analysis of research teaching method in the professional development of student teachers of Farhangian University

Subject Areas :

hasan  bagheri samghabadi ¹ (PhD student in Educational Psychology, Science and Research Unit, Islamic Azad University, Tehran, Iran.)
reza  ghorban jahromi ² (Assistant Professor, Department of Educational Psychology and Personality, Science and Research Unit, Islamic Azad University, Tehran, Iran.)
abolfazl  bakhtiari ³ (Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.)
mohamad  hoseinnejad ⁴ (Assistant Professor, Department of Educational Sciences, Atrat University, Vavan, Tehran.)

Received: 2023-10-01 Accepted : 2023-12-04 Published : 2023-11-22

Keywords: Research teaching, Farhangian University, student teachers, Professional Development, new teachers,

Abstract :

Purpose: The purpose of the present study was to analyze the status of teaching and research educational programs in the professional development of student teachers at Farhangian University. Method: A mixed research method (qualitative-quantitative) was used. The statistical sample of the quantitative part included 300 people (150 women and 150 men) from new teachers and student teachers of teacher training centers in Tehran, who were selected in the academic year of 1402-1401 by purposive sampling method. Semi-structured interviews were used to collect data in the qualitative part. In order to answer the interview questions, the technique of content analysis was used. For data analysis, Friedman's test was used to compare the average ranks and analysis of variance was used to check the difference in averages. Findings: The situation of teaching and research in Farhangian University is not in a favorable condition. The most important factors affecting the quality of research teaching are: individual factors, social factors, economic factors, organizational factors and educational factors. The most important obstacles to the implementation of research teaching were: lack of sufficient knowledge and awareness of student teachers and new teachers, lack of proper financial support from education and training, lack of provision of proper counseling services from education and training, financial problems of learners, psychological and family problems Learners, academic problems of learners, lack of impact of research in teaching for teachers and lack of sufficient facilities and equipment. Conclusion: Based on the importance and effectiveness of the implementation of research teaching on the quality of the teaching-learning process, it is necessary for the educational system to provide more infrastructure and hold higher quality skill-building courses and motivate and encourage more teachers who use this method. They use to pay attention.

References:

بادله، علیرضا. کوهساری، سمیه.(1399). تاثیر درس پژوهی بر توسعه  ی صلاحیت های حرفه ای معلمان، دومین همایش ملی فناوری آموزشی: چالش ها، فرصت ها و دستاوردها.

جعفر پور، مریم. رحیم زاده، زهرا. سلیمانی، عادل. (1402). بررسی درس پژوهی و تاثیر آن در بهبود یادگیری درس تساوی کسر- ریاضی سوم ابتدایی، مطالعات بین رشته ای در آموزش، 1(3): 31-40.

حبیب‌زاده، عباس. (١٣٩٣). اثربخشی‌ در تدریس پژوهی  بر خودکارآمدی‌ تصوری‌ معلمان، مجله‌ دست‌آوردهای‌ رواشناختی‌ علوم تربیتی‌ و روانشناسی‌، ٢ (٤): ١٦٨-١٤٥.

خاکباز، عظیمه السادات. فدایی، محمد رضا و موسی پور، نعمت الله .(1387). تاثیر درس پژوهی بر توسعه حرف های معلمان ریاضی، فصلنامه تعلیم و تربیت، 22 (3): 147-123.

زنگویی‌، اسدااله‌. مهدی‌ زاده، ایرج. ملکی‌ عرزین‌ آبادی‌، اولیل.(1399). نقش‌ اقدام پژوهی‌ در خلاقیت‌ و توسعه‌ حرفه‌ای‌ معلمان ابتدایی‌ شهرستان بیرجند، همایش‌ ملی‌ آموزش ابتدایی‌، خراسان جنوبی‌.

زینال پور، مهتاب .(1397). بررسی‌ عوامل‌ مؤثر بر تمایل‌ معلمان به‌ اقدام پژوهی‌ در دوره متوسطه‌ شهرستان ارومیه‌، پایان نامه‌ کارشناسی‌ ارشد، دانشگاه تبریز دانشکده علوم تربیتی‌ و روانشناسی، تبریز.

سرکارآرانی، محمد رضا. (1399) درس پژوهی: ایده ای جهانی برای بهسازی آموزش و غنی سازی یادگیری،  موسسه مدارس یادگرینده مرآت، تهران.

شهلایی، هما.(١٣٩٤). بررسی‌ وضعیت‌ برنامه‌ های درس‌ پژوهی‌ در مدارس‌ ابتدایی‌ و ارائه‌ راهکارهای سازنده‌ در جهت‌ بهبود آن‌، پایان‌ نامه‌ کارشناسی‌ ارشد، دانشگاه‌ آزاد اسلامی‌ واحد تهران‌ ، دانشکده‌ علوم‌ تربیتی‌ و روانشناسی .

عبدالهی، بیژن و صفری، اکرم. (1394). بررسی موانع اساسی فراروی توسعه حرفه ای معلمان، فصلنامه نوآوری های آموزشی، 15(2): 99-134.

فلاحی‌، عبدالخالق‌ .(١٣٩٥). بافت‌ آفرینی‌ چارچوب‌ بهسازی حرفه‌ ای معلمان‌ مبتنی‌ بردرس‌ پژوهی‌، تدریس پژوهی، 4(3) : 99-128.

کچوئی، محسن. زین آبادی، حسن. آراسته، حمید رضا و عباسیان، عبدالحسین. (1397). انگیزش انتقال و انتقال آموزش های ضمن خدمت اقدام پژوهی: آزمون یک الگو و ارزیابی وضع موجود در مدارس متوسطه شهرستان های استان تهران، فصلنامه اندیشه های نوین تربیتی، 14(1): 45-31.

 کشت ورز کندازی، احسان. اناری نژاد، عباس. (1398) بررسی تاثیر آموزش درس پژوهی برتوانمندسازی معلمان، فصلنامه آموزش پژوهی، 5(20): 38-55.

کشت ورز کندازی، احسان. اقبالیان نورانی زاده، پریسا. (1397). واکاوی نقش دانشگاه فرهنگیان در رابطه با تربیت معلمان خلاق؛ با توجه به اسناد بالادستی، مطالعات روان شناسی و علوم تربیتی،  9 (4): 107-121.

Antoniou, P., & Kyriakides, L. (2013). A dynamic integrated approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes. Teaching and Teacher Education, 29: 1-12.

Cui, A., Li, H., Wang, D., Zhong, J., Chen, Y., & Lu, H. (2020). Global, regional prevalence, incidence and risk factors of knee osteoarthritis in population-based studies. EClinical Medicine, 29:100587

Eden, C., & Ackermann, F. (2018). Theory into practice, practice to theory: Action research in method development. European Journal of Operational Research, 271(3): 1145-1155.

Ekinci, E., & Acar, F. E. (2019). Primary School Teachers' Opinions on Professional Development (Professional Development Model Proposal). Journal of education and Training Studies, 7(4): 111-122.

Fernandez, C., and Yoshida, M. (2004). Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning. Lawrence Erlbaum Associates (LEA), Publishers. London.

Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72:107-121

Gallo-Fox, J ., & Scantlebury, K. (2016). Coteaching as professional development for cooperating teachers. Teaching and Teacher Education, 60: 191-202.

Guskey, T. (2112). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 1 (9/1): 918–938.

Lim, C., Lee, C., Saito, E. & Haron, S. (2011). Taking stock of Lesson Study as a platform for teacher development in Singapore, Asia-Pacific Journal of Teacher Education, 39 (4):353-365.

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1): 60-70.

Lindvall, J., Helenius, O., & Wiberg, M. (2018). Critical features of professional development programs: Comparing content focus and impact of two large-scale programs. Teaching and Teacher Education, 70: 121-131.

Mac Naughton, G. (2020). Action research. In Doing early childhood research (pp. 208-223). Routledge.

May, H., & Supovitz, J. A. (2011). The scope of principal efforts to improve instruction. Educational Administration Quarterly, 47(2): 332-352

Misra, P. (2018). MOOCs for teacher professional development: Reflections and suggested actions. Open Praxis, 10(1): 67-77.

Saban, A., & Çoklar, A. N. (2013). Pre-Service Teachers' Opinions about the Micro-Teaching Method in Teaching Practise Classes. Turkish Online Journal of Educational Technology-TOJET, 12(2): 234-240.

Sandilos, L. E., Goble, P., Rimm-Kaufman, S. E., & Pianta, R. C. (2018). Does professional development reduce the influence of teacher stress on teacher–child interactions in prekindergarten classrooms? Early Childhood Research Quarterly, 42: 280-290.

Sanusi, I. T., Oyelere, S. S., & Omidiora, J. O. (2022). Exploring teachers' preconceptions of teaching machine learning in high school: A preliminary insight from Africa. Computers and Education Open, 3: 100072.

Torres-Guzmán, M. E., Hunt, V., Torres, I. M., Madrigal, R., Flecha, I., Lukas, S., &

Wills, R. (2015). A case study investigating collaborative working environments at the secondary level and the influence on student achievement, Doctoral dissertation, Northwest Nazarene University.