Showing 6 results for Professional Development
Nasim Asghari,
Volume 2, Issue 3 (9-2014)
Abstract
Abstract: This study explores the process of change of grades 3 to 5 elementary teachers, who participated in a professional development program "Algebraic Thinking: Foundation of Elementary Mathematics". Algebraic thinking as a functional thinking was the centerpiece of the program. The “Concern Base Adaptation Model” (CBAM) was used as methodology. The results of the study showed the significant changes in information, program management and task designing of teachers. Significantly, their understanding about functional thinking progressed. Finally a model was designed for integrating functional thinking in elementary mathematics curriculum as a result of this study.
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Volume 5, Issue 9 (9-2017)
Abstract
The aim of the present study is to design and validate the narrative inquiry curriculum for professional development of student-teachers in Farhangian university. The model of narrative inquiry curriculum is grounded on the theories of Dewey, Bruner, Schwab, Vygotsky, Donald Schön, Clandinin and Connelly. In this model, learning is a reflective practice and experience-based practice. The student- teachers make sense meaning through thinking and reflection on self-experiences of themselves and the experiences of others; They actively learn, acquire knowledge, skills and attitudes through narratives and enhance their professional development. In this study, two main questions were addressed: 1.) What characteristics have a model of narrative inquiry curriculum for professional development of student- teachers? 2.) Is this the model is validated? To answer those questions, a descriptive-analytical method was employed. The model was designed and validated by 20 curriculum experts and teacher- educators. A high percentage of professionalsthe experts, assessed the model and its different parts of it as appropriate.
Ms. Zahra Emamipour, Dr. Azimehsadat Khakbaz,
Volume 7, Issue 13 (3-2019)
Abstract
This research aimed to study the challenges which elementary teachers deal with lesson study. This research studied challenges in three stages, before, during and after lesson study. To achieve the aim of the research, a case study in a school was used. Participants of this research have been 20 elementary teacher of that school. Data collection tools have been semi-structured interviews with teachers and participatory observation. Coding and categorizing were used to analyzing data. Findings showed that teachers faced with three categories of challenges before lesson study: teachers' knowledge about lesson study, teachers’ motivation to participatet in lesson study, creating group and determination of the responsibilities of the group members. During lesson study teachers faced with three categories of challenges: selecting problem, implementing lesson and data collection, reviewing and criticizing the lesson. After lesson study teachers confronted with three categories of challenges: refereeing, publishing and the lesson study festival.
Mr. Sadegh Zaresefat, Dr. Marzieh Dehghani, Dr. Rezvan Hakimzadeh, Dr. Morteza Karami, Dr. Keyvan Salehi,
Volume 7, Issue 13 (3-2019)
Abstract
| This research is based on the experience of the faculty members of the College of Mathematics, Engineering, and Basic Sciences (STEM) at Ferdowsi University of Mashhad in 2017 in implementing professional development curricula. The data of this research were extracted from a qualitative and descriptive phenomenological method with semi-structured interviewing tool. Data is analyzed through coding and categorization. Sampling in this section was targeted through a criterion type and a total of 21 people participated. To credited, Delphi technique was agreed by the experts and experts on issues. Given the research structure and the four areas in the curriculum, researchers' perceptions of the themes and concepts related to each field were referred. A total of 37 categories and finally four general categories including design, implementation, field and evaluation in three areas of strengths, leading issues and desirability of curriculum. The results of this study showed that a great deal has been reported between the design and implementation of the programs, as well as a conceptual model based on the life experiences of the faculty members and, finally, suggestions were presented. |
Ms. Fatemeh Asadollahi, Dr. Mahmood Mehrmohammadi, Dr. Ebrahim Talaee, Dr. Javad Hatami,
Volume 7, Issue 14 (10-2019)
Abstract
The article aim is theoretical clarification of reflective narrative writing as a professional development approach in student teacher internship curriculum. Method: meta interpretation is used in order to percept the relation between reflective narrative writing and professional development in three Steps: first, reflective narrative writing literature was reviewed to identify theoretical lenses. second, studies that suggest theoretical models on issues such as; »reflective«,»reflective practice«, »reflective narrative writing«, »professional development« were chosen and their findings were analysis conceptually.third, the excluded concepts were categorized in epistemological paradigms of previous lenses. Findings show the conceptual findings of theoretical models on four above issues are blanketed in notable aspects (about towleve concepts).Also, both reflective narrative writing and professional development are kinds of individual and collective learning. Providing a conceptual framework and comparing it with internship curriculum plan of Farhangiyan university are the study results.
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.
