Assistant Professor, Department of Psychology, Shahid Ashrafi Esfahani University, Esfahan, Iran.
10.48310/edup.2026.24110.1494
Abstract
Background and Objectives: Teachers' social participation in teacher education policy-making is, beyond a democratic necessity, a necessary condition for the continuation and realization of educational innovations. However, the lack of social skills among teachers prevents them from playing their professional role in decision-making structures. This article aims to explore the nature of the basic skills of social participation in teacher education policy-making. Method: This research was conducted qualitatively using the phenomenological method. The research population consisted of teachers, for which a purposive sampling method of a quantitative type was used, and interviews were conducted with 13 participants in the research until saturation. Then, the Claise seven-step method was used to analyze the data. Findings and Conclusions: The basic skills of participation in teacher education: cognitive (information literacy and policy research, technological knowledge, analysis of teacher education issues and policies, creative learning , problem-solving skills in teacher education policymaking), emotional (self-control and emotional regulation , sensitivity and understanding of values , research spirit in policy issues, tendency to teamwork and collective participation, self-esteem and professional self-confidence ), and behavioral (critical thinking about teacher education policies, metacognitive skills, self-direction and initiative, social and professional responsibility, listening and conversation skills, technological literacy).
Mousavi, S. (2026). A phenomenological exploration into determining the basic skills of teachers' social participation in teacher education policymaking. Teacher Education Policy, 8(2), -. doi: 10.48310/edup.2026.24110.1494
MLA
Mousavi, S. . "A phenomenological exploration into determining the basic skills of teachers' social participation in teacher education policymaking", Teacher Education Policy, 8, 2, 2026, -. doi: 10.48310/edup.2026.24110.1494
HARVARD
Mousavi, S. (2026). 'A phenomenological exploration into determining the basic skills of teachers' social participation in teacher education policymaking', Teacher Education Policy, 8(2), pp. -. doi: 10.48310/edup.2026.24110.1494
CHICAGO
S. Mousavi, "A phenomenological exploration into determining the basic skills of teachers' social participation in teacher education policymaking," Teacher Education Policy, 8 2 (2026): -, doi: 10.48310/edup.2026.24110.1494
VANCOUVER
Mousavi, S. A phenomenological exploration into determining the basic skills of teachers' social participation in teacher education policymaking. Teacher Education Policy, 2026; 8(2): -. doi: 10.48310/edup.2026.24110.1494
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