The aim of this study was to develop a standard model of teachers' professional competence on the basis of high-level documents. Methodology: This was an applied research in terms of purpose and was a sequential exploratory mixed study in terms of data collection. Data collection tools in the qualitative phase were the analysis of the content of high-level documents to extract the components. In order to ensure the validity of the content analysis checklist, content and face validity method and expert opinion were used. The data in qualitative phase were analyzed through three open, axial and selective coding methods. The findings included 69 symbols in the open coding, where they were classified in the form of 4 concepts including recruitment, teacher education, teacher retention & promotion and evaluation in the axial coding. The research instrument in the quantitative phase was a researcher-made. Findings: The face and content validity of the questionnaire was confirmed by experts in the field of education. Confirmatory factor analysis, convergent validity, and divergent validity were used to evaluate the construct validity, and hybrid reliability was used to evaluate the construct reliability. As well as, in the quantitative phase of research, structural equations under Smart PLS software were used to evaluate the standard model of teachers' professional competence. All factor loadings were significant at 99% confidence level in developing the standard model of teachers' professional competence on the basis of high-level documents of Education. Conclusion: The results indicated that Managers, teachers, and administrators can employ the symbols, concepts, and categories identified in this study in their future planning to make the teachers' professional competence.
Background: Futures study is a science that, given changes in society, identifies future trends for making appropriate and practical decisions. Universities benefit from futures study research to improve their efficiency and make effective decisions. This is increasingly seen in medical sciences universities, which are responsible for public and specialized health education, and their quality development should be addressed. The purpose of this study was to identify components and key indicators of the qualitative development of medical sciences education and writing scenarios based on these. Methods: The present study is a mixed methods study carried out in the medical universities of Iran in 2018-2019. In this qualitative approach, the components and indicators of qualitative development of medical sciences education were identified by the classical Delphi method according to targeted sampling from 10 experts with content analysis that was identified and coded. Following the qualitative portion, a quantitative approach using Scenario Wizards software was used to design robust scenarios. Results: In all, 13 components and 48 indicators were identified in the qualitative development of medical sciences education from which robust scenarios can be considered for futures study,including optimistic, intermediary, and pessimistic scenarios. Conclusion: These results indicate how using each of the medical sciences education’s qualitative development components and indicators can lead medical sciences universities to consider favorable and unfavorable futures for planning and direction. Recognizing correct components and drawing scenarios for desired futures is essential.
Background: The world surrounding human beings perpetually undergoes transformations and the universities are not an exception in this regard. The condition for survival amid this is to identify and control these transformations and the science that can assist human beings in this respect is "Futures Study" whose goal is to eliminate the ambiguity of the future, to establish the opportunities for certain future and, increase human control over the future. This issue is much more tangible than ever in medical universities dealing with the public health of the society and it is required to highly focus on their quantitative development. Methods: The present study is a mixed-method study carried out in the medical universities of Iran in 2018-2019. First, in the qualitative approach, the components and indicators of the health professional education’s quantitative development have been identified by the classical Delphi method according to targeted sampling from ten experts with content analysis that was identified and coded. In the quantitative approach, having analyzed the indicators using Scenario Wizard software, several scenarios have been designed for the quantitative development of education. Results: The study findings suggest that at least 6 components and 32 indicators can be introduced in the quantitative development of medical science education, on which some robust scenarios can be considered for futures including the optimistic, intermediary, and pessimistic ones. Conclusion: This study directs the researchers toward the quantitative development components and the indicators of medical science education in Iran and how they can be exploited to realize promising futures.
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