Showing 3 results for Teachers.
Miss Soheila Jalilian, Miss Vajihe Nejati, Mr Ehsan Azimpoor,
Volume 10, Issue 44 (4-2022)
Abstract
The aim of this study was to investigate The role of job commitment, creative self-efficacy and psychological empowerment in predicting teachers' creative teaching. To achieve this important, The research method of this study was descriptive causal – correlational.The statistical population of this research includes all teachers working in the education and training of Fardis city in the academic year of 2018- 2019 According to sampling morgan table and using available random cluster, 306 sample among teachers were selected. Participants responded to job commitment of Blau (2009) questionnaire, psychological Empowerment of Spreitzer (1995) questionnaire, creative teaching By a group of Thailand university professors (2003) and Creative self-efficacy Beghtto (2006) questionnaire. The tools had a good validity and reliability. Data were analyzed by Descriptive Statistics )mean, standard deviations(, and Inferential statistics (pearson correlation and multiple regression) analysis software SPSS were used. The results showed that is a positive and significant relationship between creative teaching of teachers with job commitment, creative self-efficacy and psychological empowerment. Also, the results showed that the three variables considered had a significant contribution in predicting teachers' creative teaching. That's why it can be said, The results of this research indicate the importance of the role of job commitment, creative self-efficacy and psychological empowerment in promoting the teaching of creative teachers, and recommended that workshops pedagogyin this context should be hold. In such a way that teachers are able to decide on their own, find new solutions to problems, and feel competent, self-reliant, committed and responsible for work.
Seyed Mehdi Sarkeshikiyan, Khadijeh Valaei Samad, Fateme Sadat Daryabari, ,
Volume 12, Issue 46 (9-2023)
Abstract
Social supports help people in facing stressful situations by providing them with the necessary psycho-social resources. Therefore, educational and educational situations and processes are not excluded from this. In this research, the qualitative model of educational-educational correlates of social support is explained in the evidence of Iran and the world. The type of study was applied and qualitative, and research synthesis method and meta- synthesis technique were used. The scope of research articles was between the years 2015 to 2022 for foreign research and 1393 to 1400 for domestic research. 90 articles were selected using the integration approach and the model of Sandelowski and Barroso (2007). Coding was done in the form of theme analysis with Maxqda2018 software. The findings were analyzed and implemented in the form of categories, concepts and codes. The results showed that educational-emotional correlates included (emotional components aimed at education with two concepts of positive and negative emotions), cognitive-educational included (insight-perceptual components aimed at education with two concepts of self-oriented beliefs and beliefs about the learning process), behavioral-educational (functional components oriented to education), psychological-education including (psychological components aimed at education with the two concepts of reducing psychological damage and improving psychological performance), situational-education including (school situational and education-oriented components), and occupational-education including (psychological-organizational components of teachers) correlations related to the effect of social support It was in the internal and external empirical evidence in educational-educational processes. Conclusion: According to the obtained findings, attention and attention to the category of social support and the necessity of educational and material investments through educational and legal mechanisms to increase the components related to education, which include emotional, cognitive, behavioral, psychological, situational dimensions and the status of teachers It seems necessary.
Dr Farshideh Fathi Hafshejani, Dr Ayat Saadat Talab,
Volume 14, Issue 48 (8-2024)
Abstract
پیشرفت فنآوری مانند هوش مصنوعی فرصتی را برای کمک به معلمان و دانش آموزان در حل و بهبود عملکرد تدریس و یادگیریفراهم می کند. از اینرو، هدف پژوهش کارکرد هوش مصنوعی در کیفیت بخشی تدریس در آموزش ریاضی به دانش آموزان است. پژوهش حاضر بر اساس نوع هدف بنیادی و از نظر رویکرد پژوهشی از نوع سنتز پژوهی انجام شده است. جامعه آماری اسناد و مدارک است که با جستجو در منابع کتابخانه ها و مقالات در در پایگاه های معتبر فارسی و لاتین 110منبع (تمامی اسناد از سال 2013 تا 13 ژوئن 2024) حاصل شد. در بررسی نهایی مرتبط ترین منابع شامل 71 مقاله بود که مورد بررسی و استخراج مطالب در راستای تحقق هدف مطالعه حاضر قرار گرفت. جهت تجزیه وتحلیل داده ها، از روش تحلیل مضمون استفاده شد. یافته ها با دو مولفهی اصلی شامل: غنی سازی محیط یادگیری (با زیرمؤلفه های اعتلای دانش فردی، شخصی سازی یادگیری، حمایت های سازنده و انگیزشی، ایجاد شبکه های ارتباطی، تحلیل و ارزیابی عملکرد)؛ توانمندسازی حرف های معلم (با زیرمولفه های کمک به شناسایی اختلالات یادگیری، کمک به معلم در فرایند آموزشی، غنی سازی ابزارهای آموزشی) حاصل شد. در انتها می توان گفت فنآوری هوش مصنوعی نحوه یادگیری و درک موضوعات پیچیده ریاضیات را برای فراگیران متحول کرده است.
