Paradigm model of educational management of electronic content production for teacher preparation (case study of elementary school teachers in Bushehr province)
Subject Areas :Aida Jagerani 1 , Faranak Omidian 2 , Maria Nasiri 3
1 - PhD student, Department of Educational Management, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 - Assistant Professor, Educational Management Department, Dezful Branch, Islamic Azad University, Dezful, Iran.
3 - Assistant Professor, Department of Information Science and Epistemology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Keywords: Virtual space, Electronic content production, teacher training,
Abstract :
The purpose of this research was the paradigm model of electronic content production training to prepare teachers to teach in the virtual space of elementary schools in Bushehr province. The present research method was qualitative and practical in terms of purpose. The statistical population included managers and experts of electronic content production training centers and faculty members of Farhangian universities and professors of the educational management department in Bushehr universities. The sampling method in qualitative approach was non-random (targeted) and in the form of snowball.In order to determine the sample size, considering that the criterion of sample adequacy in qualitative research was theoretical saturation, for this reason interviews were conducted with 15 experts until theoretical saturation. The data collection tool was a semi-structured interview. For data analysis, the method of foundational data theory, coding and analysis was used.The findings showed that the central category of the quality of education is the production of electronic content to prepare teachers to teach in the virtual space, a function of causal conditions (1-learning environment, 2-content editing, 3-planning, 4-implementation and support), background conditions (1-infrastructures technical 2-teachers' basic knowledge and skills) and intervening conditions (1-evaluation 2-educational strategies of the organization).These factors create the conditions for the implementation of actions and interactions (1-determining the topics of content production in educational books of educators 2-creating motivation in teachers 3-holding consecutive courses while serving 4-improving technical infrastructures 5-using educated and experienced teachers 6-training in time and suitable place) provides the consequences (1-1-increasing academic performance 2-creating educational justice 3-increasing the quality of education 4-increasing teacher productivity). And finally, the findings of the confirmatory factor analysis of the quantitative part showed that the presented model has a suitable scientific validity.
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