درخت حوزه‌های تخصصی

This study attempted to examine the extent to which university instructors contributed as obstacles or facilitators to developing critical thinking skills in undergraduate, graduate, and doctorate students. To this end, six university classes, two classes from each of the above-mentioned programs, were selected randomly from the Department of Foreign Languages and Linguistics in a State University. The corpus of the study was collected via video recordings during a semester. Vygotsky’s (1978) sociocultural theory was utilized to interpret the data. The results revealed that instructors in BA and one of MA classes were facilitators of critical thinking skills, while those in the other MA class and both Ph.D. classes acted more as obstacles to such skills. This finding contradicted the expectations of the researcher who, based on Fisher’s (2005) arguments, believed that thinking skills should be more developed at tertiary levels by instructors, particularly as one moves from bachelor to master and doctoral levels, which are more about frontiers of knowledge. The implications of the study pointed to the vital role of the university instructors in promoting thinking skills by decreasing interruptions, increasing wait-time, asking referential questions, and using selective repair.

Purpose : This aim of present research was designing an effective professional ethics model in training from the perspective of heads and deputies of education of Tehran province. Methods : This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in both qualitative and quantitative sections was the heads and deputies of education in 2019-20 academic years. The research sample in the qualitative section according to the theoretical saturation principle was 40 people who were selected by purposive sampling method and in the quantitative section according to Cochran's formula were 230 people who were selected by multi-stage cluster sampling method. The research instruments were the semi-structured interview and a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed with using methods of open, axial and selective coding, exploratory factor analysis and structural equation modeling in SPSS and LISREL software. Finding : The results of both qualitative and quantitative sections showed that effective professional ethics in training had 40 indicators and 9 components including self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society. Also, the effective professional ethics model in training had a good fit and all 9 components had a significant effect on the mentioned model (P <0.05). Conclusion : According to the results, planning to improve the effective professions ethics in education is necessary by experts and planners. As a result, they can enhance the components of self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society

This research investigated the effect of using the reverse-learning approach on academic goal-oriented and lifelong learning of teacher students of Farhangian University. This is an applied research using a quasi-experimental research method. The research design was pre-test and post-test with the experimental and control groups. The population of this research included all teacher students of Farhangian University who were studying in the academic years 2018 and 2019. A cluster randomized two-stage random sampling method was used to collect the sample. At first, a pre-test of educational goal-orientation and lifelong learning was administered in both groups and after the implementation of the course at the end of the first semester, both groups were subjected to the post-test. To analyze the data, descriptive statistics including mean and standard deviation and inferential statistics, multivariate analysis of covariance analysis were used. Findings of the study showed the effectiveness of reverse education compared with the traditional method on academic goals and lifelong learning.