Appropriate teaching methods
Mazhar Babaee
Abstract
The purpose of this research is to analyze the lived experiences of new teachers of the challenges they face in the schools of Kurdistan province and to provide solutions to reduce these challenges. The research approach was descriptive with a critical paradigm and the phenomenological and documentary-library ...
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The purpose of this research is to analyze the lived experiences of new teachers of the challenges they face in the schools of Kurdistan province and to provide solutions to reduce these challenges. The research approach was descriptive with a critical paradigm and the phenomenological and documentary-library approach was used. The statistical population included all new elementary teachers with experience of one to five years (2017-2022) in Kurdistan province. Sampling was purposeful, and 21 new elementary school teachers were selected until saturation was reached. The data collection tool was a semi-structured in-depth interview conducted by the researcher and the data analysis was done by deductive-inductive method and with the help of Van Manen's 4 stages. The findings showed that the challenges faced by new teachers were mostly centered around education, interaction with students, multi-level classes, online education, in-service courses, and curriculum content. And naturally, there are solutions in this direction and other prominent cases such as the effective use of active teaching methods, creative solutions in the educational field, increasing study related to the job field, teaching life skills, and general solutions related to the interaction of new teachers with parents and Improving your skills in the field of content analysis and e-learning by using them, you can be effective in your career. Therefore, it can be concluded that by investing in themselves and professional development training, new teachers can strengthen the knowledge, awareness, and skills necessary to become professional teachers. It is also recommended to educational planners design and implement more suitable programs to solve the challenges of new teachers.
mazhar babaee; Hedyeh Azagh; Shima yazdanpanh
Abstract
The aim of the current research was to analyze the lived experiences of the Mirzas in the primary education system before the revolution from the point of view of their educational method, educational goal and educational content. In order to achieve this goal, a qualitative approach and the methods ...
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The aim of the current research was to analyze the lived experiences of the Mirzas in the primary education system before the revolution from the point of view of their educational method, educational goal and educational content. In order to achieve this goal, a qualitative approach and the methods of document-library research, phenomenology and biographical research were used. The research population included all the graduates of the Mirza elementary education system in Kurdistan province, and 10 of them were selected using available sampling until reaching the saturation level. The findings were divided into three categories: method, goal, and educational content. In the field of educational methods, both systems have commonalities in the presence of educational obstacles and educational injustice, and it is challenging to recognize the learning styles of learners. In the target area, "Educational System of the Mirzas", its goal was to make literate which means the ability to read and write. In the "current primary education system", only the field of knowledge is not enough and reading and writing are necessary tools to reach the capacity and capabilities of every student. In the field of educational content, in the "Educational System of the Mirzas", the content was mainly in the field of knowledge and at the level of designated books. In the "current elementary education system", in addition to book contents, needs assessment is done and according to teachers, educational materials, content production and educational design are done.
