Presenting a model for effective teacher and considering its proportionality with upper documents implications of Iran education system
Subject Areas : Research in Curriculum Planning
jamal razi
1
(PhD student curriculum studies of Shahid Rajaee Teacher Training University, Tehran, Iran)
Mohamad Reza Emam Jomea
2
(Associate professor, faculty member of Shahid Rajaee Teacher Training University, Tehran, Iran)
Golam Ali Ahmadi
3
(Associate professor, faculty member of Shahid Rajaee Teacher Training University, Tehran, Iran)
Keywords: upper documents, the model of effective teacher, Dimensions and Components of Effective Teacher, effective teacher,
Abstract :
The aim of present study is considering the dimensions and components of effective teacher in previous studies and presenting a comprehensive model based on it and also considering this model similarities and differential aspects with upper documents of Iran education system. Research methodology is quantitative during which deduction was according to context analysis and reconceptualization.. The statistical population of the research, includes all available internal and external research and theoretical texts, related references, and upper documents of Islamic Republic of Iran education system which are Purposive Sampling selected and considered; the numbers of considered documents are 40 cases. to collect the data check list used that Reliability approved by 3 experts university and validity by test-retest (α=/91).The major findings reveal 6 dimensions of professional competences (with 3 components), personality characteristics (with 9 components), classroom management (with 5 components), teaching skills (with 10 components), supervision and monitoring (with 5 components), and evaluation (with 5 components) which a model of effective teacher was designed according to this basis. On the other hand, 2 components in personality characteristics dimension, 2 components in classroom management dimension, 2 components in teaching skills dimension, 3 components in evaluation dimension, 1 component in competences dimension, and 4 components in supervision and monitoring dimension were in common among the proposed model and upper documents; besides, 5 components related to competences, lesson study dimensions with 2 components, and educational fields with 2 components were including differential aspects among the proposed model and upper documents.
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