نوع مقاله : علمی - پژوهشی
نویسندگان
1 استادیار گروه علوم تربیتی دانشگاه فرهنگیان. تهران .ایران
2 کارشناسی ارشد رشته برنامه ریزی درسی. تهران. ایران
3 استادیار گروه علوم تربیتی دانشگاه فرهنگیان. تهران . ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Purpose: The quality of the primary education system, as a fundamental educational course, is dependent on the education of teachers who have acquired the professional qualifications appropriate to the learning needs of the students of this course. Farhangian University, as the main teacher education institution, follows this mission with its curricula. The present study aimed to measure the degree of realization of professional competencies of the graduates of Farhangian University in the field of elementary education based on the teacher education curriculum design document and to identify its facilitating and limiting factors.
Materials and Methods: For this purpose, a mixed-method research design based on a sequential explanatory method was used. In the quantitative part of the research, to identify the degree of fulfillment of teacher competencies, a questionnaire was prepared based on the professional competencies of the graduates in the teacher education curriculum design document. The face validity of the questionnaire was confirmed by two professors in the field of curriculum planning and familiar with the national curriculum design document of Farhangian University. To estimate the reliability of the questionnaire, it was implemented in a sample of 30 students (teachers) of Farhangian University and Cronbach's alpha coefficient was calculated as 0.89. After these steps, the questionnaire was distributed among 272 graduates of Farhangian University in the field of elementary education who graduated between 2017 and 2019. In the qualitative part of the research, a semi-structured interview was conducted with 6 professors of Farhangian University and 10 teachers who got the highest and lowest marks from the questionnaire. Qualitative data were analyzed using MAXQDA software.
Discussion and Conclusion: Discussion and conclusion: The findings of the quantitative section showed that from the perspective of primary education graduates, professional competencies in four areas of content knowledge, pedagogical knowledge, general knowledge, and pedagogical content knowledge (content-pedagogical) based on the document of the master curriculum design of teacher education in an optimal level has been achieved. Graduates in acquiring the components of using content knowledge in designing learning situations in the classroom, establishing verbal and emotional communication with students, love and interest in teaching, playing the role of a guide and facilitator of learning, and using affectionate expressions in conversation with Students have had the highest average. The lowest average in the acquisition of professional competencies related to the components of communicating with scientific groups related to their fields of study, the ability to use scientific findings in the field of Islamic education to solve problems in unexperienced educational situations, respecting students with disabilities Cultural, economic and social diversity, the use of recent researches in the field of education, teaching and education system, familiarity with the requirements of the teaching and learning process, the ability to speak and use a foreign language, the ability to create interest and excitement in learning with an emphasis on value, usefulness, the importance of the knowledge and skills included in the lesson, and the ability to connect school learning with life outside of school and strengthen students' belief in lifelong learning. From the teachers' point of view, the most effective factors facilitating the realization of professional competencies have been the presence of effective scientific communication, and passing pedagogical and content-pedagogical courses such as internships. From the professors' point of view, the most effective factors limiting the realization of teacher competencies are the three factors of presenters, audiences, and curriculum in terms of content, culture, and infrastructure. It is necessary to rethink the adjustment of the number of course units in the four content areas of the primary education curriculum and pay more attention to the content organization of specialized and thematic-educational courses. To make the primary education curriculum effective, it is necessary to have flexibility and openness under the climate and culture of student teachers in each province and scientific developments based on future studies.
کلیدواژه‌ها [English]
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