Survey of the extent of applicability of the university teaching methods in teacher training system of Iran

Document Type : Original Article

Authors

1 PhD. in Curriculum Planning and Lecturer in Farhangian University.

2 Faculty Member of Farhangian University

Abstract

This study aimed to explore at the extent of applicability of the university teaching methods in teacher training system of Iran. This study is carried out by survey method and through questionnaire. The research population is chosen from Farhangian University professors. Because of the need to instruction and interaction on the methods of under study, 47 professors are chosen by convenience sampling. Collected data is analyzed through inferential and descriptive statistics of T- test and Friedman ranking method and the qualitative content analysed through inductive coding. The findings indicated that based on the professors view 6 methods out of 13 methods which are under study; namely, collaborative learning model, dialectical teaching, project based teaching, ICT supported teaching, field based teaching, and role playing model enjoyed the desirable applicability in teacher training process. But the other 7 namely, critical teaching, journal club, network based, counselor based teaching, teaching by qualified students, team teaching (multi professor),and lecture teaching did not get desirable applicability. Qualitative analysis of the reasons given by the samples showed that providing a suitable platform for teacher students to interact with each other, implementing curricula like internships, adhering to the principles of education and training, and meeting students’ needs are the most important reasons for the high applicability of related methods. On the other hand, low student motivation, lack of full-time, connoisseur and motivated faculty members, the weaknesses in infrastructure and inherent weaknesses of some methods are among the factors limiting the use of academic teaching methods.

Keywords

References

منابع
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Research in Teacher Education(RTE)
Volume 2, Issue 1
March 2019
Pages 47-70

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History

  • Receive Date: 19 June 2017
  • Revise Date: 19 March 2019
  • Accept Date: 05 May 2018

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