Designing a Comprehensive Professional Competency Model for Multi-Grade Teachers: A Meta-Synthesis Study
محورهای موضوعی : Islamic Education
Fatemeh Tahmasebi
1
,
سید احمد هاشمی
2
,
Ali Asghar Mashinch Beshman
3
,
Shahriar Ahmadbeigi
4
,
عباس قلتاش
5
1 - Department of Educational Sciences, Lamerd Branch, Islamic Azad University, Lamerd, Iran
2 - استاد تمام گروه علوم تربیتی، واحد لامرد، دانشگاه آزاد اسلامي، لامرد، ايران
3 - Department of Educational Sciences, Lam.C, Islamic Azad University, Lamerd, Iran
4 - Ph.D. in Educational Management Lecturer at the University of Applied Science and Technology
5 - Associate Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
کلید واژه: Professional Competencies Model, Professional Competencies, Multi-Grade Classrooms,
چکیده مقاله :
The aim of the research was to design a model of professional competencies for multi-grade classroom teachers. The research method was meta-synthesis using the Sandelowski and Barroso model. The research domain in the qualitative section included articles published in reputable journals and theses related to the professional competencies of multi-grade classroom teachers, published quantitatively, qualitatively, or mixed-methods between2010-2023, which were presented descriptively or by providing a model. Documents were selected through purposive sampling. The criteria for document entry into the meta-synthesis process were thematic relevance, inclusion of research keywords, methodological quality, and comprehensiveness of data; the sample was judged and selected in a two-stage screening process considering the PRISMA checklist and exclusion criteria; 33 studies that, based on researcher consensus, addressed more than 80% of the checklist items entered the systematic review. For document analysis, extraction of open codes, and final classification of codes, Maxqda24 software was used. Using the Sandelowski and Barroso model, the researcher presented a comprehensive model of professional competencies for teachers in multi-grade classrooms. Data validity was confirmed using credibility and transferability techniques through researcher self-review, data triangulation, and Kappa coefficient. The main components of the model include: 1. Ethical Competence, 2. Communicative Competence, 3. Mastery of Pedagogical Content Knowledge, 4. Mastery of Subject Matter Knowledge, 5. Educational Competence, 6. Self-Professional Development Competence, 7. Behavioral Competence, 8. Physical-Biological Competence, 9. Political Competence, 10. Personality Competence, 11. Emotional and Attitudinal Competence, 12. Devotional-Belief Competence, 13. General Knowledge Competence, 14. Cultural and Social Competence, 15. Educational Management and Leadership Competence.
The aim of the research was to design a model of professional competencies for multi-grade classroom teachers. The research method was meta-synthesis using the Sandelowski and Barroso model. The research domain in the qualitative section included articles published in reputable journals and theses related to the professional competencies of multi-grade classroom teachers, published quantitatively, qualitatively, or mixed-methods between2010-2023, which were presented descriptively or by providing a model. Documents were selected through purposive sampling. The criteria for document entry into the meta-synthesis process were thematic relevance, inclusion of research keywords, methodological quality, and comprehensiveness of data; the sample was judged and selected in a two-stage screening process considering the PRISMA checklist and exclusion criteria; 33 studies that, based on researcher consensus, addressed more than 80% of the checklist items entered the systematic review. For document analysis, extraction of open codes, and final classification of codes, Maxqda24 software was used. Using the Sandelowski and Barroso model, the researcher presented a comprehensive model of professional competencies for teachers in multi-grade classrooms. Data validity was confirmed using credibility and transferability techniques through researcher self-review, data triangulation, and Kappa coefficient. The main components of the model include: 1. Ethical Competence, 2. Communicative Competence, 3. Mastery of Pedagogical Content Knowledge, 4. Mastery of Subject Matter Knowledge, 5. Educational Competence, 6. Self-Professional Development Competence, 7. Behavioral Competence, 8. Physical-Biological Competence, 9. Political Competence, 10. Personality Competence, 11. Emotional and Attitudinal Competence, 12. Devotional-Belief Competence, 13. General Knowledge Competence, 14. Cultural and Social Competence, 15. Educational Management and Leadership Competence.
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