:: Volume 34, Issue 2 (8-2018) ::
QJOE 2018, 34(2): 9-30 Back to browse issues page
A Standard Model for Measuring Professional Competencies of Teachers in the Islamic Republic of Iran
S. Askari Matin , G.R. Kiyaani, Ph.D.
Abstract:   (613 Views)
A Standard Model for Measuring Professional Competencies of Teachers in the Islamic Republic of Iran
 
S. Askari Matin*
G.R. Kiyaani, Ph.D. **

 
Professional development and learning for teachers is an effective approach to guaranteeing the quality of output in educational systems. Such an undertaking could lead to higher levels of competency among teachers as an important intermediary goal. To develop a standard model to measure professional competencies of teachers 16 national, international, and scientific documents were perused for basic concepts, themes, and subjects, leading to a set of 7 areas, 33 main domains, and 158 indices of competency named “standard model for measuring professional competencies of teachers in I.R. Iran”. The seven areas are: planning and preparation for teaching, planning and designing for learning, management of learning environment, effective teaching, organizational responsibility and professional development, social capital and cultural activity, and spirituality, morality, and believe in God. This model can fulfill the need for making policies and preparing instruments compatible with the current conditions, as well as theoretical and practical considerations in the I.R. Iran.
 
Keywords: model, measurement, teacher training, professional competency, metasynthesis, I.R. Iran
 
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Date received: May, 16, 2017                  Date accepted: Jan. 13, 2018
*Doctoral Student in Teaching English, Tarbiyat Modares University, matin.sa@gmail.com
**Associate Professor of Teaching English, Tarbiyat Modares University, (Corresponding author), kiany_gh@modares.ac.ir
Keywords: model, measurement, teacher training, professional competency, metasynthesis, I.R. Iran
Full-Text [PDF 1534 kb]   (645 Downloads)    
Type of Study: Research | Subject: General
Received: 2017/05/16 | Accepted: 2018/01/13 | Published: 2018/07/23


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Volume 34, Issue 2 (8-2018) Back to browse issues page