Comparative comparison of the components of professional competency models of professors in universities
Subject Areas :leila mosafer 1 , Farhad nejadirani 2 , Jafar Beikzad 3 , yahya Dadash karimi 4
1 - Public Administration, Faculty of Humanities, Islamic Azad University, Bonab branch. Iran
2 - Department of Public Administration, Faculty of Humanities, Islamic Azad University, Bonab, Iran
3 - Associate Professor, Department of Public Administration, Bonab Branch, Islamic Azad University, Bonab, Iran.
4 - Department of Public Administration, Faculty of Humanities, Islamic Azad University, Bonab, Iran.
Keywords: competence, Professional competences, Faculty Members,
Abstract :
The purpose of this research is to systematically study the components of professional competence of faculty members in the universities. The research methodology is content analysis. For this purpose, by using thematic analysis techniques, the dimensions and components of the professional competence of Iranian university professors were extracted from the scientific articles published in the journals. The studied population was all related research articles indexed in the ISC database, finally 29 articles were selected and analyzed. To check the validity of the research, the method of negotiation with peers was used, and to confirm its reliability, the method of checking the coding and the agreement of at least two researcher coders was used. In this order, after identifying and determining the articles, the two researchers simultaneously and separately extracted and named the desired codes. And then they confirmed the similar cases and reported the disputed materials with negotiation and agreement. After the completion of the report, the third person, while reviewing the complete process and especially its coding, confirmed it. The rate of coding agreement between two researchers was used using non-parametric statistics, and the Phi coefficient was reported as 0.89. Scientometric techniques and thematic analysis were used to analyze the data. Analyzes were done in Excel and MAXQDA10. Scientific findings show that with the passage of time, the number of researches conducted on this issue has increased. A large number of articles have been published in the "Teaching Research" magazine, with the organizational name "Islamic Azad University" they have done more research on this issue, most of the research done with a few articles and the professional records of the professors of "universities" "Comprehensive" has been done. It has been done from other universities. The findings of the theme analysis indicated that there was a difference between the competencies of the professors of different universities. All universities share "individual/personal competences", knowledge competences, "educational competences" and "communication competences", while some universities have a series of specialized competences in addition to these competences. Comprehensive universities have the scope of "professional competences" of professors, and Farhangian, comprehensive scientific-work and industrial universities have reported the lowest number of professional competences. The conclusion that comes from the research is that the type and nature of competence of specialist professions is a type of university where the professors serve.
الماسی، حجت اله. زارعی زوارکی، اسماعیل. نیلی احمد آبادی، محمد رضا. دلاور، علی. (1396). ارزشیابی برنامه درسی کارورزی چهار در دانشگاه فرهنگیان بر اساس مدل ارزشیابی هدف محور تایلر، تدریس پژوهی، 5 (2): 119-98.
رئوف، علی. (1386). تربیت معلم و کارورزی، تهران، نشر روان، چاپ اول.
سلیمی، قاسم. محمدی، مهدی. نثار، زینب. (1396). واکاوی تجارب اعضای هیأت علمی در ارتباط با شایستگیها و پویاییهای تدریس و پژوهش در فرآیند بینالمللی شدن آموزش عالی: پژوهشی کیفی، تدریس پژوهی. 5(2): 65-51.
خروشی، پوران. نصرف، احمدرضا. میرشاه جعفری، سید ابراهیم و موسی پور، نعمت اله. (1396). بررسی رویکرد تربیت معلم شایسته بر اسا اسناد تحولی آموزش و پرورش، راهبرد فرهنگ، 9 (1): 55-39.
Austin, A.E., McDaniels, M. (2006). Using doctoral education to prepare faculty to work within Boyer's four domains of scholarship, New directions for institutional research, (129): 51-65
Biemans, Harm, et al. (2004). Competence-based VET in the Netherlands: Background and pitfalls, Journal of vocational education and training, 56 (4): 523-538
Chen, P., Goncharova, A., Pilz, M., Frommberger, D., Li, J., Romanova, O., & Lin, Y. (2021). International curriculum comparison in vocational education and training: A collaborative development of an analysis instrument, International journal for research in vocational education and training, 8(4): 16-43.
Commission of the European Communities (Brussels). (2005). Towards a European qualification’s framework for lifelong learning, Brussels, Belgium: Commission of the European Communities.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches, Sage publications
Francesco, C., Coco, D., Frattini, G., Vago, P., & Andrea, C. (2019). Effective teaching competences in Physical Education, Journal of physical education and sport, 19: 1806-1813
Goodwin, A. L. (2010). Globalization and the preparation of quality teachers: Rethinking knowledge domains for teaching, Teaching Education, 21(1): 19-32
Grant, G., Elbow, P., Ewens, T., Gamson, Z., Kohli, W., Neumann, W., Olesen, V. and Riesman, D. (1979), On Competence: A Critical Analysis of Competence-Based Reforms in Higher Education, Jossey-Bass, San Francisco, CA.
Huntly, H. (2012). Teachers’ work: Beginning teachers’ conceptions of competence, The Australian Educational Researcher, 35(1): 125-145.
Hardman, K. (2008). Situation and sustainability of physical education in schools: A global perspective, Hacettepe Journal of Sport Sciences, 19(1): 1-22.
Harvey, R., Mellanby, E., Dearden, E., Medjoub, K., & Edgar, S. (2015). Developing non–technical ward‐round skills, The clinical teacher, 12(5): 336-340
Kovac, K., Leskosek, B., Jurak, G., Marinsek, M., & Tul, M. (2021). Differences in Subject-Specific Competences between Slovenian and Italian Physical Education Teachers, Montenegrin Journal of Sports Science and Medicine, 10(2): 53-58.
Laporte, W. (1997). The Physical Education Teacher for Secondary Schools in the EU, Journal of the International Council for Health, Physical Education, 3: 43–46.
Leal Filho, W., Levesque, V. R., Salvia, A. L., Paço, A., Fritzen, B., Frankenberger, F., ... & Lovren, V. O. (2021). University teaching staff and sustainable development: an assessment of competences, Sustainability Science, 16(1): 101-116
Lohr, A., Stadler, M., Schultz-Pernice, F., Chernikova, O., Sailer, M., Fischer, F., & Sailer, M. (2021). On powerpointers, clickerers, and digital pros: Investigating the initiation of digital learning activities by teachers in higher education, Computers in Human Behavior, 119: 106715
Ribeiro, A., Amaral, A., & Barros, T. (2021). Project Manager Competencies in the context of the Industry, Procedia computer science, 181:803-810
Romijn, B. R., Slot, P. L., & Leseman, P. P. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review, Teaching and Teacher Education, 98: 103236.
Teunissen, P. W., Watling, C. J., Schrewe, B., Asgarova, S., Ellaway, R., Myers, K., ... & Bates, J. (2021). Contextual competence: how residents develop competent performance in new settings, Medical Education, 55(9): 1100-1109.
Tul, M., Leskosek, B., & Kovac, M. (2019). The professional competences of physical education teachers from north-eastern Italy, CEPS Journal, 9(1): 103-120
Wesselink, R. (2010). Comprehensive competence-based vocational education: the development and use of a curriculum analysis and improvement mode, Wageningen: Wageningen University and Research center.
Yeunjoo Lee, Patterson, Philip P.; Vega, Luis A. (2011). Perils to Self-Efficacy Perceptions and Teacher-Preparation Quality among Special Education Intern Teachers, Teacher Education Quarterly, 38 (2): 61-76.
_||_