Common Pattern of "Teaching Best Practices": Causes, Contextual Factors and Strategies
Subject Areas : Educational PsychologyHamid Farhadi Rad 1 , Seyed Jalal Hashemi 2 , Farzane Rahmati 3
1 - Academic member in Education Department, Faculty of Education & Psychology , Shahid Chamran University of Ahvaz
2 - Education Department, Faculty of Education & Psychology , Shahid Chamran University of Ahvaz
3 - Shahid Chamran University of Ahvaz
Keywords: Teaching best practice, Academic Proficiency, Social and Emotional growth, love of learning,
Abstract :
The main purpose of this research was exploring about common pattern of Teaching Best Practices of math teachers. To achieve this model qualitative research method, Grounded Theory approach (GT) was used. Participants in this study was female math teachers in Ahvaz. Teachers who had successful experiences in mathematics teaching and were known as a successful and interested person participated based on purposeful sampling and network approach. Open interviews were used to collect data. The data analyzed in a qualitative content analysis method and with grounded theory method, in which the open coding, selective coding and axial coding was used. After analyzing all interviews paradigm model of teaching best practices extracted. The results showed that factors such as the love of learning, academic proficiency, the ability to communicate effectively with students are factors that shaped teaching best practices. Most important strategies that teachers used were work group, class leadership, argumentation and teaching out of usual class. Laws and regulations, cultural factors, teaching methods, the population of students were introduced as underlying factors for the formation of an excellent experience in mathematics teaching. Finally, this study showed that the consequences of such effective experience will be academic achievement, social and emotional growth and enjoyable process teaching
امینی، علیرضا و مصلی، شهرام (1390). نقش سرمایه انسانی از نوع تجربه در بهره‌وری کل عوامل: مطالعه موردی کارگاه های بزرگ صنعتی ایران، فصلنامه پژوهش‌ها و سیاست‌های اقتصادی، شماره 57، سال نوزدهم، صص 105-132.
بازرگان، عباس(1387). مقدمه‌ای بر روش‌های تحقیق کیفی و آمیخته، تهران: انتشارات دیدار.
پناهی، غلامحسن؛ قاعدی، یحیی؛ ضرغامی، سعید و عبداللهی، محمدحسین (1396). تبیین فلسفه یادگیری با تأکید بر نظریه و ینچ، فصلنامه پژوهش در نظام‌های آموزشی، شماره 36 ، صص181-208.
توکلی، ملیحه و محمدزاده، زهرا (1394). درس پژوهی رویکردی نوین در توسعه‌ی حرفه‌ای معلمان: مراحل، چالش‌ها و راهبردها، سومین همایش ملی مدرسه فردا.
جماشیانی، آرزو؛ آقازاده، احمد و محسن‌پور، بهرام (1392). بررسی رابطه میان صلاحیت‌های حرفه‌ای معلم و پیشرفت ریاضی دانش‌آموزان پایه چهارم ایران و آلمان بر پایه داده‌های تیمز2007،فصلنامه تعلیم و تربیت، شماره114.
حسنی، محمد؛ مصطفی‌نژاد، هلاله؛ مصطفی‌نژاد، چیمن و شهودی، مریم (1394). تأثیر تجربه و عوامل سازمانی بر تعهد حرفه‌ای معلمان: آزمون نقش میانجی خودکارآمدی معلم و هویت سازمانی،فصلنامه علمی- پژوهشی رهیافتی نو در مدیریت آموزشی، شماره1، سال ششم.
حقانی، فریبا و معصومی، رسول (1389). مروری بر نظریه های یادگیری و کاربرد آنها در آموزش پزشکی، مجله ایرانی آموزش در علوم پزشکی، ویژه نامه آموزش و توسعه، صص1188-1197.
خوشبخت، فریبا و لطیفیان مرتضی (1390). بررسی رابطه بین ویژگی‌های معلم، تدریس معلم و عملکرد ریاضی دانش‌آموزان، روانشناسی معاصر، ص 96-85.
دانایی فرد، حسن(1395). استراتژی‌های نظریه پردازی، تهران: انتشارات سمت.
ذوالفقاریان، ملیحه و کیان، مرجان (1393). واکاوی تجارب معلمان زن در تدریس هنر در مدارس ابتدایی: یک پژوهش کیفی، دو فصلنامۀ نظریه و عمل در برنامۀ درسی، 4(2)، 167-142.
سمائی صحنه سرائی، مرضیه (1394). ارزشیابی ابزار بهبود یادگیری؛ تجربه ی یک معلم در افزایش اعتماد به نفس و میزان مؤفقیت دانش‌آموزان از طریق تغییر شیوه سنجش آنان،فصلنامه علوم تربیتی: رشد معلم، شماره 7، صص 17-19.
ضامنی، فرشیده؛ عنایتی، ترانه و بهنام‌فر، رضا (1390). دلایل ترجیح تدریس بر پژوهش توسط هیأت علمی دانشگاه آزاد اسلامی واحد ساری، فصلنامه رهبری و مدیریت آموزشی، 16 (5)، 73-94.
عسگری، یوسف(1392). تجربه چیست برگرفته از http://asgari4e.blogfa.com/post/16 در تاریخ 25 خرداد 1395.
مرتضوی‌زاده، سیدحشمت‌الله (1389)، چاپ سوم، راهنمای تدریس(فنون و مهارت ها)، نشر تهران: عابد، ص232.
موسوی ده موردی، علی (1392). بررسی و تبیین وظایف معلم به‌مثابه فیلسوف تربیتی: پژوهشی پدیدار شناختی در میان معلمان مقطع ابتدایی شهر ایذه، پایان‌نامه، دانشگاه شهید چمران اهواز، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی.
میرحیدری، اشرف (1393). معلم مؤثر کلاس مؤثر، چاپ اول، انتشارات جهاد دانشگاهی واحد اصفهان، 104 ص.
نویدی، احد (1393). بررسی اثربخشی طرح غنی‌سازی تجارب یادگیری در دروس ریاضیات و علوم تجربی پایه‌ی اول راهنمایی،فصلنامه تعلیم و تربیت، شماره 118، صص 9-30.
Abou-Assali, M. (2014). The Link between Teacher Professional Development and Student Achievement: A Critical View, International Journal of Bilingual & Multilingual Teachers of English, 1(3), 39-41 [In Persian].
Asgari, F. & Mahjob M. H. (2010). Comparative Effective teaching characteristics viewpoint of faculty and students in Kerman medicine Science University, Journal of development steps in medicine, 1 (7), 26-33[In Persian].
Asgari, Y. (2013). What is the experience, Retrieved from the page http://asgari4e.blogfa.com, on June 25, 2017[In Persian].
Amini A. & Mosalla, S. (2011). An Analysis of the Role of Human Capital of Experience on Total Factor Productivity (TFP): Case Study of Large Manufacturing Firm of Iran, Quarterly Journal of Economic Research and Policies, 19 (57),105-132[In Persian].
Bayar, A. (2014). The Components of Effective Professional Development Activities in terms of Teachers’ Perspective; International Online Journal of Educational Sciences, 6 (2), 319-327.
BEST PRACTICES: A Resource for Teachers. (20.1.2016). Public Schools of North Carolina Department of Public Instruction: Elementary Division, Retrieved from the page http://www.ncpublicschools.org, on 20th April 2016.
Bazargan, A. (2016). An Introduction into Qualitative and Mixed method research, Tehran: Didar Publication com [In Persian].
Caena, F. (2011). Literature review Quality in Teachers’ continuing professional development. EUROPEAN COMMISSION, Directorate-General for Education Culture.
Danaee Fard, H. (2016). Theorizing Strategies, Tehran: SAMT Publication com [In Persian].
Dorn, R. (2015). Strengthening Student Educational Outcomes, Technical Report on Best Practices and Strategies for Mathematics, State Superintendent of Public Instruction.
Drummond, T. (1995). A brief summary of the best practices in college teaching, Retrieved from the page https://www.methodist.edu, on April, 12, 2017.
Hassani, M., Mostafanejad, H. Mostafnejad, Ch. & Shohoodi, M. (2015). Effect of Experiences and Organizational Factors on Professional Commitment of Teachers: Examining the Teacher's Self-Efficiency Mediator and Organizational Identity, Journal of New Approach in Educational Management, 1(6),1-20, [In Persian].
Jamashi, A., Aghazadeh, A. & Mohsenpour, B. (2013). The Relationship Between Teacher Professional Competencies and Math Progress in Forth grad student of Iran and Germany, Based on TIMS Data 2007, Quarterly Journal of Education, 114(17), 165-181 [In Persian].
Hanushek, Eric, Kain, John F., Obrein, Daniel & Rivkin, Steven (2005); The Market for Teacher Quality; Cambridge: MA, National Bureau of Economic Research.
Haqani, F. & Masoumi, R. (2010). A Review on Learning Theories and Their Application in Medical Education, Iranian Journal of Medical Education, Special Issue on Education and Development, 1188-1197 [In Persian].
Kember, D. (2005). Best practice in outcomes-based teaching and learning at the Chinese university of Hong Kong, Retrieved from the page, https://www.cuhk.edu, on 6th Octobre 2016.
Khoshbakht, F. & Latifian, M. (2011). Investigating the Relationship between Teacher Characteristics, Teacher Teaching and Student's Mental Function, Journal of Contemporary Psychology, 6(2), 85-97 [In Persian].
King Rice, J. (2010). The Impact of Teacher Experience, Examining the Evidence and Policy Implications, A program of research by the Urban Institute with Duke University.
Mahmoudi, F. & Ozkan, Y. (2015). Exploring experienced and novice teachers’ perceptions about professional development activities, Procedia – Social and Behavioral Sciences.
Mir Heidari, A. (2014). Effective Teacher of Effective Classroom, First Edition, Isfahan: University Jihad Publishing House [In Persian].
Mortazavizadeh, S. H. (2010), Teaching guide (techniques and skills), Third edition, Tehran: Abed publishing com [In Persian].
Mohaddesi, hamideh., Feuzy, A. & Salem Safi, R. (2011). Comparative survey about effective teaching indicators viewpoint of faculty and students in Oromiee medicine Science University, Journal of nursing & midwifery faculty, 9(6), 464-471 [In Persian].
Mousavi Dehmourdi, A. (2013). Studying and explaining the duties of the teacher as a pedagogical philosopher: phenomenological research among elementary school teachers in the city of Izeh, MasterThesis, Shahid Chamran University of Ahvaz, Faculty of Education and Psychology, Department of Educational Sciences [In Persian].
Navidi, A. (2014). An investigation into the Effectiveness of Learning Experiences enrichment in Mathematics and Experimental Sciences of the first grade of guidance school, Quarterly Journal of Education and Training, 118, 9-30.
Panahi, Gh., Qaedi, Y., Zarghami, S. & Abdollahi, M. (2017). Explaining the Philosophy of Learning with Emphasis on Winch's Theory, Quarterly Journal of Research in Educational Systems, 36, 181-208 [In Persian].
Samaee Sahneh Saree, M. (2015). Evaluation as a Learning Enhancement Tool; Teacher's Experience in Increasing Self-Esteem and the Success of Students by Modifying Their Measurement; Journal of Educational Sciences: Teacher Development, 7, 17-19 [In Persian].
Tavakoli, M. & Mohammad Zadeh, Z. (2015). Study on a New Approach to Teacher Professional Development: Steps, Challenges and Strategies, Third National Symposium on Tomorrow's School, [In Persian].
Wan, N., Howard, N. & Alan, W. (2010). School experience influences on pre-service teachers evolving beliefs about effective teaching. Teaching and Teacher Education, 26, 278-289.
Zameni, F., Enayati, S. & Behnam Far, Reza. (2011). The reasons for teaching preferences to research, Islamic Azad University of Sari, Journal of Management and Leadership, 6(15), 73-94[In Persian].
Zemelman, S., Daniels, H. & Hyde, A. (2005). Best practice: New standards for teaching and learning in America's schools. Heinemann Educational Publisher.
Zolfaghariyan, M. & Kian, M. (2014). Examining the experiences of female teachers in teaching art in elementary schools: a qualitative research, Quarterly Journal of theory and practice in curriculum, 4(2), 167-142 [In Persian].
_||_Abou-Assali, M. (2014). The Link between Teacher Professional Development and Student Achievement: A Critical View, International Journal of Bilingual & Multilingual Teachers of English, 1(3), 39-41 [In Persian].
Asgari, F. & Mahjob M. H. (2010). Comparative Effective teaching characteristics viewpoint of faculty and students in Kerman medicine Science University, Journal of development steps in medicine, 1 (7), 26-33[In Persian].
Asgari, Y. (2013). What is the experience, Retrieved from the page http://asgari4e.blogfa.com, on June 25, 2017[In Persian].
Amini A. & Mosalla, S. (2011). An Analysis of the Role of Human Capital of Experience on Total Factor Productivity (TFP): Case Study of Large Manufacturing Firm of Iran, Quarterly Journal of Economic Research and Policies, 19 (57),105-132[In Persian].
Bayar, A. (2014). The Components of Effective Professional Development Activities in terms of Teachers’ Perspective; International Online Journal of Educational Sciences, 6 (2), 319-327.
BEST PRACTICES: A Resource for Teachers. (20.1.2016). Public Schools of North Carolina Department of Public Instruction: Elementary Division, Retrieved from the page http://www.ncpublicschools.org, on 20th April 2016.
Bazargan, A. (2016). An Introduction into Qualitative and Mixed method research, Tehran: Didar Publication com [In Persian].
Caena, F. (2011). Literature review Quality in Teachers’ continuing professional development. EUROPEAN COMMISSION, Directorate-General for Education Culture.
Danaee Fard, H. (2016). Theorizing Strategies, Tehran: SAMT Publication com [In Persian].
Dorn, R. (2015). Strengthening Student Educational Outcomes, Technical Report on Best Practices and Strategies for Mathematics, State Superintendent of Public Instruction.
Drummond, T. (1995). A brief summary of the best practices in college teaching, Retrieved from the page https://www.methodist.edu, on April, 12, 2017.
Hassani, M., Mostafanejad, H. Mostafnejad, Ch. & Shohoodi, M. (2015). Effect of Experiences and Organizational Factors on Professional Commitment of Teachers: Examining the Teacher's Self-Efficiency Mediator and Organizational Identity, Journal of New Approach in Educational Management, 1(6),1-20, [In Persian].
Jamashi, A., Aghazadeh, A. & Mohsenpour, B. (2013). The Relationship Between Teacher Professional Competencies and Math Progress in Forth grad student of Iran and Germany, Based on TIMS Data 2007, Quarterly Journal of Education, 114(17), 165-181 [In Persian].
Hanushek, Eric, Kain, John F., Obrein, Daniel & Rivkin, Steven (2005); The Market for Teacher Quality; Cambridge: MA, National Bureau of Economic Research.
Haqani, F. & Masoumi, R. (2010). A Review on Learning Theories and Their Application in Medical Education, Iranian Journal of Medical Education, Special Issue on Education and Development, 1188-1197 [In Persian].
Kember, D. (2005). Best practice in outcomes-based teaching and learning at the Chinese university of Hong Kong, Retrieved from the page, https://www.cuhk.edu, on 6th Octobre 2016.
Khoshbakht, F. & Latifian, M. (2011). Investigating the Relationship between Teacher Characteristics, Teacher Teaching and Student's Mental Function, Journal of Contemporary Psychology, 6(2), 85-97 [In Persian].
King Rice, J. (2010). The Impact of Teacher Experience, Examining the Evidence and Policy Implications, A program of research by the Urban Institute with Duke University.
Mahmoudi, F. & Ozkan, Y. (2015). Exploring experienced and novice teachers’ perceptions about professional development activities, Procedia – Social and Behavioral Sciences.
Mir Heidari, A. (2014). Effective Teacher of Effective Classroom, First Edition, Isfahan: University Jihad Publishing House [In Persian].
Mortazavizadeh, S. H. (2010), Teaching guide (techniques and skills), Third edition, Tehran: Abed publishing com [In Persian].
Mohaddesi, hamideh., Feuzy, A. & Salem Safi, R. (2011). Comparative survey about effective teaching indicators viewpoint of faculty and students in Oromiee medicine Science University, Journal of nursing & midwifery faculty, 9(6), 464-471 [In Persian].
Mousavi Dehmourdi, A. (2013). Studying and explaining the duties of the teacher as a pedagogical philosopher: phenomenological research among elementary school teachers in the city of Izeh, MasterThesis, Shahid Chamran University of Ahvaz, Faculty of Education and Psychology, Department of Educational Sciences [In Persian].
Navidi, A. (2014). An investigation into the Effectiveness of Learning Experiences enrichment in Mathematics and Experimental Sciences of the first grade of guidance school, Quarterly Journal of Education and Training, 118, 9-30.
Panahi, Gh., Qaedi, Y., Zarghami, S. & Abdollahi, M. (2017). Explaining the Philosophy of Learning with Emphasis on Winch's Theory, Quarterly Journal of Research in Educational Systems, 36, 181-208 [In Persian].
Samaee Sahneh Saree, M. (2015). Evaluation as a Learning Enhancement Tool; Teacher's Experience in Increasing Self-Esteem and the Success of Students by Modifying Their Measurement; Journal of Educational Sciences: Teacher Development, 7, 17-19 [In Persian].
Tavakoli, M. & Mohammad Zadeh, Z. (2015). Study on a New Approach to Teacher Professional Development: Steps, Challenges and Strategies, Third National Symposium on Tomorrow's School, [In Persian].
Wan, N., Howard, N. & Alan, W. (2010). School experience influences on pre-service teachers evolving beliefs about effective teaching. Teaching and Teacher Education, 26, 278-289.
Zameni, F., Enayati, S. & Behnam Far, Reza. (2011). The reasons for teaching preferences to research, Islamic Azad University of Sari, Journal of Management and Leadership, 6(15), 73-94[In Persian].
Zemelman, S., Daniels, H. & Hyde, A. (2005). Best practice: New standards for teaching and learning in America's schools. Heinemann Educational Publisher.
Zolfaghariyan, M. & Kian, M. (2014). Examining the experiences of female teachers in teaching art in elementary schools: a qualitative research, Quarterly Journal of theory and practice in curriculum, 4(2), 167-142 [In Persian].
