روانشناسی یادگیری
leila CheraghMollaei
Abstract
Analyzing SHAHAB program Provincial Teacher Training Course and it`s Evaluation between 2014-2016. Abstract This study has two objectives: Design the model and Monitoring Identifying and employing top talent program Provincial Teacher Training Course . In the first step, models and indicators for ...
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Analyzing SHAHAB program Provincial Teacher Training Course and it`s Evaluation between 2014-2016. Abstract This study has two objectives: Design the model and Monitoring Identifying and employing top talent program Provincial Teacher Training Course . In the first step, models and indicators for assessing the quality of educational courses were studied. Then in the second step, measures were compared and categorized. In the third step, a questionnaire was designed And used .In the fourth step, using a questionnaire designed, evaluated the course of 93-94 and 95 years. Data were analyzed with quantitative and qualitative method. The results showed that the scientific content, quality learning environment and teaching faculty has improved in Training course of 95. Qualitative analysis of the responses showed that A training session needs to be improved. In the end, it was introduced suggestions in this area. Key Words: Monitoring and Evaluation, Teacher Training, Identifying and employing top talent program
Majid Mahmoodi Mozafar
Abstract
This study examines the effectiveness of Tusi’s moral education approach on teachers' attitudes in the moral education process of elementary school students. The research method was quasi-experimental in which pretest-posttest design was used for experimental and control groups. The statistical ...
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This study examines the effectiveness of Tusi’s moral education approach on teachers' attitudes in the moral education process of elementary school students. The research method was quasi-experimental in which pretest-posttest design was used for experimental and control groups. The statistical population included elementary school teachers of Region 2 of Tehran. Sample group including 30 people in the experimental group and 30 people in the control group were selected randomly from subsidiary schools in Region 2 of Tehran. The measuring instrument was attitude measuring questionnaire developed by researchers inclusive of 30 questions with 5-point Likert scale which its reliability was 84.0 based on the retest score and was 85.0 based on Cronbach's alpha. The teachers attended in 8 4-hour training sessions in the form of a workshop. While understanding the attitude, they learned designing lesson plans skills based on the moral education of Tousi. The results showed that cognition and approaches design skills influence on change the human attitude in the process of moral education.
Manizheh Geravand; Abbas Abbaspour
Volume 8, Issue 24 , July 2012, , Pages 100-120
Abstract
This study aims to compare the competence of teacher-training graduates and contractual teachers from the perspective of guidance-school principals of Tehran city. The research method was a descriptive survey, and its tool was a questionnaire designed on the basis of Likert scales. The sample selected ...
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This study aims to compare the competence of teacher-training graduates and contractual teachers from the perspective of guidance-school principals of Tehran city. The research method was a descriptive survey, and its tool was a questionnaire designed on the basis of Likert scales. The sample selected through random sampling method was all guidance-school principals of districts 4, 8 and 13 of Tehran city. According to Morgan table, 92 out of 120 principals were finally selected to represent the main sample. The data were analyzed using the descriptive statistics (mean, standard deviation and so on) and inferential statistics (independent t-test). The reliability was calculated by Cronbach's alpha coefficient as 0.80. The results suggested that there was a significant difference between the teacher-training graduates and contractual teachers. Regarding the five indicators of competence, there was also a significant difference in scientific knowledge, experience, interaction and collaboration and satisfying teaching and no significant difference in accountability between the teacher-training graduates and contractual teachers.
