Doctor Azam Jamshidi Tavana, Doctor Mohammad Reza Emam Jomae, Doctor Ali Reza Assare,
Volume 4, Issue 7 (9-2016)
Abstract
Future teachers of education are Current students that focus on the development of teacher knowledge in the field of theory and practice in practicum as an important part of the teacher training program. One of the effective factors in the pre-service programs is schools coach, The study seeks it. The reserch method used in this study was qualitative method and was of phenomenological type. And focuses on four participants, among 22 cases. Participants are 91-92 students have completed 3 practicum. The data is collected through semi-structured interviews and participant observation. As well as semi-structured interviews were done with their mentors. Data through Strauss and Corbin analysis were categorized. The data shows that coach can develop their competence as the greatest intervention in the professional world, Sometimes that role as coach is show As an imitation, or as a joint exprementation and sometimes in the form of hall of mirrors.
Fereidoon Ramazi, Kamran Sheivandichelicheh, Elahe Aminifar, Alireza Assareh,
Volume 10, Issue 20 (12-2022)
Abstract
Abstract The main purpose of the study is to design a valid model for the problem-oriented curriculum in elementary mathematics. The research approach is quantitative. In designing the model, which was done by structural-interpretive modeling method, 19 specialists of curriculum planning and mathematical education of Arak city participated. To determine the validity, with the method of partial least squares, the designed model in the form of a researcher-made questionnaire was provided to 355 specialists by random sampling method. By identifying the components of objectives in three levels of cognition, attitude, skill and curriculum content, method and evaluation of the problem-oriented curriculum model were designed and validated.. Findings showed that the characteristics of objectives in level "cognitive" and "attitude" are considered as the underlying components of the problem-oriented curriculum model in mathematics and affect the characteristics of objectives at the skill level. Skills characteristics also affect curriculum content characteristics, method, and evaluation.
