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Volume 5, Issue 2 (JUNE ISSUE 2024)
johepal 2024, 5(2): 111-117 |
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Khatibi M B. (2024). The Prioritized Components of Research Skills and Competencies from the Perspective of Teacher Educators. johepal. 5(2), 111-117. doi:10.61186/johepal.5.2.111
URL: http://johepal.com/article-1-747-en.html
URL: http://johepal.com/article-1-747-en.html
Abstract: (611 Views)
- The study aimed to understand the research skill development needs of faculty members at Teacher Education Universities in Iran; and to inform the design of appropriate faculty development programs.
- The study employed a mixed-methods approach to elicit faculty members' ideas and beliefs about the key research skills they need to develop. The qualitative analysis identified eight main themes related to faculty research skill needs, including understanding research methodology, applying research to practice, data analysis, communication, collaboration, critical thinking, research ethics, and knowledge of the education system. The quantitative results showed faculty valued skills related to research methodology and data analysis the most, while ethical considerations and education system knowledge were the lowest priorities.
- The findings from this comprehensive needs assessment can inform the design of faculty development programs to help teacher education faculty enhance their research skills, improve their teaching practices, and ultimately strengthen teacher education programs. The study highlights the importance of systematically supporting faculty members' research capabilities as a way to raise the reputation and quality of universities.
Keywords: Needs Analyses, Teacher Educators, Faculty Development Program, Research Skills, Perceptions
Type of Study: Research |
Subject:
Special
Received: 2024/02/16 | Accepted: 2024/06/10 | Published: 2024/06/30
Received: 2024/02/16 | Accepted: 2024/06/10 | Published: 2024/06/30
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