Determination of Teacher’s Competencies in online Teaching
Subject Areas :
Education
sara ebrahimi
1
(Faculty member of Organization for Educational Research and Planning (OERP), Tehran, Iran)
Received: 2021-02-05
Accepted : 2021-05-19
Published : 2022-06-22
Keywords:
Competencies,
online teaching,
activity theory,
teaching process,
Abstract :
Introduction: Although identifying online teaching process-oriented competencies can be a guide for teachers and teacher interns, there are still many unknowns about competencies based on the online teaching process of teachers. Then, the aim of this study was to identify online teaching competencies and their relationship with teachers’ demographic factors.
Research Methodology: The mixed research method, a sequential exploratory design of instrument making type was used. In the qualitative part, the research method was content analysis and the statistical population were all middle and secondary school teachers in Tehran and theoretical and research resources in the field of online education and teacher’s professional competencies that 30 teachers with online teaching and learning experiences and resources related to online teaching were selected using the targeted sampling method of the type of theoretical. The sample size was determined based on the principle of theoretical saturation. In or9der to collect data, semi-structured interviews with teachers were used and to extract the factors, interview coding and theoretical and research resources and data alignment were used. In the next step, the online teaching competency questionnaire was designed using the extracted factors and based on the activity theory. In the quantitative part, the research method was survey and the statistical population included all middle and secondary school teachers in Tehran (1399-1400) which 261 teachers with online teaching and learning experiences were selected using the virtual snowball sampling method based on Krejcie and Morgan table. In order to analyse the data, exploratory factor analysis and multiple regression analysis were used.
Findings: Findings showed that the online teaching competency questionnaire based on activity theory is well compatible with exercises and class assignments and is reliable and valid in terms of psychometric properties. In the study of demographic characteristics, gender, age and level of education of teachers did not have a significant effect on online teaching competencies, but the effect of online teaching and learning experience was significant.
Conclusion: These findings can be used in purposeful provision of student teachers’ preparation programs based on active topics of online teaching and design of educational in-service programs to empower teachers.
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