Identify professional needs associated with the teaching of faculty members and Teachers at the Farhangian University

Document Type : Original Article

Authors

1 Instructor, Department of Educational Science, University of Farhangian

2 PH.D Student of Educational Management, University of kharazmi, Tehran

3 Assistant Professor of Educational Management, University of Ferdowsi, Mashhad

Abstract

This study aimed to identify the educational needs of the teaching faculty professional development, cultural, exploratory mixed method has been done. In the qualitative sample of 12 patients were selected through purposive sampling through focus groups and semi-structured interview process was conducted in 6 sessions. After identifying the skills and concepts in a small section of the questionnaire were evaluated. In this section, samples consisted of faculty departments (education, math, literature, counseling, English, chemistry, physics, physical education, theology, biology) And provinces (Khorasan, North Khorasan, South Khorasan, Kermanshah, Isfahan, Tehran, Hamedan, Kurdistan, Kohgiluyeh and Boyer Ahmad, Golestan) University teachers in the number of 1360 people were Of which using Cochran Formula 300, stratified random sampling were selected as sample. Its validity was confirmed by a number of education experts And the reliability of the initial implementation on a sample of 30 was determined using Cronbach’s alpha coefficient The coefficient for the questionnaire teaching, to teaching, the teaching, teaching evaluation, technological and other skills, respectively, 0/727, 0/757, 0/814, 0/818, 0/837 and 0/762 respectively Is, Descriptive statistics were used to describe data and to assess the need for training, the importance factor As well as the differences between demographic characteristics in terms of the need for training of inferential statistics were used. The results showed that teaching skills in the categories of scientific expertise in the field with 52/3 percent, the skills taught in the categories of theories of learning to 54/1 percent And scoping and planning with 35/3 percent, in addition to teaching skills appropriate to the subject matters proposed method with 65% Time Management with 61/2, class power management and leadership 55/4, technological skills in the categories of software training video production with 61/4 percent, domain software content 58/7, teaching methods systems with 56/6, ICDL with 55/7, Production of multimedia training software 54/4 And the software provided with 53/4, in other skills needed in the field of English language teaching has been reported with 55/6 percent.

Keywords

References

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History

  • Receive Date: 18 June 2017
  • Revise Date: 13 June 2018
  • Accept Date: 30 November 2017

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