Bentolhoda sadat Hoseinean; Mohamad reza Nili; Fereidon Sharifian
Volume 14, Issue 49 , July 2020, , Pages 73-90
Abstract
The purpose of this study is to evaluating comparative dimensions of the program professional development of primary teachers in Iran, Usa, Malaysia, Japan, the UK and Finland. This is a descriptive study based on comparative analysis Based on the method of "George Brady". Research data through ...
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The purpose of this study is to evaluating comparative dimensions of the program professional development of primary teachers in Iran, Usa, Malaysia, Japan, the UK and Finland. This is a descriptive study based on comparative analysis Based on the method of "George Brady". Research data through study Writing and reviewing documents , Documents and semi-structured interviews have been collected . The research community is the professional development programs of elementary teachers in selected countries and experts and professors of the University of Farhangian in the field of professional development programs in Iran . The sample also purposefully selected based on the research questions .In the terms of similarity and differences dimensions are : Dimensions; Similarities : The emphasis of all countries on the promotion of education and subject content knowledge, self-efficacy and self-esteem, career O, the attitude and efficiency of the profession You mastered curriculum planning, teaching and assessment methods, lifelong learning and experiential learning . Differences: 1. Selected Countries anthropology focuses on literacy, but showed little .2- Considering the attention of the countries directly on the development of personal and social skills in these courses has emphasized .3- Selected countries over Iran after training skills program The fine, Guidance Evaluation, Methods teaching and management Class in this course They emphasized the 4- Selected countries and Iran more than other countries in terms of administrative and selection and promotion in this period Has considered
batul jamali zavareh; Ahmad Reza Nasr; Mohammad Reza Nili
Abstract
Competences were a series of key professional and personal skill, which was crucial for the successful actives of the profession. The purpose of this qualitative study was to examine professional competencies of university teacher in order to develop conceptual framework professional competencies of ...
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Competences were a series of key professional and personal skill, which was crucial for the successful actives of the profession. The purpose of this qualitative study was to examine professional competencies of university teacher in order to develop conceptual framework professional competencies of university teacher. The participants consisted of 26 faculty members of Isfahan University at the academic year of 2017-2018, who were selected via the targeted sampling method. Sample selection continued until theoretical saturation. Data were collected via the semi-structured interviewing technique. For data analysis, constrictive and interpretive analysis method had been used. The results of this paper indicate that five key competences of faculty include, general, educational, research, specialist competence, and Professional ethics. General competences include psychological, individual and attitudinal characteristics. Educational competences include teaching skills, management of classroom, implying the principles of pedagogy and identifying audiences,specialist competence include mastery in dimensions of specialized knowledge, research competences include performance of research, production and dissemination of scientific works and professional ethics includes communicational skills, professional ethics in education, professional ethics in research, and commitment to students.
