide the conditions for improving themes.
