نوع مقاله : مقاله پژوهشی
نویسنده
گروه آموزش علوم اجتماعی، دانشگاه فرهنگیان، صندوق پستی 14665-889 تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Background and Objectives:Teachers play a pivotal role in enhancing the teaching and learning processes for student-teachers within teacher education systems. This study aimed to identify and analyze the components of effective teaching faculty in teacher education systems and their impact on improving the professional competencies of student-teachers. Methods: This qualitative study employed a grounded theory approach. Data were collected from the experiences of 27 student-teachers across teacher education campuses in Alborz Province during the academic year 1403. The data analysis was conducted using MAXQDA 24 software and involved a three-stage coding process: open, axial, and selective coding. Ultimately, 124 initial codes were organized into 18 main categories. Findings: The results revealed that faculty effectiveness is influenced by three main categories of factors. Causal factors include personal traits, academic mastery, teaching skills, and classroom management. Contextual factors emphasize positive interactions with student-teachers, understanding their needs, and Cognitive and Affective Aspects of Learning. Intervening factors, such as innovative teaching methods, constructive feedback, and faculty accountability, also play significant roles. Effective faculty members design educational programs based on student-teachers’ needs, foster learning motivation, and empower them, thereby facilitating the enhancement of professional competencies and preparing student-teachers for their future roles as educators
کلیدواژهها [English]
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