نشریه توسعه حرفه ای معلم
سال نهم شماره 4 (پیاپی 34، زمستان 1403)

Knowledge of educational content is important to help students to implement motor skills and instructors to help students. The purpose of this study was to examine the effect of educational content knowledge on the performance of fourth graders in table tennis forehand and selective attention. 

For this study, 40 students with an average age of 10.73 and a standard deviation of 1.12 were randomly selected and divided into two groups of experimental and control groups (N=20). The experimental group received instruction on table tennis forehand skills from a teacher for 6 sessions lasting 90 minutes each. The teacher then participated in a six-hour workshop and taught the same skills to the control group. The test included accuracy in table tennis forehand performance and the Stroop test.

The results indicated that the effect of the test and test*group was significant for both variables. While there was no initial difference between the groups in the pre-test, the post-test and retention results showed that the experimental group outperformed in both variables compared to the control group.

These findings suggest that content knowledge workshops can enhance the performance of learners. Therefore, implementing such workshops in sports and physical education can be beneficial.

Understanding the different reactions of teachers to students' misbehavior has always been a topic of discussion among educational environment experts. However, the lack of research in the field of teachers' reactions to this misbehavior from the students' perspective was evident in domestic and foreign studies. Therefore, the present study aimed to investigate students' perception of teachers' reaction to their misbehavior in the classroom with a qualitative method and a phenomenological approach with 15 first-year high school students in Kermanshah province in the academic year 1403-1404 using purposive sampling. The data collection tool was a semi-structured interview, and Clark and Brown's content analysis was used to analyze the information obtained. In order to ensure the reliability of the information obtained, the management methods used by the interviewees, non-directional case analysis, and long-term observation and contact in the educational environment were used. For verification, a presupposition-recording sheet was used. Based on the interviews, two main codes of strict and gentle strategies were obtained. Strict strategies included informing parents and administrators, corporal punishment, and gentle strategies included conversational responses, classroom conflict, and negative grades. The results showed that teachers could take steps to reduce student misbehavior by communicating well and engaging students in classroom activities and their perception of justice

Teachers are regarded as the most crucial pillar of the educational system. In our country, their performance must align with Islamic values. Therefore, the purpose of this study was to identify and validate the expert teacher model based on Islamic values.

The research method was a combination of sequential exploratory types. In the qualitative phase, the statistical population included relevant texts and studies, and in the interview phase, there were experts from Farhangian University and education office in the western provinces of the country, who were selected according to purposive sampling until theoretical saturation (N=16). The statistical population of the quantitative phase consisted of all first and second-grade high school teachers in Sahneh City (N=220), of whom 136 teachers were selected using the purposive sampling method (available) and answered the questionnaire. The data collection instrument in the qualitative phase was a semi-structured interview, and in the quantitative phase, a researcher-made questionnaire with 50 close-ended items. Thematic analysis method was used in the qualitative phase and confirmatory factor analysis in the quantitative phase to analyze the data.

The results of the semi-structured interviews showed that the expert teacher model based on Islamic teachings has 50 indicators and 15 components in three dimensions: knowledge, attitude, and behavior. Additionally, the proposed expert teacher model was validated using confirmatory factor analysis methods.

Given the urgent need for an elite and influential workforce for national development, the presence of expert teachers who are knowledgeable in contemporary science, possess deep beliefs about Islamic foundations, and serve as effective role models are essential.

The teacher is the main focus of classroom management and by establishing communication with students, can play an effective role in their psychological and social development. One of the dimensions of this development is students’ academic self-efficacy. The present study aimed to investigate the relationship between teachers, professional role in classroom management style and social support network with students’ academic self-efficacy.

The present study was descriptive-correlational and applied in terms of purpose. The statistical population of this study is all teachers and students of the first secondary schools for boys in Bijar city in Academic year 1401-1402, with 2761 students and 150 teachers. The statistical sample size was based on the Krejci and Morgan (1970) table, using multi-stage cluster sampling method for 339 students and simple random sampling method for 113 teachers. The data were collected using the classroom management style questionnaire (Wolfgang & Glickman, 1986), the social support questionnaire (Wax Phillips et al., 1986), and the academic self-efficacy questionnaire (Jinks & Morgan, 1999). To examine the hypotheses, T-test, Pearson correlation, and multiple linear regression were used using SPSS version 16.

The results of the study showed that there is a direct significant relationship between the variables of social support and classroom management and self-efficacy, and also a significant and positive correlation was observed between the criterion variables and the predictor variable at the P≥0.05 level. The results of the regression analysis showed that the predictor variables of social support and classroom management with a regression coefficient of 0.19 and a standard regression coefficient of 0.43 can significantly predict academic self-efficacy. Classroom management with a beta statistic of 0.33 has a greater contribution to predicting academic self-efficacy.

Considering the relationship between social support and teachers’ classroom management and self-efficacy, necessary planning should be done to create a safe, supportive, and dynamic environment to make the classroom effective and improve students' academic self-efficacy.

The purpose of this study was to understand the professional actions of teachers and their responsibilities in different social environments.

The research was conducted using the Grounded theory method. Based on the Grounded theory, the statistical population was selected from teachers, professor-teachers and education experts using available sampling. The final sample consisted of 11 people.

As a result of coding, the teacher's professional social responsibility as a central phenomenon was affected by various factors such as the teacher being an authority, an agent of the official system, moving from a job role to a professional role and multiple responsibilities. This phenomenon has had different intensity and severity and limits and loopholes in the context of structural changes and technologies of each time. As a result, it was found that teachers act on their social responsibilities by considering or controlling interfering conditions such as welfare conditions or evaluating the responsibilities of other actors such as the official system. The understood strategy for teachers' action was conceptualized as honest and realistic action.

Also, the consequences of improving the status of teachers in the field of discourse and belief, improving the welfare of teachers, reducing costs through culture building, forming mutual trust, strengthening the bond between the society and the institution of education and public awareness, the official system and the teacher was conceptualized in relation to each other's rights, expectations and assignments.

Lack of competence in teachers leads to reduced self-confidence and decreased productivity. The objective of this study was to develop a model of the necessary professional qualification for teachers in multigrade classrooms.

This study utilized a qualitative approach, employing a meta-synthesis strategy and content analysis method. Research was conducted within the realm of professional qualifications for teachers in multigrade classrooms in primary schools between the years 2010-2023. Documents were selected using a census method, with a purpossive sampling technique resulting in 33 selected items based on the Prisma checklist. Data collection was continued until information saturation was achieved. The validity of the findings was confirmed through multivariate analysis and kappa coefficient. Maxqda version 24 was utilized for document analysis, open code extraction, and final code classification.

The model's key components include: moral competence,communication, competence, subject-specific educational knowledge-based competence, subject-specific knowledge competence, educational competence, self-professional development competence, behavioral competence, biophysical competence, political competence, personality competence, emotional and attitudinal competence, religious-belief competence, general knowledge competence, cultural and social competence, educational management and leadership competence.

 The professional qualification model for multi-grade teachers has 15 components that are appropriate for the current needs of the teaching profession in multi-grade classrooms.