As teacher competencies and skills play a major role in their performance and thus the achievement of school and educational goals, teachers need to equip themselves with a variety of competencies to educate children who are potentially future leaders of the community. In this context, the present study aimed to find the correlation between each of the main dimensions of professional competencies and the main components of Teacher Development (TD) in elementary schools. The study designed an applied research and used a survey method. The statistical population includes all primary school teachers in Isfahan province (N = 1150). Using a multi stage and proportional cluster sampling method, the sample size was 94 teachers. Data were collected by studying literature, interviewing experts and a questionnaire. The data were analyzed using correlation test and Analytical Network Process (ANP) technique using SPSS and Super Decisions software. The results of the research show that the dimension “skill” has the greatest impact on TD, and the dimensions “attitudes and behaviors”, “personality traits”, “knowledge” and “ability” are respectively in the second to fifth grades, as the most relevant dimensions of professional competence in primary school TD.
Author(s) Details –
Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
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According to conception of cultural and historical development, motives represent essential structural component of any kind of activity. Learning at school is a kind of collective joint activity according to activity theory. Motives might be conformed and evaluated during learning process as its essential element. Different motive might be acquired during interactions within learning process. Pupils might share their motives, but also might present differential variants of combinations of types motives: external and internal motives. The objective of this chapter is consideration of formation and assessment of motives of pupils. The authors propose the qualitative way of analysis of the sphere of motives by specifically organized interview with teachers and parents. The procedure of interactive drawings with pupils is proposed as a new and original way for analysis of motives. The study was accomplished in a private school in the Puebla city, Mexico, with the pupils of the third grade of primary school. The results show the presence of both external and internal motives in pupils. External motives can be divided into three groups: motives, which support the learning process, motives, which are indifferent to the learning process and motives, which become serious obstacles for cognition. Different strategies of analysis of the motives permit to understand better participation of different factors in conformation of the sphere of motives at school age. The data of the study have pointed out that the methods of qualitative assessment permitted to obtain important information about the sphere of motivation of pupils for learning activity as internal motives of learning activity. Other motives were external and were related to diverse external aspects of school live as friends, classroom, kindness of the teacher, playing games and so on. Positive external motivation is the predominant type of school motivation within included population of the third school grade of private primary school. Three initial years of education at primary school are not enough for formation of internal motives of study. At the same time, it is possible to observe that positive attitude of parents and teacher may influence on positive motives of the pupils. In all observed cases, we may conclude the presence of positive motivation of children. The motivation of the pupils was external and internal types. The motivation of the teacher was academic and internal. The motivation of the parents was positive of both external and internal types, exactly as the children. We might conclude that system of teaching based on activity theory is capable of introducing of initial positive motivation in pupils and teacher therefor it is possible to expect gradual changes of children’s motivation into profound internal interest for future studies.
Program in Educational
Sciences, Iberoamericana University, Puebla, Mexico.
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View Volume: https://doi.org/10.9734/bpi/pass/v1