Showing 8 results for Course
Maryam Najar Nahavandi, Mojdeh Ghorbanalizadeh,
Volume 1, Issue 29 (10-2014)
Abstract
Today, national identity is one of the most important issues in developing countries is planned. Much of the training of national identity in the context of formal education takes place .Beginning with the period of fundamental transformation textbooks is also consistent with the new approach. The present article deals with the analysis of national education and from this point of clarification social studies book grade, third grade social studies book compared to the period before the change. Population
is included in the book. The content analysis of qualitative and quantitative research methods and the unit of analysis is the theme. Dimensions of national identity in this research include: symbols, values heritage, celebrities, and characters and events. The results show that both components of national identity have been uneven book, and this is more evident in the social studies book. Social teachings of the book to the celebrities and personalities (37/44%) and social studies books to the value of (50/85%) are paid. Neglect of Fame and national events, elimination of political values, greater attention to the social, moral, religious and social features of the book is the period of fundamental change.
Abbas Abbaspour, Keivan Moradi,
Volume 6, Issue 38 (3-2019)
Abstract
Education policy has always been one of the most important factors driving countries toward democratic aspirations, such as justly educational opportunities and civil rights. The policy sociology as a tradition in the analysis of educational policy has provided an unparalleled perspective for analyzing policy issues in the field of education. Despite the importance of such an approach, there is no scientific evidence for the direction of policy studies in the policy sociology in Iran. Therefore, this paper seeks to describe this research tradition, given the lack of rich scientific background in the policy sociology in Persian. Accordingly, the present paper presents the key assumptions of the policy sociology and the policy archaeology as one of the approaches proposed in this research tradition. The research method of this paper is descriptive-analytical and documentary type. This study has shown that the policy sociology is based on seven key assumptions. These assumptions are value based study, political and historical perspective, multidisciplinary study, assemblage, discourse study and qualitative research. This article also discusses how researchers should use policy archaeology to analyze educational policies.
Dr Mehdi Mohammadi, Dr Fahimeh Keshavarzi, Dr Reza Naseri Jahromi, Mrs Rahil Naseri Jahromi, Mrs Zahra Hesampoor, Mrs Fatemeh Mirghafari, Mrs Shima Ebrahimi,
Volume 7, Issue 40 (3-2020)
Abstract
Following the outbreak of the coronavirus, the closure of schools and the need to continued education in the school coerces, teachers were forced to provide training on social networks. The main purpose of the present study was to understand the lived experience of parents of first course of elementary school students in the challenges of virtual education in social networks due to the Outbreak of coronavirus, which was implemented using phenomenological methods. The data collection method was to use a semi-structured interview questionnaire. Accordingly, with a targeted sampling approach and standard method, parents whose children have used virtual education on social media for at least a month were selected, and 16 people were finally interviewed based on theoretical saturation.
Interview analysis was performed using a cleavage model and thematic analysis method. After extracting and categorizing the topic, the advantages and disadvantages of virtual education in social networks in five educational categories (advantages: preventing academic backwardness and creating opportunities for creativity; Disadvantages: unwillingness to complete class assignments and reduction of adherence to class discipline regulations), Social (advantages: student freedom of action and greater parental supervision; Disadvantages: Elimination of group activity and laziness and distraction of students), cultural (advantages: entering virtual education into the education system and creating new experiences; Disadvantages: eliminating the charisma of teacher presence and fatigue and boredom of some parents), Economic (advantages : reducing travel costs and saving travel time; disadvantages: time for additional training and the cost of providing the necessary hardware) and technical (improving media literacy of parents as good; disadvantages: lack of visual appeal of videos and Lack of mastery of information technology ) were classified. In addition to the disadvantages mentioned by parents, it is necessary to design a coherent and effective infrastructure for providing virtual education
Akbar Jadidi Mohammadabadi, Akbar Rezaei,
Volume 7, Issue 41 (10-2020)
Abstract
This study was designed as an embedded mixed model research to identify and evaluate the ethical features of MOOC (course & massive). For this purpose, both heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage. The research sample in the qualitative section of the electronic resources related to the topic and in the quantitative section 36 of the experts in planning distance education in virtual learning environments and virtual universities were selected voluntarily. To analyze the qualitative data, content analysis method and the content of the content ratio, weighted average and Friedman test were used to analyze the survey data. Content analysis results showed 4 dimensions and 15 criteria. The qualitative and qualitative outcomes of MOOC's ethics show that the impact of each dimension of the learner, the content, Teaching organization, and Educational environment of the MOOC are similar to face-to-face training, and does not require new moral features. In the quantitative outcomes, the course & massive features of MOOC should be of special interest in the dimensions of the teaching organization, the content and the Educational environment, because this type of training is carried out both by a wide range of the learners and at regular times, then the learner and the teaching organization are also important. These results suggest that special attention should be paid to the dimensions of the learner and the teaching organization of the learning in order to hold the massive features of the MOOC (widespread, pervasive and regular and time-consuming), and the national and international ethical standards should be considered and at the level of the supra Enormous to be addressed, Because the ethics of classroom attendance are carried out at the micro and native level, but in these classes, national and international ethics are applied and applied extensively.
Mrs Roya Jadidi, Mr Ramazan Barkhordari, Alireza Mahmoudnia,
Volume 12, Issue 46 (9-2023)
Abstract
The main purpose of this study is "critical discourse analysis" of "female gender identity" in the official documents of education of the Islamic Republic of Iran and its consequences in the formal female gender education. Materials and Methods: Among the quantitative and qualitative methods in social research, in the present study, the qualitative method and the approach of "critical discourse analysis" have been used. In fact, the present study attempts to use "critical discourse analysis" of official education documents to examine whether there are any indications of the dominance of a particular discourse regarding women's gender identity in these documents: In order to achieve the objectives of the research, five official documents of education of the Islamic Republic of Iran were selected as a sample. Denial of conscious agency (despite its constructive role in discourses); Ambiguity; Semantic obstruction, formation of potentially conflicting semantic fragments, potential and sometimes actual hegemonic conflicts and interferences with informal discourse order, ambiguous patterns born of erroneous equivalence logic and then differences, etc. were evident in the construction of female gender identity. Conclusion: Identity crisis as an undeniable consequence of the discourse fluctuation of documents - failure to clarify the proposition of "gender identity" - in line with the prescriptive policies of its compilers. In other words, the domination of marginal discourse " "Otherness" is done; An event that, with the consequence of the possibility and instability of discourses in the conditions of discourse faltering, will lead to unrest and deconstruction, and ultimately the domination of rival discourse.
Keywords: Critical Discourse Analysis, Female Gender Identity, Gender Education
Alireza Sadeghi, Dr Akbar Salehi, Dr Saeed Zarghami Hamrah, Dr Yahya Ghaedi,
Volume 13, Issue 47 (2-2024)
Abstract
The aim of the current research is to identify the regimes of truth and effective factors in the discourse formations that shape power-knowledge relations in the teacher training of Iran from the establishment of Dar al-Funun to Farahgian University. For this purpose, by using Foucault's genealogical method and its related hypothesis, it has been analyzed and examined the events in the historical developments of teacher education in Iran that have led to the formation of regimes of truth as the dominant discourse in teacher education. The findings show that in different periods, different discourses such as "educated Mullah", "literate teacher", "expert and literate teacher" and "expert nationalist teacher" as regimes of truth have shaped such discourses and these discourses with changes in the social and political context of the society and with the emergence of new needs, they have been changed and transformed. For example, with the advent of the Islamic revolution, the discourse of "Islamic and revolutionary teacher" is considered as a prominent discourse of truth in teacher education. With this analysis, it is acknowledged that with political and social changes in the course of historical developments of education and training, regimes of truth have replaced past regimes of truth and have led to the rejection or weakening of previous discourses in the teacher training system. Therefore, such a turn in the regimes of truth is caused by power and knowledge relations, which has led to such discourses.
Mss Mohadeseh Banoofatemeh, Dr Marjan Kian, Dr Yousef Mahdavinasab, Dr Ali Hosseini Khah,
Volume 14, Issue 48 (8-2024)
Abstract
The purpose of the current research was to evaluate primary school teachers based on the TPACK model in virtual education. The quantitative research method was descriptive-survey type. The research population was elementary school teachers of district 13 of Tehran, 253 of whom participated in the research by random sampling method. A questionnaire was used to collect data in the quantitative part. The results showed that the pedagogic knowledge of primary school teachers in virtual education of science courses is almost average. The content knowledge of elementary school teachers in virtual education of science courses is at a favorable level. Knowledge of technology, knowledge of technology pedagogy, knowledge of technology of curriculum content, knowledge of content pedagogy, and technological knowledge of pedagogical and content of elementary school teachers in virtual education of science courses is lower than average. The results of prioritizing the components of the TPACK model also showed that the most important factors are knowledge of curriculum content and knowledge of pedagogy, followed by knowledge of content technology, knowledge of technology pedagogy, knowledge of content pedagogy, technological knowledge of content pedagogy, and knowledge of technology, respectively. have in general, it can be concluded that the situation of elementary school teachers based on TPACK model in virtual education in science course is not suitable and is lower than average.
Mrs Toktam Parhizkarkhadiv, Dr Farhad Fahandezh, Dr Shahram Afraz,
Volume 14, Issue 48 (8-2024)
Abstract
The aim of the current research was to analyze the requirements and prerequisites of the effective training and improvement courses for English teachers. The method of the current research was a qualitative content analysis type. The statistical population of the research included all English language teachers in English language teaching centers in Shiraz, based on theoretical (purposive) sampling, interviews were conducted with 26 teachers and data were extracted from the interviews. In order to analyze the data obtained from the interview, Granheim and Lundman's qualitative method was used. The results of data analysis have been presented through three stages of open, central and selective coding. The general results of the research showed lesson design and presentation, classroom management, student evaluation, interaction, teaching strategies, teachers' characteristics, activity management, and technique. Dealing with errors as found to be among the key requirements in the training and improvement of English language teachers. Also, the goals of the course, the characteristics of the course, the experiences of the teachers, the overall evaluation of the course, specialization and supplementary activities are considered prerequisites and influencing factors on the training and improvement courses of English language teachers, which can be included in the program. Planning these courses as best as possible will be of great help. Based on the obtained results, it can be concluded that paying attention to the necessary requirements and prerequisites examined in this research has a key and pivotal role in improving the training courses and improvement of English teachers. Therefore, not paying attention to these requirements in the design of training courses and improvement of instructors will result in low quality of learning and training of learners.
