Showing 25 results for Teachers
Ali Haiati, Shahram Skandaripour, Alireza Assareh, Roghayeh Heydari,
Volume 11, Issue 22 (9-2023)
Abstract
The present article has been done with the aim of meta-analysis of the works of research teachers in Zanjan province and has used the combined meta-analysis method and six steps of Krippendorf. From the statistical population of 129 selected works of the province, 51 works have been selected as the study sample. Data were extracted with the help of three analysts using three checklists. Research findings in terms of form show more attention of research teachers (female, elementary school, intermediate work history,…) in the field of educaotin and learning, in the methodological view indicate more use of critical approach by research teachers in Problem solving, from the combined method in data collection and analysis, from the theoretical background in proposing solutions and also; In terms of cognitive concept, it indicates that most of the issues of teaching and learning are related to the structure and method of education.
بنت الهدی سادات Hosenian, Mohamadreza Nili, Fereydon Sharifian,
Volume 11, Issue 22 (9-2023)
Abstract
The aim of this study was to identify the dimensions and components of teacher professional development according to the patterns and models of teacher professional development.The approach of the present study is qualitative and its method is meta-combination based on the model of Ervin et al(2011).The research community consists of 276 scientific-research articles published in prestigious scientific journals that in the period of 1392 and 2008 have been in the field of professional development of teachers and provide a model in this field. The research sample includes 29 studies that have been purposefully collected and selected based on thematic monitoring of data.The dimensions and components of professional development were classified into 5 dimensions and 22 axes. These dimensions include individual,organizational,socio-cultural,strategic,contextual and obstacles and challenges. By considering these axes, educational policy makers can provide the basis for improving and designing a local model of professional development for teachers.
Seyyed Heshmatollah Mortazavizadeh, Reza Naseri Jahromi, Farhad Momei,
Volume 11, Issue 22 (9-2023)
Abstract
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.
Ebrahim Mohammadjani, Mostafa Ghaderi, Hssan Malaki, Alireza Sadeghi, Nematolla Mousapour,
Volume 11, Issue 22 (9-2023)
Abstract
The purpose of the current research is to extract the components of teachers' cultural knowledge. The research method is the synthesis of related research works in the period from 2000 to 2020 taken from internal and international databases. A number of 533 scientific researches were identified and after the necessary checks, 34 researches were included in the first stage of synthesis. Using the evaluator to recode the findings, clearly state what has been done, and the presence of definite and defensible indicators to select the input studies was used to improve the credibility of the research. According to the findings, 11 components were identified in the field of teachers' cultural knowledge; component of intercultural issues; students' culture; general culture; indigenous culture; culture and social issues; multiculturalism; culture and education; cultural values; cultural identity; Organizational culture and culture and teacher education.
Afsane Najafi, Maryam Mohsenpour, Soheila Gholamazad,
Volume 11, Issue 22 (9-2023)
Abstract
The purpose of this research was to describe the perception of primary school teachers on how to help students in instructing of the volume, using the task-based interview method. For this purpose, some tasks was designed and implemented with two general question for six volunteer primary school teachers who had experience in teaching fifth and sixth grades. The answers were analyzed according to the instruction component of the cognitive activation model in the classroom (Kraus et al., 2008). The results showed the lecture method, the less use of concrete representations, different perceptions of the volume definition, spatial limitations and relying on arithmetic representation in solving the task. In total, the results of this research clarify the need of teachers to improve their knowledge in the field of instructing of the volume, and for this purpose, suggestions have been presented.
