The purpose of the present study is to determine teachers’ professional competences in “learning to be” and provide practical solutions for its realization. The research employed a mixed-methods sequential explanatory design and was conducted through two qualitative and quantitative methods. The population of the qualitative research consisted of educational experts, among whom 20 participants were selected through the purposive sampling technique after conducting interviews and data saturation. The population of the quantitative research included high school teachers in districts 2 and 3 of Isfahan among whom 217 holding MA, MSc, and PhD. degrees were selected via purposive sampling technique. In the qualitative section, the data collection instrument was semi-structured interview, and in the quantitative section, a 14-subscale researcher-made Teacher Professional Competences Questionnaire. Findings of the qualitative section were categorized into teachers’ cognitive competences, educational and managerial skills, and scientific, attitudinal, skill, behavioral, and general competences. From teachers’ viewpoints, the most important competences in “learning to be” was their ability to develop self-esteem and self-confidence in students, ability to increase personal skills such as self-awareness and self-belief in students, and their ability to guide students to determine the valuable goals for their lives. There was a consensus among views of experts and teachers about professional competences. There were no differences in the teachers’ opinions regarding the demographic characteristics of professional competences. Practical solutions of this learning approach were categorized by educational experts into solutions related to teacher education strategies, educational-training modalities, and the involvement of effective factors.
<p class="apa">The purpose of present research was to study the current and optimal status of teaching environment at high schools in Iran with emphasis on curriculum experts and teachers viewpoints. Research method was mixed method. In the qualitative part, experts viewpoints were gathered through a semi-structured interview. In the quantitative part, 258 high school teachers were selected randomly as statistical sample and a researcher-made questionnaire was distributed among them to collect data. Content validity was used to determine the questionnaire validity, and its reliability was calculated at 0.90, using Cronbach at alpha coefficient. Findings showed that, according to experts’ viewpoints, status of teaching environment at high schools is not desirable. Also, findings suggest that best teaching method for environment in Iran is a blended-electronic, project-oriented, teaching practical skills in open spaces. Iranian teachers chose teaching methods to teach environmental not only to promote their knowledge but also affect the attitude and skills of environmental protection and creating environmental conduct.</p>
<p class="apa">The aim of this research is evaluating status of MA field of educational technology in Iran. This research is qualitative and it is conducted based on survey method. The statistical community of this research is expert professors in educational technology area. Accordingly, 15 persons were chosen among this statistical community as statistical sample using objective sampling of desirable cases. Used tool was semi-structured interview. Questions of the interview were determined based on research questions and five expert professor confirmed its content and apparent validity. The interview was conducted face-to-face during 30 to 60 minutes. Collected information was initially classified and then it was analyzed by category method. Results of the research indicated that from viewpoint of professors, the ‘current’ curriculum does not meet the needs and expectations of students in scope of objectives, content and topics, strategies of learning-teaching and assessment methods. Results that are more precise showed a minimum attention of current curriculum to ‘empowerment’ and ‘attitude’ of students in this field. The offered curriculum of professors for more desirable status emphasized on entrepreneurship and empowerment objectives of students and various, student-oriented educational strategies and practical combined assessment methods.</p>
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