Identifying the dimensions of research excellence of teacher education faculty members in the shadow of teacher-centered research by explaining the current situation in a mixed exploratory method

Document Type : Original Article

Authors

1 Graduated in Political Studies of the Islamic Revolution, (Teacher at Farhangian University), Future Studies major, Shahed University

2 PhD in Educational Management and Lecturer at Farhangian University - Karaj - Iran

Abstract

Research-oriented teachers are dedicated to producing ideas and benefit more than others from classroom interactions.One of the goals of teacher education programs is to develop teachers with such characteristics. The emergence of research-oriented teachers in teacher training requires a faculty with research wisdom. This study identifies and explains the dimensions of the research growth of faculty members based on teacher-centered research in teacher education.The philosophical framework of the research is based on a pragmatic approach,employing a mixed exploratory method. The qualitative data collection relied on semi-structured interviews with knowledgeable experts, analyzed through open and axial coding. To ensure validity, content validity ratios (CVR: 0.44) and content validity indices (CVI: 0.88) were confirmed. A three-way adjustment approach led to the revision of 7 indicators and the removal of 2. Reliability was confirmed with Cronbach's alpha (0.801) and retest (0.871). Ultimately, 52 indicators across 17 components and 6 dimensions entered the quantitative phase.The quantitative section utilized cluster sampling from faculty members (187) and students (220). Confirmatory factor analysis validated the model, revealing 9 null hypotheses confirmed and 8 rejected. The analysis highlighted general skills, action research, lesson research, and narrative research as main dimensions, indicating a lack of research vitality among members.

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Teacher Education Policy
Volume 7, Issue 1
October 2025
Pages 101-125

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History

  • Receive Date: 01 July 2025
  • Accept Date: 22 September 2025

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