Compilation and Validation of The Evaluation Package of Cognitive Functions of Applicants to Enter The Education System

Document Type : Research

Authors

1 Professor, Department of Educational Psychology, Faculty of Education and psychology, AlZahra University, Tehran, Iran.

2 Ph.D. Student in Educational Psychology, Faculty of Educational Sciences and Psychology, AlZahra University, Tehran, Iran.

Abstract

The purpose of the current research was to identify effective cognitive functions in the teaching profession and to propose a set of cognitive tools for the timely assessment of candidates entering this profession. Considering the importance of cognitive skills in all recruitment tests, performing cognitive evaluations on candidates entering this profession can provide indicators based on the benefits of these people from the basic and necessary capabilities of this job. In the current research, with a descriptive-exploratory nature and within the framework of the Qualitative-Delphi method, after conducting semi-structured interviews with experts and experts in the field of education and training, the initial conceptual model of the cognitive functions required by the professional competencies was designed. In the next step, the dimensions of this model and the behavioral indicators extracted from the interviews were discussed verified, and ranked (weighting) in expert panels. In the end, a conceptual model with four components of communication, planning, decision-making, and problem solving along with specific behavioral indicators as cognitive prerequisites for the target competencies in the teaching profession and then along with the basic executive functions to identify The purpose of choosing cognitive evaluation tests. Experts approved the final evaluation package in terms of content validity. The results of this study will have practical implications for education specialists and especially policymakers in the process of recruitment and selection of human resources in education.

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References

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