Volume 7, Issue 13 (3-2019)
نظریه و عمل 2019, 7(13): 143-176 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ghorbani S, Jafari S, Sharifian F. (2019). Determining Teachers’ Professional Qualifications in “The Learning Approach to Knowing” and Presenting Executive Strategies for Realization of this Approach: A Mixed-Method Research. نظریه و عمل. 7(13), 143-176.
URL: http://cstp.khu.ac.ir/article-1-2828-en.html
URL: http://cstp.khu.ac.ir/article-1-2828-en.html
Abstract: (8081 Views)
The present study aims at determining teachers’ professional qualifications in “the learning approach to knowing” and presenting executive strategies for realization of this approach. The research employs an exploratory mixed-method research. The population in the qualitative part of the research consists of experts of education and in the quantitative part includes all high school teachers of Districts 2 and 3 of Isfahan. To select participants in both parts, the purposive sampling technique was used; in the qualitative part, 20 experts were employed using the chain purposive sampling method, and in the quantitative part, teachers with MA/MSc and PhD degrees of Isfahan City were selected. To collect data in the qualitative part, semi-structured interviewing technique, and in the quantitative part, a researcher-made questionnaire with 14 scales of professional qualifications for teachers were usedualitative findings were analyzed suing content analysis of interviews, and quantitative findings were analyzed using descriptive and inferential statistics.
Keywords: UNESCO, learning to know, teachers’ professional qualifications, executive strategies for realization.
Type of Study: Research |
Received: 2017/08/22 | Revised: 2019/12/27 | Accepted: 2018/05/6 | Published: 2019/05/31
Received: 2017/08/22 | Revised: 2019/12/27 | Accepted: 2018/05/6 | Published: 2019/05/31
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
