action-oriented learning

The goal of this research was to identify the components of effective teaching the field of educational administration. The research was conducted using a qualitative method with a Phenomenography approach. Data were collected through triangulation, including: observation of classrooms, a semi-structured interview with 14 professors in the field of educational administration who participated in the research with the intensity sampling method and study syllabus was approved by the Ministry of Science, Research and Technology. The data were analyzed using qualitative content analysis. To determine the validity of the data, in addition to the triangulation technique, three curriculum experts checked the data and confirmed their validity. The findings showed that the teaching method of the specialized courses of the master's degree in educational administration is mostly theoretical, not practice-oriented, and the students are not involved in the subject. Effective teaching components were categorized into 7 categories: The importance of teaching educational administration, teaching in the dialogue method in practice, the learner involved in teaching and learning, educational technology as a teaching partner, network-oriented content, the class as a learning cafe and systematic view of teaching components. The findings showed that effective teaching in the field of educational administration requires moving beyond the classroom. Therefore, it is suggested to rewrite the content of the field of educational administration focusing on the presence of students in educational environments.