Reflection on the Individual Capabilities of Teacher Educators based on the Perspectives of Teacher Educators in Iran and Canada
Notice bibliographique
Résumé
The study and reflection on the individual capabilities of teacher educators are of special importance due to the role that educators play in education of the students, producing knowledge, and contributing to social development and transformation. This subject was explored from the perspective of experienced teacher educators in the field of teacher training, based on a qualitative research design with a phenomenological approach. Participants in this research were purposefully selected based on three criteria: teaching experience in teacher education, professorial rank for Canadian educators, and two decades of teaching experience for educators at Farhangian University, considering the diversity of groups. A total of 18 educators from Iran and Canada were selected. Data collection was based on individual and semi-structured interviews using open-ended questions. The data obtained from the interviews were analyzed based on analytical induction. Seven areas of individual capability were inferred from the data analysis. The areas of motivation and professional commitment, strategic nature, and personal characteristics were emphasized more than other capabilities by both groups of participants, covering a wide range of individual capabilities. Strategic action, motivated by professional commitment and relying on personal capacities in interaction with cognitive abilities, introspection, communication, collectivism, and reflective action operates. Comparing the findings of the two groups of educators showed that despite geographical and cultural differences, there are common professional concerns in the field of individual capabilities of teacher educators, but their manifestation is influenced by the cultural context of the work environment. Farhangian University educators focus on professional roles with a duty-oriented approach, while Canadian teacher educators focus on professional identity with a problem-finding and independent approach. The findings of this research can be considered in designing curriculum of educator education and in developing indicators for promoting educators.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».