Showing 20 results for Teaching
Zahra Gooya, Mohammad Reza Fadaie, Zeinab A’gah,
Volume 1, Issue 1 (1-2014)
Abstract
The ways that mathematics teachers listen to students’ explanation, influence their understanding of students and their teaching activities. If teachers be informed about different ways of “listening” to students’ ideas and conceptions concerning mathematics, they might be able to use listening as an effective teaching method to enhance students’ mathematical learning. The related literature indicates that teachers’ familiarity with different “listening” approaches, could potentially help them to set up the stage for more interaction between students, teachers, and their learning environments. In such cases, students are gradually become skillful in realistically assessing their ideas, revising them and deepening their mathematical learning. We, thus, designed and conducted a study with five mathematics teachers in grades 6 to 8, to learn more about the ways they listened to students in their mathematics classes. All participants were volunteered female teachers with at least bachelor degree in mathematics. The research paradigm of the study was qualitative and the research method was phenomenography. Therefore, observations and interviews were the main instruments for the data collection. As Marton (1988) suggested, the categories of descriptions made up the main results of this research. So, the findings are three major and distinct categories to reveal the commonality and differences of the nature of “listening” concerning mathematics teachers in their classrooms. These categories had great consistency with Davis’ (1997) theoretical framework of three approaches to “listening” including evaluative, interpretive and hermeneutic.
Khalil Gholami, Mohammad Asady,
Volume 1, Issue 2 (3-2014)
Abstract
Abstract: The main purpose of the present study was to gain insights into effective teaching in higher education as a phenomenon. Using professional experiences of university faculty, we wanted to develop a conceptual framework in order to enhance the pedagogical and theoretical foundations of teaching.using phenomenography, which is one of the qualitative strategies we interviewed 12 Faculty from University of Kurdistan. Participants were selected using typical sampling until we research theoretical saturation while conducting deep and semi-structured interview. Using inductive procedure, we coded the data in three steps of open, axial, and pattern coding. The finding showed that effective teaching had four main dimensions according to participating faculty: (1) Communicative skills, (2) learner and instructor characteristics, (3) pedagogical skills, and (4) background factors. Comparing the existing literature, we argue that learner characteristics and background factors are new ideas in effective teaching.
Mojtaba Eskandari, Ebrahim Reyhani,
Volume 2, Issue 3 (9-2014)
Abstract
Abstract: In the first part of this study, first a brief introduction of problem posing was present and then, some frameworks and classifications of problem posing were reviewed. In the second part of the study the research that has been conducted in Iran was introduced. This quasi-experimental study was conducted with experimental and control groups which aimed to investigate the impact of fostering mathematics problem posing skills on 8th grade students’ ability to solve mathematical problems. The findings of the first part showed that problem posing skills was associated with problem solving ability, creativity and divergent thinking, and they improved each other. Problem posing process also could be used as a tool to gain a greater awareness of what's going on in the minds of students. T-test analysis of the second part of paper showed that doing problem posing activities in the classroom made a significant difference in students' problem solving skills.
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Volume 2, Issue 4 (3-2015)
Abstract
This study aims to identify and explain the experience of teaching art in the elementary school teachers was conducted. In this context, an essential question is examined: primary school teachers, learning how to experience the arts curriculum? Using qualitative research methods, semi-structured in-depth interviews and purposive sampling, 10 cases of primary school teachers Mehdishahr city were interviewed in depth. Theoretical saturation was confirmed at the end of my interview. Data were analyzed using coding techniques and the three criteria of validity and acceptability, reliability and scalability approval was obtained. The findings of the research, experience in teaching art in the elementary school teachers in the three main axes showed weakness honor the art, the lack of education, lack of parental interest. Based on these findings, teachers have not been successful in teaching the art curriculum and have failed to benefit from the potential for teaching art lessons. Despite the interest in the issue of teachers' verbal art unimportance among other courses in the teaching of practical arts curriculum for teachers is obvious. This is because art teachers from time to compensate for falling behind their modules to use. Facilities generally will address the curriculum of art as much as it abstained. Based on theory and research findings, strategies to overcome the challenges of art education in primary schools is recommended, including art lesson plans independently, providing specialized service training courses, particularly arts teachers, creating suitable for exchange of experiences among teachers, funding and facilities in accordance with the requirements of art lessons, parents and families to raise awareness of the importance of arts education.
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Volume 3, Issue 6 (3-2016)
Abstract
The purpose of this study was to define the curriculum principles of Teaching Experience based on the lived experiences of the successful teachers. In this study, a qualitative method with a phenomenological approach was used. The participants were 9 teachers and professors who were selected purposefully. Data were collected by using in-depth interview and analyzed by thematic coding. Among the findings, 358 conceptual codes were extracted. They were classified as eight main categories including: caring and sympathy, dynamism, tact of teaching, introspection, mutual interaction, creating reflective situations, cultural-artistic understanding, practical insight and 35 subcomponents. Findings indicated that following these principles results in the improvement of moral behavior and behavior stability in learners and can guarantee the influence of the learning-teaching process.
Banafsheh Dadashi, Dr N Musapour, ,
Volume 4, Issue 7 (9-2016)
Abstract
This paper wants to discover the role of teaching culture in type of teachers encounter to modifications of math schedule of first grade of high school in Qaemshahr. Findings of qualitative research by methodology of ethnography showed that teachers belief have been evaluated to two positive perspective and critical perspective toward changes of math book of 7th grade. Also they have presented two spectra of behavior in encountering changes in math school books of the 7th grade: Full admission , Resistance and rejection. The research results showed that understanding the culture of teachers is an essential factor to initiate any reform that with improvement in attitude to change, teachers’ tendencies will be more positive towards advancing ne schedules; it means that if teachers know the change useful and necessary, they will perform them with more commitment and fidelity
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Volume 4, Issue 7 (9-2016)
Abstract
Abstract: The main goal of the present study was to investigate the role of entrepreneurship education model (KAB) to promote trainees entrepreneurial skills in vocational and trainees centers. This study is practical and its methodology is descriptive and is based on the structural modeling of the equations. The population of this study includes the trainees in state-run professional and technical centers and their branches in Isfahan. Based on the Kerjcie table and et al, 285 person are selected by means of clustering according to the appropriate volume; instruments for the compilation of information, the questionnaire for entrepreneurship skills and the researchers’ questionnaire which is provided by KAB teachings are proved reliable with 0/92 Cronbach Alpha. According to the structural modeling of the equations, T-test and the analysis of the variance the result shows a significant relationship between business entrepreneurship teachings and entrepreneurship’s different dimensions (personal, management and technical skills). Also, there was no significant difference in business entrepreneurship teachings according to demographic features (Gender, activity, degree and field of study).
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Volume 5, Issue 9 (9-2017)
Abstract
The present research aims to determinate the innovation indicators Teaching-learning activities of Curricula based on Constructivism and their application in Isfahan Art University. Qualitative and quantitative methods have been used. The statistical population was the qualitative part of all authorities in education and art education of whom 19 were purposefully selected as samples. The statistical population in the quantitative part consisted of MA and PhD students of Isfahan Art University whom 285people were randomly selected. The research data's were collected from semi-structured interview and realized questionnaires The results of the qualitative part that the most important innovation indicators in Teaching-learning activities consist of: Experimental approach in curriculum planning, attention to the Self- directed, According to the thinking skills., continuous and quality Evaluation, According to the Artist principles of dialogue and discovery-based learning and Application of new knowledge in the field of view and analysis of works of art. The application of innovation indicators” is less than the average. So, holding educational courses, using the experiences of the arts faculty and art experts, continuous review of curriculum based on constructivism indices, are useful factors in improving and innovating Art curricul.
Zakieh Parhizgar, Hassan Alamolhodaei, Mehdi Jabbari Nooghabi,
Volume 5, Issue 9 (9-2017)
Abstract
The National curriculum of Islamic Republic of Iran has been focused on promoting students’ modeling skills. In consideration of this emphasis, this study has investigated the attitudes towards mathematics and the views towards mathematical modeling problems of 244 students in grade 10. This research was conducted with a pre-test, followed by an educational intervention and a post-test. During the educational intervention, two groups of students with different instructional formats; the direct teaching method, which is teacher-centered, and the operative-strategic method, which is student-centered, attended 6 sessions of modeling problem-solving. In order to gather data for the study, a Likert scale and an open questionnaire were used. The results of this study showed that teaching modeling problems improved students’ attitudes towards mathematics in both groups. While most students had positive attitudes that expressed the modeling problems as interesting and applicable, other students had negative comments.
Niloufar Mortazanejad, Phd Mohammad Attaran, Phd Ali Hosseinikhah, Phd Effat Abbasi,
Volume 5, Issue 9 (9-2017)
Abstract
Entrepreneurship education (EE) is a fast growing field; despite of this, the content and teaching strategies are vague. This paper collected the studies on goals, content, teaching and evaluation approaches of EE, and by synthesizing them, provided an appropriate compound of them. The criteria for selecting the studies were examination one or more of mentioned components among 2000-2016. Findings of each component have been discussed and by synthesizing them, the final conclusion has been approved. According to this study, EE goals in elementary level include familiarizing with basic concepts, motivation, interest and entrepreneurial spirit. The secondary level objectives are promotion of entrepreneurial skills and competencies. Content is developed based on goals, and is integrated in three first years, and then is delivered in both integration and discrete. Active teaching strategies, especially induction and intuition, are appropriate. The authentic evaluation methods and formative evaluation approches are more fit with entrepreneurship nature.
Dr Sirous Asadian,
Volume 5, Issue 10 (3-2018)
Abstract
This study aimed to investigate the impact of Parallel teaching on the academic performance of students in the sixth grade in math and their attitude toward school was conducted. The research method was experimental and pretest-posttest with control and experimental groups. Statistical population consisted sixth female students in Tabriz in the academic year 94-95 and the sample size is 70 persons that 35 of them in the control group and 35 patients in the experimental group were exposed. So in the experimental group Parallel teaching was conducted for 2 months and in the control group one teacher was used for teaching. The Analysis of ANCOVA was performed on the math achievement of students in the experimental and control group's shows that the students' mathematics achievement between the experimental and control groups was a significant difference observed
Hasan Kavianii, Mohammad Javad Liaghatdar, Bi Bi Eshrat Zaman, Yasamin Abediny,
Volume 6, Issue 11 (9-2018)
Abstract
| Flipped classroom is a way to create positive changes in education; therefore, in the present study we tried to offer a comprehensive operating model of implementation of this method based on research synthesis. The corpus of this study consisted of all scientific articles published about the implementation of flipped classroom. From this corpus 1084 papers were identified through constant searching of the scientific data bases and a total of 100 articles were selected for the final analysis. A researcher-made worksheet form was used for the purpose of reporting and submitting information. The obtained data were analyzed through six-step model for meta-synthesis Roberts using Open and axial coding techniques. According to the findings Curriculum Design in the flipped classroom includes a change in the structure of classroom which has defined different and new roles and responsibilities for teachers and learners. |
Mr Mohammad Asadi, Dr Jamal Salimi,
Volume 6, Issue 12 (3-2019)
Abstract
One of the problems of students’ entrance from secondary education to university is lack of English language skills and incentive to improve their learning. This research aims to identify the ways to strengthen English language skills with an emphasis on undergraduate students' motivation. This research is qualitative approach and Grounded theory strategy. The study population has been consisted of English language lecturers in Sanandaj’s public universities, which 14 participant purposefully were selected using theoretical sampling and theoretical data saturation indicator. The used instrument was the semi-structured qualitative interview. The process of coding and modeling of data has been done through content analysis software (MAXQDA 11). The findings shows Pedagogical themes (with concepts of active teaching methods, teaching-learning process, and Appropriateness of content), structural themes (with concepts of cultural, and educational challenges) with the formation the theory of “motivation-based instruction” will be helpful in clarifying the issue.
Mr. Mohammadhosein Safaei, Dr. Yahya Ghaedi, Dr. Saeed Zarghami Hamrah, Dr. Susan Keshavarz,
Volume 8, Issue 16 (9-2020)
Abstract
The present study, with an analytical study of the elements in the teaching staff of Farhangian University, has compared it with the two faculties of educational sciences of selected universities.The purpose of analyzing the conceptual structure of Farhangian University teacherchr('39')s portfolio and comparing it with selected universities is to examine the strengths and weaknesses.This research was described, interpreted, adjacent and compared based on George L. Bradychr('39')s method and the differences and similarities of these statements were examined and analyzed.Conclusion: The basic and general structure of Farhangian University teacherchr('39')s portfolio, including educational goals, teaching and evaluation, as well as continuous evaluation of the teaching philosophy statement for continuous and continuous learning, show fundamental differences. , Teaching, applying and compiling a comprehensive guide for students to better and more accurately implement the teacherchr('39')s work.
Ms. Nasrin Mahdavi, Dr. Zahra Niknam, Dr. Mohammad Attaran, Dr. Nematollah Mousapour,
Volume 9, Issue 17 (3-2021)
Abstract
The idea of pedagogy content knowledge in the three dimensions of "collectivepedagogycontent knowledge", "personal pedagogy content knowledge" and "in acted pedagogy content knowledge" is a window into the realm of educatorchr('39')s professional knowledge. The purpose of this study is to identify and investigate the components of personal pedagogy content knowledge that provides an important role in the understandingandeducationalorientationofeducators in real classroom status. In this study, a qualitative approach was used to identify and investigate the components of personal pedagogy content knowledge and11educators were selected in a targeted manner.Data collection and analysis were done simultaneously through interviews and class observations. Findings showed that the elements and components of educatorchr('39')spersonal content knowledge include five main components: thepurposeofcontent pedagogy, content realm, content and pedagogy, content and curriculum, content and valuation. The educators were classifiedintotwogroups, discipline-based and context-oriented, based on the educatorchr('39')s interpretations of the identified components
Mr. Ahmad Ebrahimi, Dr. Ebrahim Mirshah Jafari, Dr. Ali Rabbani,
Volume 9, Issue 18 (10-2021)
Abstract
The present study was conducted with the aim of identifying and explaining the prerequisites of a dialogical teaching-learning strategy, proportionate to generational characteristics of todaychr('39')s undergraduate students, using the mixed method. The tools used in the qualitative and quantitative sections were semi-structured interview and researcher-made questionnaire, respectively. The analysis of the findings in the qualitative part is based on grounded theory and in the quantitative part is descriptive-survey. The statistical population in the qualitative section was the experts, of which the sample of them continued in a targeted manner. The statistical population in the quantitative section, consisted of faculty members and undergraduate students from whom the research sample was selected from them by stratified random method. Based on the findings, 8 important prerequisites were identified. As a result, the academic motivation and scientific growth of todaychr('39')s students, depends on the efforts of teachers in the application of the mentioned Prerequisites.
Parvaneh Mehrjoo, Mohammadreza Sarmadi,
Volume 10, Issue 19 (3-2022)
Abstract
The aim of this study was to discover the philosophical foundations of teaching in teaching-learning strategies to determine the position of identifying these foundations in the field of thought and practice. The research approach was descriptive-analytical and of qualitative and documentary type. Data were collected using text analysis technique and taken from texts of different sources, using form and note taking. To answer the research question, six epistemological questions were asked in line with various teaching models. The results showed that knowledge in the teaching models of information processing is relative and subjective and the type of knowledge in the teaching models of this family can be classified as sensory knowledge, experimental intellectual knowledge and partly intuitive knowledge. The results in the philosophical schools section supporting these models included the classical schools (idealism and realism), the school of pragmatism, naturalism, existentialism, and postmodernism (individual and social constructivism).
Dr Hassanali Garmabi,
Volume 10, Issue 20 (12-2022)
Abstract
This article is the result of examining the experiences of teachers in the field of using art in instruction and teaching non-art subjects. This research is a qualitative type of research, therefore, 57 teachers of Alborz and Tehran provinces were selected by the purposeful sampling method and 22 cases were collected. The tool for collecting data was interview, as well as a written form of an open-ended questionnaire. The analysis of the collected data is of thematic analysis type and was done with a three-step coding method to extract categories and themes. The reliability of the findings has been checked by presenting the results to the participants and colleagues in order to achieve reliability and compatibility, their validity has also been checked by the code review method. The findings of the research include three categories of findings related to why, how and results of using art in instruction and teaching.
Yaghoob Lohrabi, Fereydoon Sharifian, Seyed Ebrahim Mir Shah Jafari,
Volume 11, Issue 21 (3-2023)
Abstract
The purpose of this research was to investigate the views of experts in relation to the personal theorizing and its role in teaching excellence. In this regard, among the professors who had scientific experience and works were selected and interviewed. The data collection tool was a semi-structured interview. Interviews were conducted face-to-face and virtual. After coding, the collected data was analyzed using the categorization method. The results showed that from the point of view of most of the professors, having experience, knowledge and scientific awareness are among the prerequisites for personal theorizing. Also, the professors believed that the relationship between general theories and personal theorizing is in three forms: whole to part, integrated, and technical-artistic. According to the professors' point of view, increasing knowledge and improving professors' performance are the most important opportunities, and the lack of experience of professors is the most important challenge to personal theorizing.
Ali Haiati, Shahram Skandaripour, Alireza Assareh, Roghayeh Heydari,
Volume 11, Issue 22 (9-2023)
Abstract
The present article has been done with the aim of meta-analysis of the works of research teachers in Zanjan province and has used the combined meta-analysis method and six steps of Krippendorf. From the statistical population of 129 selected works of the province, 51 works have been selected as the study sample. Data were extracted with the help of three analysts using three checklists. Research findings in terms of form show more attention of research teachers (female, elementary school, intermediate work history,…) in the field of educaotin and learning, in the methodological view indicate more use of critical approach by research teachers in Problem solving, from the combined method in data collection and analysis, from the theoretical background in proposing solutions and also; In terms of cognitive concept, it indicates that most of the issues of teaching and learning are related to the structure and method of education.
