Document Type : Research Paper
Authors
1 Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran.
2 Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
3 Instructor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
Abstract
The purpose of this study is to examine the professional competencies of inexperienced teachers through their actual teaching experiences, in great detail. The participants were selected from new teachers who recently graduated from Farhangian University. participants were selected purposively. This research used a grounded theory approach, with a classical and comparative data analysis approach. data was initially analyzed using exploratory coding with MAXqda, data was first analyzed by standard-comparative and then by inductive-exploratory method. In this research, the concept of competence was adapted from the document of Fundamental Evolution of Education. Also, four components of competencies were extracted, including content knowledge, pedagogical knowledge, practical model, and religious knowledge. Ultimately, some aspects such as systemic, interactive, attitudinal, cognitive, and skillful aspects were extracted from the undergraduate theses based on the components mentioned above. The results of this research indicate that new teachers have effectively achieved all aspects of professional competencies, especially in the skillful aspect. Also, they achieved one component of the major components of instructional design, that is "analysis". In terms of content knowledge competencies, new teachers only achieved the systemic aspect. Unfortunately, they didn’t gain other levels of competencies. It was also found that the novice teachers in this study lack the content knowledge and skills in their professional field.
Keywords
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