Eskandar FathiAzar; Yosef Adib; Fereshteh Golparvar
Volume 3, Issue 12 , May 2016, , Pages 47-56
Abstract
Achieving real goals of in-service teachers training is one of the major problems of the educational systems. In Iran, despite many efforts, both direct and indirect evidence about the effectiveness of in-service teachers training do not show an efficient and satisfying results. As expecting to reforms ...
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Achieving real goals of in-service teachers training is one of the major problems of the educational systems. In Iran, despite many efforts, both direct and indirect evidence about the effectiveness of in-service teachers training do not show an efficient and satisfying results. As expecting to reforms in this field by officials and experts is increasing. Accordingly, the purpose of this study was to investigate the teachers' experiences of motivational factors in the quality of in-service primary training. This is the qualitative study with a phenomenological approach. To achieve the research purpose, 20 primary school teachers in Ahar region were selected by purposive sampling method and studied. Research tools include observation, semi-structured interviews, open-answer written questions and review of the conducted investigations related to the topic of this research. The Findings from the teachers' experiences that are based on coded data and extracted themes show we can summarize the important motivational factors in quality of in-service training in four main themes: intrinsic motivation, teacher qualifications, subject characteristics and environmental incentives. Research findings shows the necessity of attention to various factors in the evaluation of in-service training that be considered as the main criteria of quality and efficiency by teachers. Accordance of programs with the teachers’ expectations and needs as the main audience of in-service programs will improve overall efficacy of these programs.
Toraj Hashemi; Fereshteh Golparvar; Eskandar fathiazar
Volume 2, Issue 7 , February 2015, , Pages 27-40
Abstract
This study aimed to determine the effectiveness of Bullying Recognition and prevention Program on teachers' views and beliefs about bullying and their efficacy in classroom behavior management. For this study, 40 of female teachers primary school were selected randomly and assigned to experimental and ...
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This study aimed to determine the effectiveness of Bullying Recognition and prevention Program on teachers' views and beliefs about bullying and their efficacy in classroom behavior management. For this study, 40 of female teachers primary school were selected randomly and assigned to experimental and control groups. In order to measure the research variables, the questionnaire of student social behavior and self - efficacy of teachers were used. The designed program for experimental group with bullying recognition and prevention content, was used in six 90 minutes sessions. Results of multivariate covariance analysis indicated that educational interventions was able to create meaningful changes in the two types of teachers' beliefs about bullying (assertive, normative) and their efficiency in classroom behavior management. Considering that information increase of teachers about bullying and their skill to prevent it has a positive results; the findings of study insists on the necessity of performing preparation courses and professional development for teachers and school counselors to properly deal with students' behavior problem and that can be effective in designing the content of in-service programs for teachers.
