معلمان

Open Access Article

1 - Facilitating the Transfer of Learning through Teacher’ Professionalism: Peer and Principal Support
morteza taheri

The present study intends to investigate the role of individual and environmental characteristics of teachers in transfer of learning in the sixth grade. A correlation method was performed to identify the relationships between variables that affect transfer of learning. More

The present study intends to investigate the role of individual and environmental characteristics of teachers in transfer of learning in the sixth grade. A correlation method was performed to identify the relationships between variables that affect transfer of learning. The population was the sixth grade teachers in the district one and two of Ardabil City, who participated in summer training programs in school 1392-1393. Regarding the questionnaire items, 205 questionnaires were distributed randomly among the participants. Instruments including Teacher Professionalism Questionnaires, teacher self- efficacy, principal support, peer support and transfer of learning were used for data collection. Confirmatory factor analysis used to prove construct validity of the instruments. Path analysis results showed as follows: Peer support has- directly and indirectly- a positive effect on the transfer of learning as one of the school environmental factors through teacher professionalism (as a mediating variable), but the effect of this variable on teachers' self-efficacy was not significant. Also, principal support has an indirect positive effect on the transfer of learning, but the direct effect of principal support and self-efficacy on the transfer of learning was not significant. The results also shows that the transfer of learning to the workplace largely depends on teachers’ professionalism and peer support from the transferring process and the use of leanings in the classroom. The results can improve the schools’ environment and the management of personal and environmental factors, and finally can facilitate the transfer of learning. Manuscript profile

Open Access Article

2 - ICT Integration in Teacher Education with Meta-Synthesis Approach
داود معصومی روح اله مهدیون بتول معصومی

This article looks at the integration of ICT in teacher education in the wider perspective of school development, which puts on focus both in-service and pre-service teacher education. To prepare teacher-education students for work in a rapidly changing, information ric More

This article looks at the integration of ICT in teacher education in the wider perspective of school development, which puts on focus both in-service and pre-service teacher education. To prepare teacher-education students for work in a rapidly changing, information rich and technology based society, the key strategies in integration of ICT in teacher education programs and provides implications and directions for future analyses of ICT integration efforts are analyzed. A meta-synthesis exercise was undertaken, to analyze and synthesize the studies and examples of best practice to integrate ICT in education particularly in teacher education. The results were provided into two main parts including: - ICT in in-service teacher education; - ICT in pre-service teacher education. Discussing the examples of practices and strategies, it is argued that addressed strategies are complementary, thus a combination of the given strategies may be more efficient way in integrating ICT in teacher education programs Manuscript profile

Open Access Article

3 - Identify and prioritize the informal learning methods of Secondary school teachers
Mohsen Dibaei saber

What is certain about formal and informal learning is a remarkable difference in the contribution of these two types of learning. So that different researches show that, the greatest share of teachers' learning is achieved through informal learning methods. Therefore, t More

What is certain about formal and informal learning is a remarkable difference in the contribution of these two types of learning. So that different researches show that, the greatest share of teachers' learning is achieved through informal learning methods. Therefore, the purpose of this research is to identify the informal learning methods of Secondary school teachers. For this purpose, using event-driven approach to narration and interviews of experience in dozens of qualified teachers has been identified in relation to their informal learning methods.After three-step coding, a total of seven categories and 15 learning methods were identified for Secondary school teachers.In order to prioritize the informal learning methods of Secondary school teachers, 356 questionnaires have been distributed and collected. Friedman test results show learning methods for engaging with experienced and empowered teachers, learning through interaction and talking with specialist friends outside the school and the region, learning through problem solving in academic circles, learning Through conducting a personalized research on the problem in the class, four priority learning methods are among Secondary school teachers. Manuscript profile

Open Access Article

4 - Examining teachers' Perceptions of Virtual in-Service Training
Peyman Yarmohamadzadeh Behbood Yarigholi Marjan doostI Alvanegh

10.52547/istd.30814.8.30.134

20.1001.1.24233277.1400.8.30.1.3

Given the role that virtual in-service education plays today in the development of teachers 'professions, it is important to examine teachers' perceptions of this type of education. Therefore, the purpose of this study is to analyze the perceptions of teachers in distri More

Given the role that virtual in-service education plays today in the development of teachers 'professions, it is important to examine teachers' perceptions of this type of education. Therefore, the purpose of this study is to analyze the perceptions of teachers in district one of Tabriz about virtual in-service education. The method of this study was descriptive phenomenology. The participants in this study were teachers in district one of Tabriz in primary and secondary schools who had the experience of participating in in-service virtual education. Purposeful standard sampling was used to interview teachers. In this regard, after semi-structured interviews with a general question and then exploratory questions to obtain more in-depth information with 18 people, theoretical saturation was obtained in the data. During the interviews, teachers shared their experiences of in-service training, which was analyzed using the seven-step Colaizzi method. The results of the analysis of teachers' perceptions about in-service education showed 9 main themes, which are: accessibility regardless of time and place, optimization, suitability with educational methods and new technologies, organizational support, content problems, implementation problems, Evaluation problems, human resource problems; Lack of necessary infrastructure. According to these results, it can be said that the use of virtual education system for in-service training courses can solve some of the problems and inefficiencies of in-service training of teachers, including inconsistent training with changes in textbooks, time, place and Eliminate educational resources and pave the way for the emergence of new methods of teacher education such as electronic and virtual methods. Manuscript profile

Open Access Article

5 - Designing a Curriculum Model for the Development of Elementary School Teachers of the Iran's Educational System
mohsen abdolahi Mahbubeh Arefi KOUROSH FATHI VAJARGAH Abasalt Khorasani

20.1001.1.24233277.1401.9.32.12.5

The main purpose of this study was to design a Curriculum Model for the Development of Elementary School Teachers of the Iran's Educational System. This study used a qualitative research approach and was conducted based on the classical grounded theory. The statistical More

The main purpose of this study was to design a Curriculum Model for the Development of Elementary School Teachers of the Iran's Educational System. This study used a qualitative research approach and was conducted based on the classical grounded theory. The statistical population consisted of Faculty members and experts in the field of Teachers development that was selected through snowball sampling. A total of 21 people, including 14 Faculty Members and 7 Teachers development specialists, were interviewed. Semi-structured interviews were used to collect data. The data from interviews were analyzed during three stages of open, selective and theoretical coding, and the conceptual model was formed based on the drawing of the ratio between the main categories or elements of the Teachers development curriculum. The conceptual model was formed as follows: causes and necessity (achieving the goals of the educational system, updating teacher skills, complex and flexible teacher role, reform, teacher growth and improving student learning), principles and conditions (teacher-centered, continuity and Sustainability, school-centered and job-oriented, content-oriented and based on student needs), components (content, context and process), correlated factors (personal, environmental, importance and priority, quantity, quality and time) and outcomes (teachers, Programs and students). To ensure validity and reliability, Guba and Lincoln approaches were used, including: acceptability, transferability, reliability and verifiability. Finally, based on the findings and results, guidelines for the implementation of the program are provided. Manuscript profile

Open Access Article

6 - Wisdom analysis to develop it in training staff and model presentation
Farhad Shafiepour Motlagh Abbas Hgoltash

20.1001.1.24233277.1401.9.33.8.3

The purpose of this study was to analyze wisdom in order to develop it in educational staff (teachers) and to present a model. Mixed research method has been used for the study. The research environment consisted of all education teachers in Mahallat city (840 people) i More

The purpose of this study was to analyze wisdom in order to develop it in educational staff (teachers) and to present a model. Mixed research method has been used for the study. The research environment consisted of all education teachers in Mahallat city (840 people) in the quantitative section and 70 people in the qualitative section of all teachers in Mahallat city and articles and documents published during the last 20 years (2001-2021).The sampling method was continuous in the quantitative part with one-stage-random cluster method (237 people) and in the qualitative part in a targeted manner until the data saturation with 18 people. For data analysis, one-sample t-test was used in quantitative part and coding method was used in qualitative part. In general, the results showed that the average level of teachers' wisdom is moderate. Model of improving teachers' wisdom in the causal conditions section under the name of benevolence with 4 central codes, in the strategic conditions section under the name of balancing the learning space with 6 central codes, in the contextual section called teacher ranking with 3 central codes, in the intervention section called Individual life problems have 3 central codes and in the consequences section under the name of teaching efficiency, it has 3 central codes (power to influence students, class vitality, reduction of academic failure). Manuscript profile

Open Access Article

7 - Designing and Validating Dynamic Computer-Based Scaffolding Model in Virtual In-Service Teacher Training
Zeynab Rashidi mohammadreza nili Esmaeil Zaraii Ali Delavar

20.1001.1.24233277.1401.9.34.8.5

In virtual in-service teacher training, instructional support or scaffolding is an essential component of effective training that can be provided in the form of computer-based scaffolding. Personalization of computer-based scaffolding is achieved with dynamic computer-b More

In virtual in-service teacher training, instructional support or scaffolding is an essential component of effective training that can be provided in the form of computer-based scaffolding. Personalization of computer-based scaffolding is achieved with dynamic computer-based scaffolding. The purpose of this study is to design and validate a model of dynamic computer-based scaffolding in virtual in-service teacher training. The research method used in this research was mixed method with sequential exploratory design. In qualitative research, the synthesis research method was used and the components of the model were extracted and a concept and process model was designed. Quantitative research was used to validate the model and survey research method and questionnaire were used and the internal validity of the proposed model was confirmed. Dynamic computer-based scaffolding model in virtual in-service teacher training has 8 main components and 47 sub-components. Key components include analysis with 11 subcomponents, design with 16 subcomponents, development with 3 subcomponents, implementation with 3 subcomponents, evaluation with 8 subcomponents, dissermination with 3 subcomponents, process evaluation and revision, and review and revision with 3 subcomponents. Internal validaty findings from experts showed that concept and process model have a high internal validity. Dynamic computer-based scaffolding model in online in-service teacher training can be used to design dynamic and computer-based instructional support and lead to learning and independent performance in the future. Manuscript profile

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