دانشگاه کردستانتدریس پژوهی2476-56869320210923Designing a Model for Informal Learning based on Social Networks (Synthesis research)طراحی الگویی برای یادگیری غیررسمی مبتنی بر شبکههای اجتماعی (سنتز پژوهی)22162127FAصادق حامدی نسبدکتری برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران0000-0001-9980-4065محسن آیتیدانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایرانمحمدعلی رستمی نژاددانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایرانJournal Article20210227In recent years, social networking sites and software have emerged as one of the most influential phenomena among new technologies. The use of these networks also affects the education and teaching and learning process of learners. In the field of education, the focus of research has been on the role of social networks in the process of teaching and learning and formal and non-formal learning. Learners interact informally on social media based on their inner and outer motivations, and this allows for a variety of academic opportunities, accreditation of creative activities, helping with school affairs, and supporting teachers to transfer life to schools. Creates. Activities in social networks through knowledge sharing lead to dynamic interaction of learners. Also, the use of social networks outside of school enables learners to describe and examine different dimensions of their identities and their Dominates learning skills in the 21st century. In addition, the use of social media has enhanced teachers' informal learning, had a positive effect on classroom actions, improved learner motivation, and boosted self-esteem and self-efficacy. It enables learners to make the most of their knowledge, thereby contributing to the ongoing professional development of teachers. According to research, it is a fact that learners spend a lot of time on social networks. Today, learners' learning is not simply influenced by formal learning or formal curricula such as workshops, symposia, and courses, and whether or not they benefit from non-formal learning through social media. Findings showed that the use of non-formal learning under the auspices of social networks is associated with opportunities, challenges and requirements; Accordingly, the purpose of this study is to design a model for non-formal learning based on social networks.
The method of the present research is of development-applied type and according to the approaches of qualitative method, it is of synthetic research type. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals have been used, and to search for English articles, the databases of Google Scholar, Proquist, Science Direct and Elsevier have been used. All searches in this study were conducted among articles published between 2005 and 2019. Inclusion criteria were considered as all quantitative and qualitative articles and articles published in English and Persian and exclusion criteria were considered as articles that overlap with other articles. 130 articles were found in the initial search. In order to evaluate the quality of the obtained studies, the titles and abstracts of the articles were studied separately by the members of the research group. According to the input criteria, at first 85 articles were selected and after carefully reviewing the content of 24 articles, they were entered due to criteria such as being related to informal learning in social networks and lack of overlap with other articles. In order to extract the data, a data extraction form was used which was designed based on the research purpose. This form included sections including authors, year of publication, purpose of study, type of research, sample size, and method of data collection and results. After completing this form, the results obtained from the review of analytical articles were summarized and finally reported.
The analysis showed the characteristics, consequences, outcomes and implications of the combination of formal and non-formal learning as well as the characteristics of the model. Findings showed that non-formal learning in social networks is unstructured learning that allows information to be received voluntarily and learners in social networks can acquire knowledge based on their learning speed and style and thus facilitate their personalized learning. In addition, with the ability to respond quickly and in a timely manner to learners, they can contribute to collaborative learning. Findings also showed that the use of non-formal learning leads to cooperation and knowledge sharing, gaining valuable teaching experiences, has a positive impact on the learning of teachers 'professions and is generally a source for the development of teachers' professions. In addition, non-formal learning in social networks is a lifelong learning guide for learners and supports the building of knowledge, empowerment of learners, and their social and personalized learning. In addition, the findings showed that the relationship between formal learning and non-formal learning leads to strong, flexible and accessible educational attractions that support learners' self-regulated learning. The findings also showed that the relationship between formal and non-formal learning should use a collaborative learning model and formal learning and personal characteristics and characteristics of the work environment, personal views, behavior and environmental factors affect informal online learning. In addition, the love and interest in learning, job commitment and perception of the need for learning lead to informal learning in relation to non-formal learning.
The elements of this pattern have special properties; For example, the findings showed that the learner is a self-leader, innovator, personal manager of knowledge for his / her informal learning in social networks and participates in individual and group tasks. In addition, regarding the characteristics of the learning environment, the findings showed that the informal learning environment is flexible, process-oriented and personalized, so that the learner can develop creativity and critical thinking at any time and any place. Informal learning activities in social networks, individual and group, are not based on real and predetermined interactions and provide the ground for self-sufficiency and motivation of learners. Communication in social networks is interest-oriented, personalized and based on solving problems and motivations. Is. The findings also showed that evaluation in social networks is continuous, qualitative, facilitator of learning and based on self-evaluation and peer assessment methods. In general, in this model, the learner is the communication loop of other elements. Due to the characteristics of the model based on non-formal learning in social networks, it is recommended to curriculum planners to use the coordinates of these elements to design a curriculum based on social networks.هدف از انجام این پژوهش، طراحی الگویی برای یادگیری غیررسمی مبتنی بر شبکههای اجتماعی است. این مطالعه با روش سنتز پژوهی انجام شد. جستجوی مقالات با استفاده از کلیدواژه<sub></sub>های یادگیری غیررسمی، یادگیری غیررسمی آنلاین، یادگیری رسمی، تلفیق یادگیری رسمی و غیررسمی در ارتباط با شبکههای اجتماعی انجام شد. بر اساس معیارهای ورود و خروج تعداد 24 مقاله وارد مطالعه شد. تحلیل یافتهها ویژگیها، پیامدها، نتایج و استلزامات ترکیب یادگیری رسمی و غیررسمی و همچنین ویژگیهای الگوی مذکور را نشان داد. استفاده از یادگیری غیررسمی منجر به حمایت از یادگیری خود راهبر و مادامالعمرمی شود. ترکیب یادگیری رسمی و غیررسمی مستلزم علاقه به یادگیری، ادراک نیاز به یادگیری و استفاده از مدل یادگیری مشارکتی است. عناصر الگوی مذکور دارنده ویژگیهایی خاصی است؛ مثلاً یادگیرنده خود راهبر و مدیر دانش شخصی خود است. محیط یادگیری، منعطف، شخصیسازیشده و مناسب رشد تفکر خلاق و نقاد است. محتوای یادگیری چندرسانهای، دسترسپذیر و متناسب با علایق یادگیرنده است. فعالیتهای یادگیری غیرقابلپیشبینی و مبتنی بر تعاملات واقعی است. ارتباطات شبکهای، مبتنی بر انگیزههای درونی و بیرونی و مبتنی بر حل مسائل است. ارزشیابی کیفی، فرآیندی و مبتنی بر بحث و گفتوگو است.دانشگاه کردستانتدریس پژوهی2476-56869320210923Construction and Accreditation of the Perceived Wisdom Scale for Teacher Training for Interdisciplinary Teachingساخت و هنجاریابی مقیاس حکمت ادراکشده تربیت مدرس برای تدریس میانرشتهای472362125FAفرهاد شفیع پور مطلقدانشیار رشته مدیریت آموزشی، واحد محلات، دانشگاه آزاد اسلامی، محلات، ایرانعباس قلتاشدانشیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.Journal Article20210505The evolution of teacher training for third millennium universities depends on interdisciplinary teacher training. Teaching in interdisciplinary disciplines requires qualified instructors for this purpose. That is, they have the ability to understand the teaching of such disciplines. As for teaching in interdisciplinary disciplines, instructors who are normally selected for pure disciplines do not have the capabilities of interdisciplinary instructors. Understanding interdisciplinary teaching is a phenomenon that has been referred to in this research as wisdom. Therefore, the present study has been constructed and standardized with the aim of obtaining a scale to evaluate teachers in relation to the level of familiarity with the wisdom of interdisciplinary teaching. The aim of the present study is to construct and validate the Perceived Wisdom Scale for teacher training for interdisciplinary teaching. This research has been applied in terms of purpose and in terms of exploratory approach and in terms of method of collecting descriptive information of survey and cross-sectional type. The statistical population of this study included all professors of educational sciences in Isfahan province (112 people (including professors of Islamic Azad, non-profit universities and public universities) in the years 2020-2021. Due to the limited statistical population, sampling was done by census method. Finally, 78 people (29 from Islamic Azad universities, 12 from non-profit universities and 37 from public universities) responded to the distributed questionnaire. Female and 62% of them were male, 38% of the respondents had 1 to 10 years of service, 34% of the respondents had 11 to 20 years of service and 28% of them had more than 20 years of service. The study of articles and research background was prepared by analyzing the content of the items obtained in relation to the perceived wisdom of teacher training for multidisciplinary teaching and then to ensure the validity of the items provided to 3 faculty members of the Department of Educational Sciences. The city of Isfahan was located. After eliminating similar and duplicate cases, 52 items were provided at first. After reviewing and finalizing them by expert professors, 35 items were agreed upon. Cronbach's retest) and concurrent validity were used to analyze the data b Using SPSS software version 12 was used. The questionnaire items were arranged on a five-point Likert scale (strongly agree, agree, almost agree, disagree, disagree). The minimum score of this questionnaire was 35 and the maximum score was 175. Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. Exploratory factor analysis test was used to identify the number of common factors that affect a set of variables, determine the intensity of the relationship between each factor and each observed variable, and the large number of variables observed to a smaller number than Agents are summarized. Also determine the divergent validity and convergent validity of the reflective items classified in each factor. Then, confirmation factor analysis test was used to achieve the validity of the structures. In this regard, a factor matrix was formed to determine the factor load of each component or item with each factor. Factor load can be considered as correlation coefficients between factor and variable. Factor loads less than 0.3 can be ignored., the results showed that in the initial factor analysis, four factors with eigenvalues higher than one were obtained and the subsequent factor analysis was limited to these four factors. Based on the content of the relevant articles, four factors were named as follows. "Simple understanding of concepts", "Mastery of fundamental research methods", "Understanding the expansion of the fields of scientific disciplines", "Elimination of reductionist thinking".The highest correlation coefficient was related to factor 4 "reduction of reductionist thinking" (r = 0.88), and the lowest correlation coefficient was related to factor 1 "simple understanding of concepts" (r = 0.74). The correlation coefficient of factor 2 was equal to "mastery of basic research methods" (r = 0.87) and the correlation coefficient of factor 3 was "understanding the expansion of the fields of scientific disciplines" (r = 0.81). Finally, the fourth factor in the Teacher Training Wisdom Scale for interdisciplinary teaching has been the "elimination of reductionist thinking." These correlation coefficients were significant at the level of P <0.01 The scale also had good internal consistency (Cronbach's alpha was 0.94 and retest reliability at two weeks was 0.91). The results also showed that the scale of dimensions of perceived wisdom of teacher training for interdisciplinary teaching has a suitable structure, validity and reliability for Iranian society. Therefore, it seems that this tool is a suitable scale for the purpose of research, which is to train teachers for multidisciplinary teaching. According to (Hatami & Roshan cheshm, 2012) Habermas believes that in the age of modernity, part of the capabilities of the human mind has been subjected to natural sciences, and this prevents the real knowledge of the world and the contrast between quantitative and qualitative methods in the humanities. Has been. Criticizing the positivist method in the humanities and in the next stage by presenting the theory of communicative rationality and communicative action, he emphasizes the multidimensionality of human problems and human knowledge and seeks to solve complex human problems through convergence and consensus from the ideal situation.
The scale tested in this research, which has a relatively proportionate validity, can be provided as a tool to identify the wisdom of teacher training for interdisciplinary teaching. Therefore, it is suggested that this scale be used to select and hire teachers to teach in universities and higher education centers. The limitations of this research include Not using close interviews due to coronary restrictions, lack of necessary cooperation of respondents to distributed questionnairesهدف تحقیق حاضر، ساخت و اعتباریابی مقیاس حکمت ادراکشده تربیت مدرس برای تدریس میانرشتهای است. روش این پژوهش توصیفی از نوع پیمایشی و جامعه آماری این تحقیق شامل کلیه اساتید رشتههای حوزه علوم تربیتی استان اصفهان 112 نفر در سالهای 1400-1399 بوده است. به شیوه سرشماری نمونهگیری صورت پذیرفت که در نهایت تعداد 78 نفر به پرسشنامه توزیع شده پاسخگو بودند. ابزار جمعآوری اطلاعات پرسشنامه محقق ساخته بود که بر اساس مطالعه مقالات و مستندات علمی گویهای آن به دست داده شد. برای برآورد روایی و پایایی از روشهای همسانی درونی(آلفای کرونباخ و بازآزمایی) و روایی همزمان استفاده شد. بهطورکلی نتایج نشان داد چهار عامل با ارزش ویژه بالاتر از یک تحت این عناوین فراهم شد: «درک و فهم بسیط مفاهیم»، «تسلط بر روشهای تحقیق بنیادی»،«فهم گسترش مرزهای رشتههای علمی»، «زدایش تفکر تقلیلگرایی». مقیاس ابعاد حکمت ادراکشده تربیت مدرس برای تدریس میانرشتهای از ساختار، روایی و پایایی مناسب برای جامعه ایرانی برخوردار است. لذا به نظر میرسد که این ابزار، مقیاس مناسبی برای هدف تحقیق که همانا تربیت مدرس برای تدریس چند رشتهای است، باشد.دانشگاه کردستانتدریس پژوهی2476-56869320210923Lived experiences of exceptional teachers from virtual teaching challenges in the curriculum new spaceتجربیات زیسته معلمان استثنایی از چالشهای تدریس مجازی در فضای جدید برنامه درسی764862122FAحمیده پاکمهراستادیار گروه علوم تربیتی، دانشگاه بین المللی امام رضا (ع)، مشهد، ایرانصدیقه کاظمیاستادیار و عضو هیات علمی گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران، پردیس شهید هاشمی نژاد مشهد0000-0003-0665-1544Journal Article20210512Considering the corona pandemic and changing the teaching environment and implementation of the curriculum of students with special needs, the present study was conducted to investigate the lived experience of teachers of these students from the challenges of virtual education. The present study was methodologically, qualitatively phenomenological and the participants included all exceptional primary school teachers in Yazd province in the academic year 2020-2021. Sampling was performed by purposeful criterion-based method and after the theoretical saturation of the interviews, a total of 426 significant expressions were identified by the Mustacas method. In the next step, the obtained expressions are classified into 6 themes and 24 sub-themes and two categories of contextual and structural categories. New offered. Findings in the category of contextual conditions show that teachers have described three central themes of education, emotions and relationships and interactions. In the category of structural conditions, teachers have described the three main themes of exceptional / special education requirements, curriculum implementation and the support needed by teachers and families during the coronation period. The special educators in this study, at the beginning of the Covid 19 epidemic, described the underlying conditions in the initial exposure to the corona in such a way that in the first months, their relationship with students and colleagues and other staff was more or less sudden. As a result of unpreparedness for such situations, teachers reported different and often negative feelings and emotions under these background conditions, which were a kind of confusion and ambiguity due to the inability to predict the situation and the duration of the current situation and the inconsistency of this. The conditions were similar to the previous conditions of teaching and learning environment. Most of these teachers were not prepared for this situation and their families and students were in the same situation. Teachers in this new ecosystem, after a bit of delay and confusion, developed tools to communicate with students and their families, although there was no ready-made and interactive platform and even minimal telephone and WhatsApp communication between teachers and family and knowledge. Students often did not replace face-to-face training, and on the other hand, ready-made content for these students was less available in groups and networks. In the secondary encounter, other feelings and emotions such as hardship and the feeling of tiredness and pressure, imposition and coercion, and even fruitlessness and fruitlessness were experienced by the participating teachers. Teachers faced multiple directives and unstable working conditions, and on the one hand, due to the unpreparedness and training for virtual teaching on the other hand, and on the other hand, the individual conditions and differences of their students, they felt left alone and without support. They have to endure this hardship and pressure alone. Although the time for direct e-learning was reduced, teachers needed much more time than before to prepare content to meet the different needs of their students, sending content and uploading it, which prevented them from communicating well with their own family members while at home. They were present but they were practically doing their job. On the other hand, in order to better cover the educational needs as much as possible, and the protocols and circulars and the school principal allowed, the face-to-face education of the students was also on the teacher's agenda. After a while, the teachers felt tired and difficult. The principals 'insistence on loading the production of teacher-made content also added to the feeling of compulsion and imposition of conditions, and the feeling of fruitlessness and ineffectiveness of this type of education for such students and uncertainty about students' learning and learning rate also reinforced undesirable feelings. Only one participating teacher reported feeling happy and satisfied with the students' progress. Teachers acquired relative distance learning skills along the way, but all teachers in the study in all groups with impaired vision, hearing, learning disabilities and autism believe that despite this, self-empowerment with technology and software The tools are much more effective in face-to-face education for these students, and they feel self-sufficient when they experience the classes in person and in direct, immediate, continuous, and close contact with their students. In structural themes, the participating teachers paid attention to the requirements of exceptional / special education in order to create a more effective teaching experience in this course, and to the cooperation or non-cooperation of parents and family in the student education path as the main factor in advancing the learning process in pre-school. Corona and Corona spoke about their experiences of parental cooperation and non-cooperation due to cultural, educational and economic poverty. On the other hand, the participating teachers in their experiences stressed the need to pay attention to individual differences and to have flexibility in time and content in the programs, even in the corona period and the new ecosystem. They talked about their creativity in implementing the curriculum under Corona conditions due to the short time and compactness of the content, and the dynamic identity of the curriculum by teachers with new goals and selective attention to the content and its integration. Teachers in this new environment needed professional, administrative, technical and technological, economic and social support, and also explained the support needed by families in these dimensions. The result of this study shows the attention to the support needed by teachers and families of these students in designing programs and policies according to the requirements of special education in the event of such crises. Although teachers in the new ecosystem have been creative in implementing the curriculum, the content received by students in this course requires careful assessment in the post-coronary course and compensatory training. Life skills and self-help and social skills that are required for special education training are marginalized in this course and training is often superficial and evaluation of results requires retesting. Cooperation between the rehabilitation and administrative teams in education needs to be improved and expanded.با عنایت به پاندمی کرونا و تغییر فضای تدریس و اجرای برنامهدرسی دانشآموزان با نیازهای ویژه، مطالعه حاضر با هدف بررسی تجربهزیسته معلمان این دانشآموزان از چالشهای تدریس مجازی انجام شده است. پژوهش از نظر روششناسی، کیفی و از نوع پدیدارشناسی توصیفی با استفاده از روش تحلیل دادههای پدیدارشناسی تجربی و متعالی موستاکاس انجام شده است. مشارکتکنندگان شامل کلیه آموزگاران استثنایی دوره ابتدایی استان یزد در سال تحصیلی 1400-1401 بودند. نمونهگیری با شیوه هدفمند ملاک محور تا حد اشباع دادهها انجام گرفت. ابزار جمعآوری اطلاعات مصاحبه نیمه ساختاریافته بود. تمامی مصاحبهها با روش هفت مرحلهای موستاکاس تحلیل و کدگزاری شد. پس از تجزیه و تحلیل دادهها، در مجموع426عبارت معنادار شناسایی شده اند. در مرحله بعد، عبارتهای بهدستآمده در 6 مضمون و 24 زیر مضمون و دو دسته ی مقولات زمینهای و ساختاری طبقهبندی گردیده و با تلفیق نتایج، توصیف جامع و کاملی از تجارب زیسته معلمان دانشآموزان با نیازهای ویژه از چالشهای تدریس مجازی در زیست بوم جدید ارائه شده است. با عنایت به یافتههای حاصل، توجه به حمایتهای مورد نیاز معلمان و خانوادههای دانشآموزان با نیازهای ویژه درکاهش چالشهای تدریس مجازی معلمین استثنایی و برنامههای جبرانی برای دانشآموزان پیشنهاد میشود.دانشگاه کردستانتدریس پژوهی2476-56869320210923The mediating role of school culture on the relationship between effective school components and the quality of lesson study among primary school teachersنقش واسطهای فرهنگ مدرسه بر رابطه مؤلفههای مدرسه اثربخش با کیفیت درسپژوهی در بین معلمان دوره ابتدایی1027762123FAمهدیه روحیکارشناس ارشد برنامه ریزی درسی. دانشگاه تبریز. تبریز. ایران0000-0003-0231-6677داود طهماسب زاده شیخلارعضو هیئت علمی دانشگاه تبریز. تبریز. ایرانامین پروریدانشجوی دکترای مدیریت آموزش عالی دانشگاه اصفهان، اصفهان.ایرانJournal Article20210421Carrying out serious educational reforms in the new millennium is one of the common processes, which is led by the development of teachers' professions. In this context, teachers need knowledge to change and make better and more effective decisions. Part of this knowledge is acquired through research, which is one of the ways to strengthen education and training, spread research culture and encourage teachers to participate in research. This method is known as the most effective teacher professional development program. Research in the field of education has different levels, some of which are dedicated to teacher-centered research methods. Lesson Study is one of these research approaches for the development of teachers' professions and is a kind of school-based career development that includes an action cycle in which a group of teachers work together with a group of students. This approach is a research circle in which teachers research and collaborate on curriculum topics in groups. Despite the great emphasis of the educational system on the use of lesson study, studies indicate its lack of acceptance and low application in the educational system; This lack of acceptance is more evident when most of the activities performed in the field of lesson study in our country's educational system are based on cop out and are not in line with the standards of lesson study and do not have the necessary quality. A review of the research background also showed that no research has been conducted to investigate the mediating role of school culture in the relationship between effective school and the quality of lesson study, and it is expected that the results of the present study will be used by officials, school principals, teachers and researchers. This area should be used to increase the quality of research by using the results; Therefore, considering the importance of the lesson study and its quality, it is necessary to study the factors affecting the improvement of the quality of the lesson study.The aim of this study was to investigate the mediating role of school culture on the relationship between effective school components and the quality of lesson study among elementary school teachers.
Method: In terms of purpose, the present study is applied research and in terms of the nature of research is descriptive-correlational research and in terms of data collection method is part of field research. The statistical population of the present study consists of teachers of Marand city who have conducted lesson study in the last three years. To determine the sample size of the research, Krejcie Morgan table was used. According to this table, for 95 people in the statistical population, 74 people were selected as the sample size. After determining the number of sample sizes, the available sampling method was performed and the questionnaire was given to those active in the field of research that were available to researchers. Three questionnaires were used to collect data: 1- Effective school questionnaire Imani, Bagheri, Gorchiyan & Jafari (2019): which includes 16 dimensions and 64 items and is in the five-point Likert scale (1 = very low, to 5 = very high). The reliability of the questionnaire in the study (2019) Imani et al through Cronbach's alpha was 0.86; And its validity in terms of form and content has been confirmed by several experts. 2- School Culture Questionnaire (2007) Salfi & Saeed: which includes 5 dimensions and 29 items in the five-point Likert scale (5 = strongly disagree to 1 = strongly agree). The validity and reliability of this questionnaire has been guaranteed by experts and experimental tests in this field in 2006 and the reliability coefficient has been set at 0.96 based on Cronbach's alpha. Thus, using Cronbach's alpha, the reliability coefficient of the teacher professional competency subscale is 0.83; Teachers' interaction with staff and management, 0.93; Teachers' interaction with each other, 0.79; Parents' participation in school activities was 0.87 and school physical facilities was 0.92. In the study (2020) Tahmasbzadeh Sheikhlar, Taghipour, Qureshi & Imannejad, to determine the validity of the questionnaire, the opinions of supervisors and consultants were used and to determine the reliability, Cronbach's alpha was used and its value was calculated to be 0.78. The study has 24 items and is in the five-point Likert scale (5 = strongly disagree to 1 = strongly agree). The validity of this instrument was confirmed by three professors in the field of education in the university and Cronbach's alpha coefficient was used to determine the reliability of the research, which was 0.73. Descriptive statistics as well as Pearson correlation coefficient and structural equation modeling using PLS software were used to analyze the data.
Results:The results showed that there was no significant relationship between effective school and the quality of lesson study, while there was a significant relationship between school culture and the quality of lesson study at the level of 0.314.school culture has a mediating role on the relationship between effective school components and the quality of lesson study among elementary school teachers and effective school due to school culture by 0.666 plays a role in the quality of lesson study. It can be concluded that the effectiveness of the school in the quality of the lesson study is functional using the school culture and only the effectiveness of the school without considering the school culture does not play a big role in the quality of the lesson study. Due to the need to increase the quality of curriculum and also the role of school culture in increasing the quality of lesson study, it is recommended that teachers in schools use each other's experiences and design, teach, observe their desired courses jointly and in collaboration. Analyze and revise to improve the quality of the experiences they have used to learn students, thereby building self-confidence among them. There must also be a culture of transforming schools from a place of learning to a place of learning and replacing systemic and critical thinking so that the teacher feels a sense of belonging to the school and its function and considers itself a member of the school system.هدف پژوهش بررسی نقش واسطهای فرهنگ مدرسه بر رابطه مؤلفههای مدرسه اثربخش با کیفیت درسپژوهی بود. روش پژوهش از لحاظ هدف کاربردی و از لحاظ ماهیت، توصیفی-پیمایشی میباشد. جامعه آماری پژوهش، معلمان ابتدایی فعال در زمینه درسپژوهی شهرستان مرند به تعداد ۹۳ نفر بود. جهت تعیین حجم نمونه از جدول کرجسی مورگان استفاده شد و تعداد ۷۴ نفر بهعنوان حجم نمونه با روش نمونهگیری تصادفی در دسترس انتخاب شد. برای جمعآوری دادهها از پرسشنامه مدرسه اثربخش؛ پرسشنامه فرهنگ مدرسه و چکلیست ارزیابی کیفیت درسپژوهی استفاده شد. روایی ابزارها به تأیید اساتید متخصص در حوزه تعلیم و تربیت دانشگاه تبریز رسید و پایایی نیز براساس ضریب آلفای کرونباخ به ترتیب 97/0؛ 93/0و 76/0به دست آمد. جهت تجزیهوتحلیل دادهها از شاخصهای آمار توصیفی و ضریب همبستگی پیرسون و مدلیابی معادلات ساختاری استفاده شد. یافتهها نشان دادند که بین مدرسه اثربخش و کیفیت درسپژوهی رابطه معناداری وجود ندارد، ولی بین فرهنگ مدرسه و کیفیت درسپژوهی رابطه معنادار در سطح 314/0وجود دارد. همچنین فرهنگ مدرسه بر رابطه مؤلفههای مدرسه اثربخش با کیفیت درسپژوهی نقش واسطهای دارد و مدرسه اثربخش بهواسطه فرهنگ مدرسه به میزان 666/0 در کیفیت درسپژوهی نقش دارد. میتوان نتیجه گرفت که توجه به فرهنگ مدرسه میتواند کیفیت درسپژوهی را تقویت نماید.دانشگاه کردستانتدریس پژوهی2476-56869320210923Developing a language learning model by the whole-word reading and based on a cognitive approach with games for preschool childrenتدوین الگوی زبانآموزی به شیوه کلخوانی و مبتنی بر رویکرد شناختی به همراه بازی برای کودکان پیشدبستانی12410362126FAآمنه عالیاستادیار روانشناسی تربیتی، دانشگاه علامه طباطبائی، تهران، ایرانپریا سادات معراجی سعیدکارشناسی ارشد آموزش و پرورش پیش از دبستان، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.مهدی دستجردی کاظمیدانشیار زبانشناسی، گروه روانشناسی و آموزش کودکان استثنائی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایرانJournal Article20210422Preschool education is very important for the overall and comprehensive development of children. Among the factors that add to the importance of this course are the flexibility of children's brains and the existence of a sensitive period for language learning in this course. New teaching methods may be needed to make the most of the flexibility of the brain and the critical period of language learning, giving them the opportunity to succeed in mastering the language more in the early childhood years. Accordingly, the present study was conducted to present and evaluate the language learning model for preschool children, which promotes education in a holistic manner and is based on a cognitive approach with play. Language is the most powerful tool for learning and acquiring different skills. Children who are linguistically strong often have fewer developmental and communication problems. Linguistic arts include four basic areas: listening, speaking, reading, and writing. In the meantime, reading skills, which is the main subject of this research, are defined as an individual's ability to understand and use written language that is socially desirable or valuable to him. The traditional method of teaching reading in Persian has been based on the phonetic method. In this approach, education begins with the smallest and smallest elements of language and script, i.e. sounds, words or syllables, and ends with general elements. But due to the prevalence of reading problems and common reading inconsistencies, the whole-word reading pattern emerged in the 1980s to help teach children to read. In this teaching method, the word itself is considered as a whole unit and students relate it to their previous knowledge. Whole-word reading helps poorly read children to develop a meaningful vocabulary of familiar words and to be able to read more fluently through it. In order to be able to use the reading pattern more effectively for children, it is necessary to use teaching methods based on cognitive learning approach as the basis of education. The three main models of teaching the cognitive approach are: the mnemonic model, the picture-word inductive model, the attaining concept model. These three teaching models were used in designing the language learning model of the present study. Since any training for children, especially language training will be more effective and enjoyable if accompanied by play, it is necessary to use a variety of educational games. Given these cases, the main issue of the present study was what characteristics should have a teaching model that is suitable for whole-word reading and how can cognitive teaching models as well as valid and evidence-based educational games be used in developing this model? This issue was investigated with a combined approach (with two parts, quantitative and qualitative). In the qualitative part, the method of regular review of library resources including books, articles and research reports was used, and in the quantitative part, the survey method was used to validate the model. In order to gather resources, the keywords whole word reading, whole language, mnemonically learning, picture-word inductive model, PWIM, concept attainment, play, instructional games were considered. These words have been used in domestic library resources and Internet sites (Normagz, Magiran, Jahad Daneshgahi and Irandoc scientific databases) and foreign Internet sites (Science Direct, Core, Google scholar, Knowledge E and library Genesis). The target period for the search was from 2011 to 2020. After gathering the sources and reviewing the title and abstract, the items that dealt exactly with the subject of language learning and preschool and primary school children were purposefully selected and studied. To design the proposed model, themes that were frequently referenced in these sources were extracted and put together. Then they were compared and prioritized and the components of the model were organized in order. In other words, six elements of the pattern and the order and sequence of steps of the proposed pattern were designed. In the quantitative part, a researcher-made questionnaire was used to validate the proposed model. This questionnaire has 19 items that according to the components of the model including objectives (7 questions), content (3 questions), teaching and learning method (3 questions), learning environment (2 questions), learner characteristics (2 questions) and evaluation. (2 questions) was designed. Answer options also include high, medium and low. The community of the quantitative research section includes all specialists in educational sciences and educational psychology with teaching experience in the university, and the sample was purposefully selected people who were active in the field of language learning and agreed to participate in the research. Based on the findings of a review of valid and relevant scientific sources, a model for language learning was proposed, the components of which were defined according to the principles of education in the cognitive approach, the use of educational games and improving reading skills of preschool children. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation). In the second stage of the research, the steps of implementing the language learning model were developed by combining the educational activities in the three cognitive teaching methods, and appropriate educational games were suggested in several stages. These include: selecting the picture by the instructor, identifying images and correcting the image-word vocabulary, reviewing the image-word vocabulary, fully purposeful educational game, conceptualization, word classification, and finally evaluation. According to the quantitative findings of this study, which resulted from the implementation of a validation questionnaire among specialists related to the field of language learning, it can be said that all components of the proposed model have good validity and more accurately have a relatively good credit components component. The language learning model designed in this study can be generalized to language learning programs that are designed specifically for preschool children. Therefore, its use is recommended for preschoolers and educators. Other researchers are also encouraged to evaluate the effectiveness of this language learning model on reading skills in the early years of primary school and the development of children's interest in reading.پژوهش حاضر در راستای ارائه الگوی زبانآموزی برای کودکان پیشدبستانی انجام شد که به شیوه کلخوانی آموزش را پیش میبرد و مبتنی بر رویکرد شناختی به همراه بازی است. روش پژوهش ترکیبی (کیفی و کمی) بود که در بخش کیفی از مرور منظم کتابخانهای و در بخش کمی از روش پیمایشی برای اعتباریابی الگو استفاده گردید. جامعه پژوهش در بخش کیفی شامل کلیه منابع علمی اعم از کتاب و مقالهی مربوط که در پایگاههای اطلاعاتی داخلی و خارجی از سال ۲۰۱۱ تا ۲۰۲۰ انتشاریافته است. از بین آنها، منابع مرتبط و قابلدسترس برای تحلیل انتخاب شدند. در بخش کمی نیز بهمنظور تعیین اعتبار الگوی طراحیشده، از جامعهی متخصصان علوم تربیتی و روانشناسی تربیتی ۱۶ نفر به روش هدفمند انتخاب شدند و پرسشنامهی محقق ساخته را تکمیل کردند. در نهایت، الگوی زبانآموزی بر اساس تحلیل کیفی و استخراج مضامین اصلی و پرتکرار در منابع طراحی شد. این الگو دارای شش مؤلفه )اهداف، محتوا، روش یاددهی-یادگیری، محیط یادگیری، ویژگیهای یادگیرنده و ارزشیابی) و هفت گام آموزشی برای اجرای (انتخاب تصویر، شناسایی تصاویر و درست کردن فرهنگ واژگان تصویر-واژه، مرور، بازی، دستیابی به مفهوم، طبقهبندی و ارزشیابی) میباشد. اعتبار الگو نیز طبق تحلیل توصیفی و نتایج آزمون خی دو، از نظر متخصصان تأیید شد.دانشگاه کردستانتدریس پژوهی2476-56869320210923Learning by the Intelligent Pedagogical Agents: Can Eye Tracking Improve Attention Performance?یادگیری با عاملهای هوشمند آموزشی: آیا میتوان با ردیابی حرکات چشم عملکرد توجه را بهبود بخشید؟14512562129FAنسرین محمدحسنیگروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.0000-0001-6555-1354Journal Article20210105Attention-deficit/hyperactivity disorder (ADHD) is a persistent condition associated with impairment in educational functioning, professional position, and social relationships (Fabio and Caprì, 2015). The disorder is determined by three basic symptoms: inattention, hyperactivity, impulsivity (APA, 2013). The disorder is closely linked to a series of neuropsychological deficits such as executive functions, working memory, and cognitive processes.
Problem-solving is one of the areas in which ADHD students experience problems as a result of deficits in attention and working memory. Although normal developing children may easily learn problem-solving skills; Children with ADHD need help to learn these skills, and instruction must be provided in a controlled manner for this purpose.
However, flexible learning environments in terms of content and presentation time can be helpfull to reduce the problems of these children. For example, the Attention of ADHD students can be improved when doing teacher-led homework, instead of independent tasks. However, due to the short range of attention, assignments should be presented in small pieces with just-in-time feedback on how to do it (Brock, Grove & Searls, 2010).
Although the presence of a teacher and the provision of guidance can be a positive aspect of face-to-face education, the need to spend special guidance, and personalized instruction according to the needs of these children, requires another solution.
The purpose of the present study was to investigate the role of the intelligent pedagogical agent on complex problem-solving ability and duration of task engagement in students with attention deficit disorder in the e-learning environments.
Pedagogical agents are virtual characters used in online learning environments to serve various instructional goals (Veletsianos and Russell, 2014). They have human-like gestures, speech, gaze, and behaviors to address some roles, such as tutor, coach, actor (Kim and Baylor, 2007)
The manifestation of the pedagogical agent is supported by theories such as Computers as Social Actors-CASA (Nass and Brave, 2005), Cognitive Load Theory (Sweller, 2011) that emphasize on the social aspect in the learning process. As Mayer (2014) mentions in "Presence principle" the students learn more deeply when on-screen agents display human-like gesturing, movement, eye contact, and facial expression. In general, what is discussed in the social effects of the pedagogical agent is a concept called "persona effect"(Veletsianos and Russell, 2014); This concept means that the presence of a human-like agent in interactive learning environments have a positive effect on the learner's perception of their learning experiences. the presence of an educational agent causes the learner to interpret their learning experiences as a result of interaction with the computer in the role of a social actor (Choi and Clark, 2006).
Thanks to the support of the theories proposed in the pedagogical agent literature, researchers have examined their roles on learning, performance, and motivation of learners. The results of the meta-analysis of Martha, and Santoso (2019) indicate the positive and significant role of pedagogical agents on learning and learners' performance.
Kim and Baylor (2016) in a meta-analysis found that in agent-based situations 1) learners expect agents to show acceptable teaching ability and motivation 2) and they learn the meaning of the material better and have a higher motivation in learning
Lin et al. (2020) investigated the effect of conversational style instruction with the presence of pedagogical agents on learning outcomes, cognitive load, and intrinsic motivation. Their study also showed that learning with a pedagogical agent is more attractive than learning without pedagogical agents.
Daradoumis and Arguedas (2020) in a study entitled "To foster reflective learning during metacognitive activities through the pedagogical agent" concluded that the presence of the pedagogical agent could lead to better scores in the process of reflection in the experimental group.
One of the areas that has been less addressed in research is the effect of pedagogical agents on attention, visual attention, and their guidance to related issues. If we consider the role of agents as a teacher in face-to-face space, then we can expect similar performance from them in online environments. In line with this assumption, the present study aims to investigate the role of the intelligent pedagogical agent on complex problem-solving ability and duration of task engagement in students with attention deficit disorder.
The target population was selected from 7 to 13 years old students (M 10.5) who were attending elementary and secondary school in public schools in Sicily, Italy. The sample group (N: 45) who selected by the Italian version of the ADHD Rating Scale for Teachers was randomly assigned to three groups: 1) without the agent 2) the agent only provided instructions during the problem solving 3) the agent provided instructions during the problem solving and provided feedback on learner's attention. The tools used in this study were the web-based complex problem-solving test and problem-solving time recording.
The test and situation were the same for three groups except for agent presence in groups 2 and 3; and in the group 3 by the interactive intelligent agent version, instructions and recommendations were designed based on the user's choices, and in addition, through the process of face recognition and image processing, the direction and position of the face and tracking of the eye movements.
Finally, in order to analyze the data, descriptive statistics, one-way analysis of variance, and Scheffe post hoc test was used.
The results showed that the presence of the intelligent pedagogical agent improves the performance of students with attention deficit disorder (F: 7/539, sig: 0.002) but the effect of agent on the time of learner’s engagement with the task was not significant. In general, based on the results, the guidance and feedback provided by the agent improves the attention process and consequently improves their performance in problem-solving.
According to the findings of the present study, although the effect of intelligent pedagogical agents has been proven in many studies, for specific groups same as students with attention deficit disorder it requires special instructional design. Accordingly, it is suggested to use technology such as image processing and eye-tracking as a visual element of attention in order to design intelligent environments.هدف مطالعه حاضر بررسی نقش عامل هوشمند آموزشی بر توان حل مسائل پیچیده و مدتزمان درگیری با تکلیف در دانشآموزان مبتلا به اختلال نارسایی توجه بوده که با روش آزمایشی انجام شده است. جامعه هدف از بین دانشآموزان 7 تا 13 سال (5/10 M: ) که در مقطع ابتدایی و راهنمایی، در مدارس دولتی در سیسلی کشور ایتالیا[1] مشغول به تحصیل بودند، انتخاب شد. گروه نمونه (45:N)که از طریق سیاهه تشخیصی ADHD (فرم معلم) انتخاب شدند، بهصورت تصادفی در سه گروه گمارش شدند: 1) بدون حضور عامل آموزشی 2) عامل آموزشی، تنها دستورالعملهایی را در حین حل مسئله ارائه میکرد 3) عامل آموزشی دستورالعملهایی را در حین حل مسئله ارائه و در خصوص توجه افراد بازخوردهایی را ارائه میداد. ابزار مورد استفاده در این پژوهش آزمون حل مسائل پیچیده و ثبت زمان حل مسائل بود. نتایج نشان داد که حضور عامل هوشمند آموزشی، عملکرد حل مسئله را بهبود میبخشد، اما تأثیر عامل بر مدتزمان درگیری یادگیرندگان با تکلیف معنادار نیست. بر اساس نتایج، هدایت و بازخورد ارائه شده توسط عامل آموزشی باعث بهبود فرایند توجه شده و بهتبع آن، عملکرد فرد را در حل مسئله ارتقا میبخشد.دانشگاه کردستانتدریس پژوهی2476-56869320201121Meta-analysis on the Effect of Factors Influencing the Development of Entrepreneurs in the University (Case Study: Researches in Iran)بررسی عوامل تأثیرگذار بر پرورش کارآفرینان در دانشگاه (مورد مطالعه: پژوهشهای انجامگرفته در ایران)17214661701FAفاطمه طباطباییدانشجوی دکتری مدیریت آموزشی، دانشگاه علامه طباطبایی. پست الکترونیکعباس عباس پوراستاد گروه مدیریت و برنامه ریزی آموزشی، دانشگاه علامه طباطبایی تهران، تهران، ایران.حمید رحیمیاندانشیار گروه مدیریت و برنامه ریزی آموزشی، دانشگاه علامه طباطبایی تهران، تهران، ایران.سعید غیاثی ندوشناستادیار گروه مدیریت و برنامه ریزی آموزشی، دانشگاه علامه طباطبایی تهران، تهران، ایران.0000-0002-4077-2166فرنوش اعلامیاستادیار گروه مدیریت و برنامه ریزی آموزشی، دانشگاه شهید بهشتی تهران، تهران، ایران.Journal Article20200420Today, there is a great deal of emphasis on entrepreneurship education by governments, organizations and public opinion, and it is referred to as the economic engine. Iran is no exception to this rule, as it has been mentioned many times in the comprehensive scientific map of the country. Due to the large budget spent on technical and vocational training compared to other training centers and the low employment of these forces is nothing but a waste of money and inefficiency and inadequacy of the production and service system and most importantly the frustration of young people in the province and the country. On the other hand, in recent years, the role of entrepreneurs in the industrial and economic growth and prosperity of countries and also considering the issues and bottlenecks of economic criticism and industrial development, especially unemployment, it has been necessary for countries to promote and develop this concept. Pay on a large scale. Experiences in the field of job creation and job opportunities in the country show the fact that relying only on financial investment and government support cannot overcome the unemployment crisis, but also pay attention to infrastructure and provide a new definition of work and employment and moving through job search and Entrepreneurship as well as its dissemination in various ways, we can see structural changes in the field of job creation. The aim of this study was to investigate the factors affecting the development of entrepreneurs in public universities in Tehran. The present article is practical in terms of purpose and due to the use of meta-analysis method and due to the nature of data is among the quantitative research. The study population is the articles in valid scientific databases. In this meta-analysis, the results of researches that have met the necessary conditions in terms of methodology have been studied. The endometrial criteria of this study were: the research has been done in Iran (10 articles), and also in the relevant research, the effective factors in cultivating entrepreneurship in Iranian universities have been used and finally the research should provide the necessary information to extract the effect size (The strength of the relationship); therefore, according to these criteria, the number of researches selected for meta-analysis is ten. A coding form was used to collect the data required for meta-analysis. This form is equivalent to a questionnaire or interview form in other types of research. Has examined that 5 of these studies have used Student's t test, 3 studies have used correlation test and 2 have used Z test. The results of meta-analysis of factors affecting the development of entrepreneurs showed that; Education with an effect size of 0.67, infrastructure with an effect size of 0.623 and the relationship with industry and academia with an effect size of 0.563 had the most effect on entrepreneurship in universities. Considering that at the 95% confidence level, the significance level is less than the error rate (5%) and the null hypothesis is rejected and the research hypothesis is accepted; That is, there is a significant difference between the size of the obtained works, and this means that the size of the obtained works is heterogeneous. This heterogeneity of the findings also indicates the existence of a moderating variable that has affected the results of the study on the obtained variables. In such cases, meta-analysts should consider the intervention variable or variables, which may be due to their potential impact. This is done by classifying the data into at least two subgroups according to the variables that are theoretically appropriate for this grouping (variables such as gender or level of education). Then separate Meta-analyzes are performed for each subgroup. In the present study, due to the fact that the characteristics of the statistical samples of the studies were not completely separated and transparent, it was not possible to divide the studies into subgroups based on moderating variables; therefore, researchers were limited in identifying moderating variables. Given that entrepreneurship in higher education is one of the goals of Vision 1404, which is also emphasized in scientific discussions and meetings. Universities and higher education centers should move towards entrepreneurship in order to develop the university, so the following suggestions are recommended as strategies for cultivating entrepreneurs:
Since it is part of acquired entrepreneurship, entrepreneurial behavior can be developed in individuals by using training courses. In this regard, educational programs should be used to empower people through entrepreneurial knowledge, skills and mental attitudes to face work challenges and social problems in the 21st century.
Given that one of the main characteristics of an entrepreneurial manager is creativity, the necessary conditions must be provided to increase the creativity of individuals. Of course, today it has been proven that creativity, like other human talents, is largely acquired and not specific to specific individuals.
Following the example of successful people is another method that is suggested for cultivating entrepreneurs. In this way, by knowing successful people, we can answer the question, how and why did these people succeed? In this case, by following their patterns and methods, one can plan for success.
Providing a suitable environment to increase perseverance and self-confidence is one of the essential factors in cultivating entrepreneurs. Because in order to succeed in work and achieve the desires of the heart, all the internal forces must be spent to achieve the goals, and you must always think about the final achievements. "90 percent of genius comes from perseverance," Edison said. In this regard, the success stories of great people show that perseverance is one of the most important keys to their success. In addition, the results obtained from research and experience show that positive self-confidence is a creative and constructive force that leads to flourishing and continuous progress in the direction of its goals. In this way, successful people are not afraid of failure and know from the beginning that they will achieve their goal. In this way, each person can gain and develop the necessary self-confidence by listing his / her abilities and skills.این پژوهش با هدف بررسی عوامل تأثیرگذار بر پرورش کارآفرینان در دانشگاههای دولتی شهر تهران انجام شده است روش پژوهش بر اساس هدف کاربردی است و به دلیل بهکارگیری روش فرا تحلیل و با توجه به ماهیت دادهها در زمره پژوهشهای کمی قرار میگیرد. جامعه آماری مورد بررسی این پژوهش مقالات موجود در پایگاههای علمی معتبر میباشد. تعداد پژوهشهای انتخاب شده برای انجام فرا تحلیل ده پژوهش میباشد. بهمنظور گردآوری دادههای موردنیاز برای فرا تحلیل از یک فرم کدگذاری استفاده شده است. این فرم معادل پرسشنامه یا فرم مصاحبه در انواع دیگر تحقیقات میباشد که درواقع با ترکیب کمی نتایج پژوهشهای انجام شده در حوزه پرورش کارآفرینان، با استفاده از روش فرا تحلیل و نرمافزار جامع فرا تحلیل CMA2 تعداد 10 پژوهش انجام شده در این حوزه در ایران را مورد بررسی قرار داده است که از این تعداد 5 تحقیق از آزمون تی استیودنت و 3 تحقیق از آزمون همبستگی و 2 آزمونZ استفاده کرده است. نتیجه فرا تحلیل عوامل مؤثر بر پرورش کارآفرینان نشان داد که؛ آموزش با اندازه اثر 67/0، زیرساختها با اندازه اثر 623/0 و ارتباط با صنعت و دانشگاه با اندازه اثر 563/0 دارای بیشترین اثر در پرورش کارآفرینی در دانشگاهها بوده است.دانشگاه کردستانتدریس پژوهی2476-56869320210923Improvement of Creativity in production of Prose Poetry with Using New Educational Approachesایجاد خلاقیت در خلق قطعهی ادبی با استفاده از رویکردهای نوین آموزشی19917362128FAفاطمه جعفری کمانگرگروه آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایرانزهره احمدی پور اناریاستادیار دانشگاه فرهنگیان، گروه آموزش زبان و ادبیات فارسی، تهران، ایران.Journal Article20210106Humans and the usage extent of their thinking power and creativity are of the most important factors in the development of a country; Due to the requirement of today's society for innovative and creative people, the necessity to change teaching methods and use active and creative teaching approaches is felt more than ever. Today, learners must increasingly learn the critical and creative thinking skills to make the right decisions and solve complex societal problems to enter the age of knowledge and to be capable facing the significant developments of the 21st century. The present study is dedicated to compare the impact of two creative teaching approaches, namely flipped classroom and Lesson Study on development of the creativity associated to students of Farhangian University. This Research, by selecting one of the genres of literature, namely Prose poetry that is in the title of the creative writing course of educational sciences of this university, compares the effect of these two creative methods on the creativity of learners in this genre. Generally, different kinds of genres regarding to their own attributes possess variety elements which make them distinguishable, but which is common with in all genres is the creativity in their productions. However, the creativity is not only an element, but also is a thing that has four elements according to Torrance viewpoint. The elements are fluidity, authenticity, flexibility, and expansion in which they must be taken into consideration for creativity assessment. Among the courses assigned to the syllabus associated to the students of educational science at Farhanigian University, there is a course named “creative writing”. The mentioned course as its title indicates is based on creativity. Therefore, it must be targeted in regards to its objectives. The presentation of this course must be in such a way that it consequently results the significant creativity enhancement of learners, but the atmosphere of education in our country and the traditional and non-creative approaches being utilized is far from determined goals for many years. Regarding to aforementioned points, the current research with the emphasis on creativity enhancement of learners intends to conduct learners performing one of the creativity genres relevant to creative writing course, namely prose poetry, with new educational approaches. This genre is very close to poetry, and it is one of the creative literary types that technically has its own music, sometimes following a kind of middle rhyme, without following the old system of pronouns. In addition to, it even has a special melody. The statistical population of this study is relevant to Farhangian university's students and teachers; also, the statistical sample includes two groups of 35 people who were identified as students of educational sciences of this university.At the outset, this research provides a model that measures different dimensions of creativity in different components of the literary genre. This model includes components such as language, sensation, literary array, rhythm and music, description, imaginative illustration, linguistic De-familiariation, semantic De-familiariation, literary De-familiariation, and poetic thought. Each of these components was defined according to the four elements of creativity. Then, according to these definitions, Prose Poetry was taught with two different approaches in two statistical sample classes. Afterwards, each of the two groups have been measured by causal and comparative methods before and after the presentation of the independent variable. At the end, the final results of both groups are compared. The outcome of this study shows that the methods of lesson study had a greater impact on the creativity of students in comparison with flipped classroom, and the average scores obtained in the lesson study group were significantly higher than the group of Flip classroom. The comparison of the level relevant to creativity in this research has been done according to all the components of the Prose Poetry and all four elements of creativity from Torrance's point of view (fluidity, originality, flexibility, and expansion). It is clear that the Torrance Creativity Test criteria designed for general creativity is not simply applicable to literary creativity. Therefore, by studying the characteristics relevant to each of the criteria in creativity element, each of them was studied in relation to the elements and components of writing a Prose Poetry. The results also show that the lesson study group, in the language component and the flipped classroom in the literary array, achieved the highest score and the effect of both approaches on literary deconstruction and poetic thought has been very low. Totally, the findings of the curent research conclude that although both studied approaches of this paper are new, constructive, and active, the gained results of each are not the same; this point emphasizes that applying different appraoches on different educational courses do not lead the same results. Although the flipped classroom appraoch has close relationship with constructive philosophy and is completely based on pervasiveness and criticism, it yields the weakest result in comparison with lesson study approach in learning Prose Poetry genre. In addition to, the gained results prove that lesson study apparoch dominates against flipped classroom in miscellaenous contexts either in writing capability skills in the most elements of Prose Poetry or in the increment of creativity elements. Everything caused the lesson study approach dominates against flipped classroom approach can be related to different factors. First of all, the lesson study is a team working process and each viewpoint of group members can play vital roles in result improvement. Another important issue is that lesson study approach has more capabilities against flipped classroom approach in utilizing the new educational approaches. In addition to, the lesson study team can engage variety approaches to reach better results and the final results rather depend to tact used in lesson study team. This issue caused that the lesson study is performed by miscellaneous creativity-based approaches and utilizing the different approaches can be taken as the reason of improvement in capability and creativity writing associated to learners. The diversity of methods in education on different dimensions can be known as it can be interesting for learners and it leads improvement in all dimensions of creativities. پژوهش حاضر بهمنظور مقایسهی تأثیر دو رویکرد نوین تدریس، بر افزایش خلاقیت ادبی دانشجومعلمان دانشگاه فرهنگیان نگاشته شده است. این پژوهش با انتخاب یکی از انواع ادبی خلاقانهی موجود در سرفصل درس نگارش خلاق، یعنی قطعهی ادبی، به مقایسهی تأثیر آموزش کلاس معکوس و درسپژوهی بر خلاقیتادبی یادگیرندگان در نگاشتن قطعهی ادبی دستزده است. جامعهی آماری این پژوهش دانشجومعلمان دانشگاه فرهنگیان مازندران و نمونهی آماری شامل دو گروه 35 نفره همگنشده از دانشجومعلمان علومتربیتی ورودی 96 این دانشگاه هستند. پژوهش حاضر به روش شبهآزمایشی انجام شده است. در این پژوهش ابتدا به تهیهی مدلی پرداخته شد که ابعاد مختلف خلاقیت را در مؤلفههای گوناگون قطعهادبی مورد بررسی قرارداد؛ سپس در گروه اول، قطعهادبی با رویکرد درسپژوهی و در گروه دیگر، با رویکرد کلاس معکوس تدریس شد. بر اساس مؤلفههای مدل تهیه شده، نوشتههای یادگیرندگان مورد تحلیل محتوا قرار گرفت و نتایج هر دو گروه با یکدیگر مقایسه شد. نتایج نشان داد میانگین نمرات گروه درسپژوهی در هر چهار عنصر خلاقیت و در اکثر مؤلفههای قطعهی ادبی بهطور معناداری بالاتر از گروه کلاس معکوس بوده است؛ بنابراین میتوان نتیجه گرفت رویکردهای خلاقانهی تدریس برای محتوای مشابه، نتایج مشابهی دربر نخواهند داشت و انتخاب مناسبترین رویکرد برای تدریس دروس مختلف نیازمند تجربه و پژوهشهای دقیق علمی است.دانشگاه کردستانتدریس پژوهی2476-56869320210923The validity and reliability of Teachers Metacognition Inventory (TMI)بررسی روایی و پایایی سیاهه فراشناخت تدریس معلمان22620062133FAسید عدنان حسینیاستادیار، گروه علوم تربیتی، دانشگاه فرهنگیان ، تهران، ایرانJournal Article20210423The concept of metacognition was introduced by Flowell in the 1970s. He defined metacognition as "having knowledge (cognition) and the ability to understand, control and use this knowledge or cognition properly". Metacognition can generally be defined as an individual's awareness of his cognitive skills and his ability to monitor and control his cognition. Researchers distinguish between two main components of metacognition, namely metacognitive knowledge and metacognitive regulation. Metacognitive knowledge is the information that a person has about their cognition and learning strategies. Today's accepted theories of metacognitive knowledge encompasses three categories of knowledge: expressive knowledge (knowledge of things), procedural knowledge (knowledge of how to do it), and conditional knowledge or situational knowledge (knowledge of why and when to do it). But metacognitive regulation refers to the steps that an individual takes to regulate and refine the process of cognitive activity development, taking into account the curriculum and current or intended outcomes of learning. Although a relatively large number of metacognitive regulation skills have been described in the research literature so far, three concepts have been frequently mentioned: design or planning, monitoring, and evaluation.
Being equipped with metacognitive strategies is one of the topics that is widely discussed in the field of academic and professional performance psychology today, and the teaching job is no exception to this rule. The teacher's metacognitive knowledge of the teaching, refers to strategies and techniques in teaching that are used in educational situations and in order to achieve teaching goals. Teachers' knowledge of what they know about their teaching is the starting point for a change in the development of the teaching profession, and research acknowledges that the teacher teaching metacognition can have a profound effect on the teacher teaching and student learning process.
Given that the subject of teachers' metacognitive awareness is a new field for research and has been less studied, conducting scientific research in this field is important, and to do this, the existence of appropriate tools is a prerequisite and initial step. But, a review of the global research shows that so far little effort has been made to develop a special tool for measuring teachers' metacognitive knowledge of teaching. based on this, Jiang, Ma & Gao (2012) developed a tool called the Teachers' Metacognition Questionnaire. For this, They first reviewed the research literature related to the definitions and structure of metacognition and developed a three-component model of teachers' metacognition. The first component, the teacher's metacognitive knowledge, included personal knowledge, homework knowledge, and strategies knowledge. The second component was the teacher's metacognitive experiences and refers to those emotional experiences that are related to the teacher's cognitive activity in teaching. The third component was the teacher's metacognitive skills, which includes four sub-components: planning, monitoring, evaluating, and modifying teaching activities. After considering these theoretical foundations, they built the initial version of the tool and implemented it in two separate studies. Finally, after modifying the tool, the validity and reliability of the 28-item version were confirmed by identifying a general factor (teacher teaching metacognition) and 6 subscales including: 1) Teacher metacognitive experience, 2) Metacognitive knowledge about themselves, 3) Metacognitive knowledge about pedagogy, 4) Teacher metacognitive planning, 5) Teacher metacognitive monitoring, 6) Teacher metacognitive reflection. The same research gap exists in Iran, and so far no tool has been translated, made, or validated to measure the metacognitive awareness of teachers in the country. Therefore, the main purpose of this study was to introduce the Teacher Metacognitive inventory (TMI) and translate and validate this tool in order to assess its usability among Iranian teachers and provide a basis for measuring a range of metacognitive knowledge of teachers in the country.
The method of the present study was a survey research. The statistical population of the study included all primary and high school teachers in Sanandaj. For sampling, 284 (121 primary school teachers and 163 high school teachers) were selected by cluster random sampling as the research sample. Due to the fact that tool makers have validated its factors using exploratory factor analysis, In this study, confirmatory factor analysis and criterion validity were used to evaluate the validity of the inventory. Cronbach's alpha method and test retest method were used to evaluate the reliability of the inventory. Finally, the data were analyzed using AMOS 18 and SPSS 22 statistical software.
The results of the validity test using confirmatory factor analysis showed that the data are consistent with the model and factor structure determined by its wevelopers and the model shows a good fit with the data. In addition, the study of criterion validity with Metacognitive Awareness Inventory (MAI) showed that there is a significant correlation between the subscales of these two instruments, which indicates the appropriate criterion validity of the instrument. In the reliability test, Cronbach's alpha coefficients obtained for its various subscales ranged from 0.75 to 0.82, which indicates the high internal consistency of the inventory subscales. The reliability coefficient of the retest obtained for different subscales as well as the whole inventory also showed that this instrument has a high retest ability to run on the sample of Iranian teachers.
Findings of this study are very important in research and educational activities related to metacognitive learning and teaching. Firstly, the present results are useful for helping teachers to create a more effective interaction between learning and teaching. Secondly, this questionnaire plays an important role in helping teachers identify their strengths and weaknesses in teaching activities. Thirdly, the availability of such a multidimensional metacognitive scale may have important practical implications for more specific teacher training. In general, validation of this inventory in Iran, in addition to providing the opportunity to measure and describe the level of teachers' teaching metacognition in various dimensions of metacognitive experiences, metacognitive knowledge about themselves and their pedagogy, planning, monitoring and metacognitive reflection during educational activities and teaching , can provide the basis for further research to determine the important variables related to teaching metacognition and finally design effective interventions and applications to improve the metacognitive abilities of Iranian teachers.<strong>هدف:</strong> هدف اساسی پژوهش حاضر ترجمه و اعتباریابی سیاهه راهبردهای فراشناختی معلم(TMI) در میان معلمان شهر سنندج و فراهم کردن زمینهای برای سنجش گسترهای از آگاهیهای فراشناختی معلمان کشور بود.
<strong>روش:</strong> طرح پژوهش حاضر از نوع پیمایشی بود. برای این کار 284 نفر از معلمان دورههای ابتدایی و متوسطه اول شهر سنندج به شیوه تصادفی خوشهای انتخاب و به سؤالات ابزار در مورد راهبردهای فراشناخت تدریس جواب دادند. روایی دادهها با تحلیل عاملی تأییدی و روایی ملاکی سنجش شده و پایایی دادهها با روشهای آلفای کرانباخ و باز آزمایی مورد بررسی قرار گرفت.
<strong>یافتهها:</strong> یافتهها نشان داد ساختار عاملی تعیینشده برای ابزار برازش قابلقبولی با دادهها دارد و شاخصهای نیکویی برازش، مدل را پشتیبانی میکنند. بعلاوه بررسی روایی ملاکی با سیاهه آگاهی فراشناختی<em> </em>(MAI) هم نشان از روایی مناسب ابزار داشت. بررسی پایایی نشان داد ضرایب آلفای زیر مقیاسهای ابزار از 70/0 تا 89/0 متغیر هستند که نشانگر همسانی درونی مناسب آن است. اجرای بافاصله ابزار هم نشان از پایایی باز آزمایی بالای ابزار داشت. با این یافتهها به نظر میرسد این سیاهه میتواند ابزار مناسبی برای سنجش وضعیت فراشناخت تدریس معلمان ایرانی در مقاطع مختلف تحصیلی باشد.دانشگاه کردستانتدریس پژوهی2476-56869320210923Principles and methods of teaching monotheism based on the teachings of the Holy Quran and the Ahl al-Bayt (as)اصول و روشهای آموزش توحید بر مبنای آموزههای قرآن کریم و اهل بیت علیهم السلام24922762124FAعبدالمحمد شیروانی شیریدانشجوی دکتری دانشگاه قرآن و حدیث پردیس تهرانمهدی نصرتیان اهوراستادیار، دانشگاه قرآن و حدیث پردیس قم، ایرانمحمدهادی قندهاریاستادیار، گروه علوم انسانی، دانشگاه آزاد واحد شمال، ایرانعلی شیروانی شیری. استادیار، گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.Journal Article20210325The purpose of this study is to study the principles and methods of teaching monotheism in the teachings of the Holy Quran and the ( Ahl al-Bayt (as). Teaching monotheistic concepts is of great value due to the importance of the subject and its profound impact on human life .We have studied this issue in the Holy Quran and the teachings of the Infallibles (peace be upon them) and we have achieved principles and methods in this regard. This research has been done with a qualitative approach and by using the method of library data collection in data collection and analytical-inferential method in data analysis. Among the principles that have been considered in the doctrine of monotheism, the principle of central monotheism, human dignity, audience, dealing with the interior, maintaining the appearance, motivation are among the principles that can be seen in the teachings of Islam. These principles can be offered by the method of questioning, rewarding, paying attention to non-cognitive factors, needs assessment, symmetry, and arranging and categorizing educational contentMonotheism is the basis of the invitation of all divine prophets and the end of every human path. Knowledge and faith in the one God transforms the whole human being and gives meaning to human life. This statement of Amir al-Mu'minin (as) who says: "The first religion is knowledge" (Nahj al-Balaghah / Sermon 1), that the beginning of the religion is knowledge and knowledge of God, shows the importance of this matter.Therefore, considering the position of theism and the effect it has on human destiny and happiness, addressing this issue is important for the whole life of a human being. PBUH is in line with the realization of monotheism in human society. Based on this, we have referred to the texts and teachings of Islam and we have extracted these principles and methods.According to Marshall and Rasman, there are four types of data collection methods: participatory observation, direct observation, in-depth interview, and document review (Marshall and Rasman, 2016: 139). The method of data collection in this study is one of the four main methods mentioned in the study of documentsExperts consider this method to be the most comprehensive method because it is a kind of analytical strategy and more objective than other qualitative methods. Therefore, the documents in this study are examined. In order to have a deep understanding of the issue, this study has carefully studied the documents and documents including the Qur'an and authentic hadiths and books and scientific articles related to the subject and has examined the principles and methods of teaching monotheism.. Due to the genesis of the present research design and the fact that in the extraction and analysis of research data, the method of continuous data comparison is used, the approach used in data analysis in this research, citing the views of Strauss and Corbin It is a descriptive-interpretive approach. The present study is a qualitative research based on Creswell's view. Explaining the qualitative research design, Creswell (1995) believes that how data collection, analysis, and reporting methods are effective in determining the research design. Therefore, the present study falls into the paradigm of qualitative research.Due to the nature of the subject of the present study, the research design is non-natural. The method of building trust in this research is the audit path method during which the researcher has recorded the steps he has taken in the research and provided them to the readers.<br /><br />The Holy Quran and the Infallibles (peace be upon them), according to their accurate and conscious anthropology, are the best source for knowing man and how to teach him in the field of beliefs. In the field of teaching monotheism and theism, numerous and effective principles and methods have been left for human beings that the discovery and extraction of these principles and methods will enable us to provide the right context in this field.<br /><br />In all the words and deeds of monotheism, the central pillar is the pillar of religious deeds and duties, and this principle is present in all human deeds. Paying attention to human dignity is one of the principles of religious education and especially monotheism in the lives of the infallibles and the Holy Quran. Motivating the audience to better understand monotheistic issues is another principle of religious teachings in this field. Audience is one of the principles governing the teachings of the Holy Quran and the Ahl al-Bayt (as). Needs assessment and recognizing the sensitivity of the audience are among the most important factors in giving an answer in this field.. In this regard, they have presented various methods, including proving God, paying attention to some non-epistemic factors, rewarding, questioning the audience, informing the audience of the amount of abilities and blessings that God has given him, and These methods include human dignity in existence, punctuation, and organizing and categorizing educational content.One of the tenets of Islam is theism, which is superior to the knowledge of God and theology. In the stage of cognition, one acquires only one religious teaching, but in the stage of belief, one reaches the high level of cognition, which is certainty. Theism is of fundamental importance as the principle of belief on which other principles are formed. For this reason, in the Holy Quran and the hadiths of the( Ahl al-Bayt (as), more attention has been paid to this basic principle.In the Holy Quran, the word of God is mentioned about 2700 times with additions. This is while the word Lord has been mentioned 973 times and other divine names and attributes in the Qur'an many times. This shows the importance of this fundamental principle in Islam. In the narrations of the Infallibles (peace be upon them) there is also an important chapter of the narrations in the field of monotheism, theism and theology and the denial of polytheism, atheism and heretics. Only the book of ( Al-Tawhid by Sheikh Saduq consisting of 583 hadiths (Khorami, 2004) has been written in various monotheistic chapters and nearly five hundred pages in this field.هدف تحقیق حاضر مطالعه اصول و رو شهای آموزش توحید در آموزههای قرآن کریم و اهل بیت علیهم السلام میباشد. آموزش مفاهیم توحیدی به دلیل اهمیت موضوع و تأثیر عمیق آن بر حیات آدمی، از ارزش والایی برخوردار است. این موضوع را در قرآن کریم و آموزه های معصومین علیهم السلام مورد واکاوی قرار دادهایم و به اصول و روشهایی در این زمینه دست پیدا نمودهایم. این تحقیق با رویکردی کیفی و با به کارگیری روش گردآوری دادههای کتابخانهای در گردآوری دادهها و روش تحلیلی-استنتاجی در تحلیل دادهها صورت گرفته است. از جمله اصولی که در آموزه توحید مورد توجه بوده است، اصل توحید محوری، کرامت انسانی، مخاطب شناسی، پرداختن به باطن، حفظ ظاهر، انگیزش از جمله اصولی است که در آموزه های اسلام به چشم میخورد. این اصول با روش سؤال، پاداش، توجه به عوامل غیرمعرفتی، نیازسنجی، قرینه گویی و تنظیم و دسته بندی محتوای آموزشی قابل عرضه میباشد.دانشگاه کردستانتدریس پژوهی2476-56869320210923Designing a model of professional competencies for instructional supervisors in primary educationطراحی الگوی شایستگیهای حرفهای راهبران تربیتی در نظام آموزش ابتدایی28125062130FAفاطمه نارنجی ثانیاستادیار گروه مدیریت و برنامه ریزی آموزشی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.0000-0003-4948-9479علی سیفیدانشجوی دکتری مدیریت آموزشی، گروه مدیریت و برنامه ریزی آموزشی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.سید مهدی خزاعی فردانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه شیراز، شیراز، ایران.فاطمه تیزهوشکارشناس ارشد مدیریت آموزشی، گروه مدیریت و برنامه ریزی آموزشی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.Journal Article20210413In today's world, the emergence of transformational technologies has caused education to have a special place. As a result, the teaching-learning process and the education process, in general, are the main factors in developing countries and lead to their success in national and international competitions. On the other hand, developed countries believe that one of the most critical factors for their success is paying particular attention to the development and empowerment of human capital, especially instructional supervisors at schools. Thus, they have made it a priority in their strategic and development plans. However, the review of previous research shows that it is necessary to first identify their competencies and use this model in needs assessment, training design, development, and empowerment to design human resource empowerment mechanisms. All human resource management processes should be used optimally. In this regard, it can be acknowledged that decent human resources will lead to the creation of a decent school, and a decent school will lead to the creation of proper education and training, and proper education will lead to the creation of a decent society. Studies show that identifying the competencies of human capital and designing a development and empowerment system based on it has an essential role in improving the quality and increasing the effectiveness of educational systems, especially schools. Furthermore, when the system undergoes fundamental changes and transformations, other programs such as; Educational supervision and guidance more than any other factor can effectively improve the quality of the teaching-learning process and adaptability. So, this study aimed to identify and validate the model of instructional supervisor competencies. The research approach was applied to the objective and the data collected using the mixed-method approach. The research method in the qualitative part is descriptive phenomenology. In the second part, the qualitative section uses a quantitative approach and descriptive-analytical research method, using non-probability sampling method and snowball, 19 instructional supervisors and teachers with more than five years of experience were selected as critical participants. 248 people were selected as the research sample using the cluster sampling method in the quantitative section. The data collection tool in the qualitative section was a semi-structured interview and in the quantitative section was a researcher-made questionnaire based on the results of the qualitative section. To analyze the findings obtained from the qualitative part, the 7-step analysis method was used and, for the analysis of quantitative data using AMOS software, the confirmatory factor analysis method was used.
Furthermore, to verify the qualitative findings, the methods of long-term engagement, member review, and external audit were used to ensure the agreement method's reliability between the two coders. In the quantitative part, to evaluate the validity of face and structural validity and the reliability of the questionnaire, Cronbach's alpha coefficient was examined. The research results in the qualitative section led to the identification of 35 primary and seven organizing themes. Finally (based on the competency model) in 5 general categories of broad themes, including; knowledge (specialized and organizational knowledge), skills (skills related to the teaching-learning process and psychological support), characteristics (psychological characteristics), ability (perceptual-cognitive ability), and attitudes (attitudes related to optimism and self-development). The results of the quantitative analysis also showed that the model has a suitable and desirable fit. In summary, as noted earlier in the Research Background section, although at the national level the identification of competencies of some critical stakeholders in the education system such as teachers, senior and middle school principals, and school principals has been neglected, critical competencies of instructional supervisors are rarely investigated. Most of the existing documents in this field (mainly published by the Ministry of Education and Farhangian University) do not provide a comprehensive model, model, and framework for the competencies of supervisors and focus more on their duties, functions, plans, general and specific conditions of employment. Using the results of quantitative and qualitative analysis of the present study and the need to pay attention to the new method of monitoring and leadership, it is possible to design and implement research to identify the factors affecting the success and effectiveness of instructional supervisors. According to the results of the present study and field observations by the research team, the following practical suggestions can be provided. Since the design and validation of the professional competency model, instructional supervisors are the main findings of the present study. Therefore, the designed model can be used in processes such as; Recruit, employing, developing, empowering, and motivating instructional supervisors. On the other hand, the study's findings can be used as a suitable scientific basis for selecting qualified educational supervisors and giving them a certificate of competency. To design good training programs (in-service) for supervisors, it is necessary to identify their learning needs. In this regard, the findings show that one of the original and reliable sources for needs assessment is the professional competency model, so in this regard, the designed model can be a practical guide. Considering that the research skills are the most critical skill of educational supervisors, designing and conducting them using scientific methodology such as; Action and study research are necessary. However, the present study results show that creative thinking is considered one of the supervisors' most critical professional competencies. Therefore, it is suggested that senior education management can convert this ability into an organizational and individual value by encouraging behaviors such as presenting suggestions and criticisms without fear, exchanging ideas, and creating two-way communication channels in the organization. Education policymakers must transform the existing organizational structure from a barrier to an enabling one by designing appropriate mechanisms. This change gives necessary authority to supervisors for performing their professional duties.پژوهش حاضر باهدف شناسایی و اعتبارسنجی الگوی شایستگیهای حرفهای راهبران آموزشی انجامشده است. روش پژوهش به لحاظ هدف کاربردی و از منظر گردآوری اطلاعات آمیخته -اکتشافی (روش تحقیق بخش کیفی-پدیدار شناسی و درکمی توصیفی-تحلیلی) بود. در بخش کیفی با استفاده از روش نمونهگیری غیر احتمالی 19 نفر از راهبران آموزشی و معلمان بهعنوان مشارکتکنندگان انتخاب و در بخش کمی با استفاده از روش نمونهگیری خوشهای 248 نفر انتخاب شدند. ابزار گردآوری اطلاعات در بخش کیفی، مصاحبه نیمه ساختاریافته و در بخش کمی پرسشنامه محقق ساخته بوده است. بهمنظور تحلیل یافتههای کیفی، از روش تحلیل 7 مرحلهای کلایزری و برای تحلیل دادههای کمی با استفاده از نرمافزار AMOS از روش تحلیل عاملی تأییدی استفاده گردید. بهمنظور بررسی اعتبار یافتههای کیفی از روشهای درگیری طولانیمدت و ممیزی بیرونی و بهمنظور اطمینان از پایایی از روش توافق بین دو کدگذار استفاده شد. بهمنظور بررسی روایی پرسشنامه از روایی صوری و سازه و پایایی آن با استفاده از ضریب آلفای کرونباخ موردبررسی قرار گرفت. تحلیل یافتههای پژوهش منجر به شناسایی 35 مضمون پایهای و 7 مضمون سازمان دهنده (مبتنی بر مدل شایستگی) که در 5 دسته مضامین فراگیر شامل؛ دانش، توانایی،مهارت، ویژگی و نگرش طبقهبندی شد. نتایج تحلیل کمی نیز نشان داد، مدل از برازش مناسبی برخوردار است.دانشگاه کردستانتدریس پژوهی2476-56869320210923L2 Teachers' Pedagogical Knowledge Base: Variations across Teachers with Harmonious Passion Vs. Obsessive Passionپایة دانش آموزشی معلمان زبان دوم: تفاوتهای آنها بر اساس اشتیاق سازگار در مقابل جبری31128262144FAپریسا اشکانیگروه زبان انگلیسی
دانشکده ادبیات و علوم انسانی
دانشگاه بین المللی امام خمینی (ره)، قزوین، ایرانمحمد باقر شعبانیگروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه بین المللی امام خمینی، قزوین، ایرانمحمد نبی کریمیگروه زبانهای خارجی، دانشگاه خوارزمی، تهران، ایرانرجب اسفندیاریگروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه بین المللی امام خمینی (ره)، قزوین، ایرانJournal Article20210402L2 Teachers' Pedagogical Knowledge Base (PKB) has a prominent place in teacher cognition research. A gap that has not yet been clarified in this strand of research concerns variations in relation to individual difference variables despite indications that PKB is likely to differ as a function of individual differences. To contribute to the body of knowledge, the study investigated how teachers' PKB—conceptualized as the frequency and dominance of pedagogical thought units/categories—vary as a function of teachers’ passion. After administering the passion scale to a larger pool of teachers (N = 72), eight English as a Foreign Language (EFL) teachers were purposefully selected as the target participants. Based on their performance on the passion scale, four teachers had high levels of harmonious passion, whereas the other four demonstrated high levels of obsessive passion. According to Greenberger (2016), passion orientation refers to the predominant form of passion that is present for teaching by modality at the time of instruction. The gender composition of the two groups was identical: each group consisted of two male and two female teachers. Furthermore, the two groups were kept as homogeneous as possible in terms of the academic degrees (three M.A. and one B.A. degree). Both groups had almost the same teaching experience (H-HP group: M = 8.50, SD = 2.64, and H-OP group: M = 8.00, SD = 2.16).
Initially, each teacher's 90-minute classroom teaching was videotaped, resulting in 720 minutes of recorded data from the study. At the end of class, a meeting was scheduled between the teacher and one of the researchers performing the interview. While conducting the stimulated recall interview, the researcher initially showed the video in the teacher's presence and paused it after each instructional move to allow the teacher to express the thought(s) that led to that particular move. To code and segment the verbalizations into PTUs, the researcher had first to transcribe them. These PTUs were then classified into a general category of thought categories known as PTCs. Furthermore, following Akbari and Dadvand (2011), the aim of the verbal protocols and the related method was discussed with teachers to reduce the likelihood of teachers' unwarranted interpretations into their pedagogic behaviors.
The results revealed that, HP teachers produced more PTUs (an average of 3.14 per minute) than OP teachers (with an average of 2.75 thoughts per minute), as evidenced by the results. Self-reflection, Affective, Decisions, and Planning Acts were the essential thought categories that differed significantly across HP and OP teachers. The dominant thought categories for harmonious passion teachers were Language Management, Progress Review, Procedure Check, Affective, Problem Check, Self-Reflection, Beliefs, Knowledge of Students, Comprehensibility, and Decisions. However, the most frequent pedagogical thought categories for OP teachers were Language Management, Procedure Check, Progress Review, Problem Check, Comprehensibility, Beliefs, Knowledge of Students, Self-Reflection, Affective, and Planning Acts. In education, passion for teaching is an important notion to examine (Carbonneau et al., 2008). Hargreaves (1997), highlighting the connection between learning and education, contends that all pedagogical approaches would fail without classroom passion. Teachers who are passionate about their work are cognizant of the impact that passion has on student performance. The impact of passion for learning and teaching is undeniable, which is why passionate teachers are always on the lookout for methods to improve student accomplishment. Teachers who are passionate about their work are driven to participate more in teaching, and if their passion is harmonious, they experience job satisfaction, good affect, self-efficacy, strong desire, and a high level of propensity to utilize of a range of teaching techniques (Moe, 2016).
Passionate teachers exert a significant influence in the classroom. Students gain from the motivating, enthusiastic, and caring instructors (Montalvo et al., 2007). The need for passionate teachers who are devoted to their job stays critical and relevant in today's demanding public education sector. Thus, administrators and teacher educators must prioritize retaining passionate teachers in the classroom (Phelps & Benson, 2012). HP might be considered the elements to help instructors avoid stress. Indeed, passion, specifically HP, is a job-related emotional reaction that influences work commitment instead of avoidant responses, negative thinking, adverse effect, and resignation associated with OP. Based on the research conducted in this area, improvements in HP for teaching predicted increases in job satisfaction and reductions in burnout symptoms over time, but changes in OP had no effect on these outcomes. Additionally, rises in HP and OP indicated an increase in teacher-perceived adaptive as evaluated over time.
Therefore, it can be suggested that improving teacher passion contributes to teacher career development since this component will significantly contribute to implementing teachers' beliefs in their classroom practices. Consequently, it is recommended that teacher professional development initiatives focus on fostering teachers' passion. Generally, this research reveals that L2-teacher passion is an individual difference worth considering in language teacher education. Moreover, teacher preparation programs should place a greater emphasis on passion for the profession. Teacher educators should focus on passion by implementing this subject into an institution's structure and aid candidates in forming a commitment to the profession based on actual preparation experiences. According to the study's results, professional education courses focusing on L2 teachers' PKB are needed. Thus, new insights seem to have arisen about the recruitment of teachers by institutions in the field. Passion can be considered critical components of the teacher recruitment models and policies. Language teacher educators and policymakers can employ the insights obtained from this study to make language teachers aware and pave the way for them to enjoy teaching English and be passionate in their lifelong journey of learning. In the light of the findings of this study, there are some directions for future research. First, the focus of the current study was kept on the EFL teachers of language institutes. The reality that the current study results coincide with and simultaneously vary from those of previous studies indicates that further research in this area is necessary. Future studies should video-record a higher number of instructional sessions per teacher. Second, collecting more data over a more extended period will surely yield a more reliable interpretation and classification of instructors' pedagogical thoughts and any possible differences due to contextual/personal factors.بررسی پایة دانش آموزشی معلم(PKB)، از مهمترین مفاهیمی است که در پژوهشهای مرتبط با شناخت معلم مطرح شده است. یکی از مباحث مرتبط با مفهومPKB، تفاوت معلمها از لحاظ فرآیندهای اندیشگانی است که خود ریشه در تمایزات فردی معلمان دارند. از این رو، در مقالة حاضر، به بررسی پایة دانش معلم و تأثیر اشتیاق معلم بر آن را پرداخته شده است. در این تحقیق، تمرکز بر تحلیل فراوانی و بسامد اندیشهها و مقولههای شناختی معلمان به روش تحلیلی از نوع همبستگی میباشد در این راستا، از هشت معلم EFL ایرانی (چهار نفر دارای اشتیاق سازگار و چهار نفر اشتیاق جبری) به عنوان شرکتکننده پژوهش استفاده شد. از روش مصاحبة بازسازی شده، برای یافتن واحدهای اندیشگانی آموزشی بهره گرفته شد. سپس، واحدهای اندیشگانی هر دو گروه دستهبندی، کدگذاری و مقولهبندی شدند. نتایج حاکی از آن بود که تفاوتهای قابل توجهی میان دو گروه از معلمان شرکتکننده وجود دارد. نتایج نشان داد که پایة دانش آموزشی(PKB) با اشتیاق ارتباط دارد. با این که هر دو گروه در بعضی مقولههای اندیشگانی اشتراک داشتند، اما معلمهای گروه HP در مقایسه با معلمهای OP تعداد بیشتری واحدهای اندیشگانی آموزشی(PTU) تولید کردند.دانشگاه کردستانتدریس پژوهی2476-56869320210923Investigating The Impact of Education Costs and Its Relationship with Economic Growthبررسی تاثیر هزینه های آموزش و رابطه آن با رشد اقتصادی33631262305FAمیرناصر میرباقری هیردانشکده اقتصاد، استادیاراقتصاد، دانشگاه پیام نور، صندوق پستی3697- 19395 تهران ، ایران.احمد زمانیکارشناس ارشد اقتصاد،دانشگاه پیام نور،ایرانJournal Article20210427Abstract<br /><br />One of the most important global issues in the last decade is the issue of manpower training or innovative human capital. The United Nations has placed education at the heart of its development strategy because the mobility of intergenerational education raises the level of development. Although human capital has been discussed since the time of classical economists, what has been considered in recent decades is the modeling and presentation of models that include human resource training or the development of innovative human capital and economic growth. Institutionalized knowledge In the labor force, it is called human capital, which is obtained through factors such as education (formal, in-service, technical and professional, etc.) and experience, and the knowledge institutionalized in the machine and capital is also referred to as technology. they do . In today's economics literature, the effect of educational expenditure on economic growth is mentioned as a macro effect and its effect on individual income and income distribution is mentioned as a micro effect of educational expenditure. According to new growth theories, educational expenditures are considered as a key factor in the economic growth and development of societies. Therefore, the purpose of this study is to investigate the effect of educational expenditure index on economic growth of selected countries. One of the most important global issues in the last decade is the issue of manpower training or innovative human capital. The United Nations has placed education at the heart of its development strategy because the mobility of intergenerational education raises the level of development. Although human capital has been discussed since the time of classical economists, what has been considered in recent decades is the modeling and presentation of models that include human resource training or the development of innovative human capital and economic growth. Institutionalized knowledge In the labor force, it is called human capital, which is obtained through factors such as education (formal, in-service, technical and professional, etc.) and experience, and the knowledge institutionalized in the machine and capital is also referred to as technology. they do . In today's economics literature, the effect of educational expenditure on economic growth is mentioned as a macro effect and its effect on individual income and income distribution is mentioned as a micro effect of educational expenditure. According to new growth theories, educational expenditures are considered as a key factor in the economic growth and development of societies. Therefore, the purpose of this study is to investigate the effect of educational expenditure index on economic growth of selected countries. For this purpose, the Education Expenditure Index (EDUH) and the Economic Growth Index (GDP) for the period 2019-2002 have been used by panel data econometrics. The results show the positive effect of educational expenditures, the positive effect of exports and the negative effect of the price index on economic growth. In other words, with the increase of manpower training, economic growth in selected countries will increase.<br /><br />Keywords: Education Expenditures, Economic Growth, Panel Data, Exports.One of the most important global issues in the last decade is the issue of manpower training or innovative human capital. The United Nations has placed education at the heart of its development strategy because the mobility of intergenerational education raises the level of development. Although human capital has been discussed since the time of classical economists, what has been considered in recent decades is the modeling and presentation of models that include human resource training or the development of innovative human capital and economic growth. Institutionalized knowledge In the labor force, it is called human capital, which is obtained through factors such as education (formal, in-service, technical and professional, etc.) and experience, and the knowledge institutionalized in the machine and capital is also referred to as technology. they do . In today's economics literature, the effect of educational expenditure on economic growth is mentioned as a macro effect and its effect on individual income and income distribution is mentioned as a micro effect of educational expenditure. According to new growth theories, educational expenditures are considered as a key factor in the economic growth and development of societies. Therefore, the purpose of this study is to investigate the effect of educational expenditure index on economic growth of selected countries. For this purpose, the Education Expenditure Index (EDUH) and the Economic Growth Index (GDP) for the period 2019-2002 have been used by panel data econometrics. The results show the positive effect of educational expenditures, the positive effect of exports and the negative effect of the price index on economic growth. In other words, with the increase of manpower training, economic growth in selected countries will increase.<br /><br />Keywords: Education Expenditures, Economic Growth, Panel Data, Exports.One of the most important global issues in the last decade is the issue of manpower training or innovative human capital. The United Nations has placed education at the heart of its development strategy because the mobility of intergenerational education raises the level of development. Although human capital has been discussed since the time of classical economists, what has been considered in recent decades is the modeling and presentation of models that include human resource training or the development of innovative human capital and economic growth. Institutionalized knowledge In the labor force, it is called human capital, which is obtained through factors such as education (formal, in-service, technical and professional, etc.) and experience, and the knowledge institutionalized in the machine and capital is also referred to as technology. they do . In today's economics literature, the effect of educational expenditure on economic growth is mentioned as a macro effect and its effect on individual income and income distribution is mentioned as a micro effect of educational expenditure. According to new growth theories, educational expenditures are considered as a key factor in the economic growth and development of societies. Therefore, the purpose of this study is to investigate the effect of educational expenditure index on economic growth of selected countries. For this purpose, the Education Expenditure Index (EDUH) and the Economic Growth Index (GDP) for the period 2019-2002 have been used by panel data econometrics. The results show the positive effect of educational expenditures, the positive effect of exports and the negative effect of the price index on economic growth. In other words, with the increase of manpower training, economic growth in selected countries will increase.<br /><br />Keywords: Education Expenditures, Economic Growth, Panel Data, Exports.بررسی تاثیر هزینه های آموزش و رابطه آن با رشد اقتصادی<br /><br />(رهیافت پانل دیتا)<br /><br /><br /><br />چکیده <br /><br />یکی از مباحث بسیار مهم جهانی در دهه اخیر بحث آموزش نیروی انسانی یا همان سرمایه انسانی نوآور است . سازمان ملل آموزش را در قلب استراژی توسعه قرار داده است زیرا تحرک آموزش بین نسلی ،سبب بالا رفتن سطح توسعگی می شود. سرمایه انسانی اگر چه از زمان اقتصاددانان کلاسیک مورد بحث بوده است اما آنچه در دهه های اخیر مورد توجه قرار گرفته است مدل سازی و ارائه الگوهایی است که در آنها آموزش نیروی انسانی یا توسعه سرمایه انسانی نوآور و رشد اقتصادی لحاظ شده است.دانش نهادینه شده در نیروی کار را سرمایه انسانی گویند که این خود از طریق عواملی چون آموزش (رسمی ، ضمن خدمت ، فنی و حرفه ای و ... ) و تجربه به دست می آید و از دانش نهادینه شده در ماشین و سرمایه نیز به عنوان فناوری یاد می کنند . در ادبیات امروزی اقتصاد از تاثیر مخارج آموزشی بر رشد اقتصادی به عنوان اثر کلان و از تاثیر آن بر درآمد فردی و توزیع درآمد به عنوان اثر خرد مخارج آموزشی یاد می شود. مطابق نظریات جدید رشد ، مخارج آموزشی به عنوان عامل اساسی در رشد و توسعه اقتصادی جوامع مد نظر می باشد . از این رو ، هدف از پژوهش حاضر بررسی تاثیر شاخص مخارج آموزشی بر رشد اقتصادی کشورهای منتخب است .