Zahra Rahimi; Zohreh Nazari Moghaddam
Abstract
The present study was conducted to analyze primary school teachers' lived experiences regarding the challenges of math lesson evaluation in virtual education. In terms of its purpose, this study is an applied research and used the phenomenological (qualitative) method to collect and analyze data. The ...
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The present study was conducted to analyze primary school teachers' lived experiences regarding the challenges of math lesson evaluation in virtual education. In terms of its purpose, this study is an applied research and used the phenomenological (qualitative) method to collect and analyze data. The data collection tool is a semi-structured in-depth interview, and the participants in this study are primary school teachers in the southern cities of Tehran province (Islamshahr and Shahryar) who have experience in teaching mathematics online. Therefore, the purposeful sampling method was used to select the study sample. The data reached saturation in the 26th sample; But for more certainty, the interview was continued to 33 participants and the obtained data was analyzed using Granheim and Lundman analysis method. The findings of this study indicate that primary school teachers emphasize formative evaluation for the assessment and evaluation of math lessons. The evaluation challenges of this course include 7 general themes of cheating, problems related to teachers' professional knowledge, problems related to students, facilities, and equipment, problems related to question design, problems related to parents, and inappropriate expectations. Problems related to students, the phenomenon of cheating, and the non-cooperation of parents are among the challenges that teachers have faced during face-to-face education, but virtual education has led to the aggravation of these problems.
Aliaskar Lajmorak Moradi; Gholamhosein Rahimidoost; Sakineh Shahi
Abstract
This study aimed to evaluate the empowerment courses among nomads elementary school teachers. In sampling method using Morgan Table 110 out of 152 Izeh elementary school teachers were selected. In qualitative section a purposeful sampling method was used and 15 teachers who have mostly participated in-service ...
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This study aimed to evaluate the empowerment courses among nomads elementary school teachers. In sampling method using Morgan Table 110 out of 152 Izeh elementary school teachers were selected. In qualitative section a purposeful sampling method was used and 15 teachers who have mostly participated in-service classes in 2011-14 as well as education officials were selected for interview. The data collection instruments were a questionnaire and interviews. Research findings indicate that the strengths and weaknesses of these courses are: strengths include increased knowledge, increased skills, increased attitudes, familiarity with new information and teaching skills, collaborating with each other, exchanging ideas and use of strategies to better manage classes; weaknesses include short hours of courses and their holding in classes, lack of instructional media, the implementation of courses at inappropriate time, the mismatch of courses with the educational needs of nomadic teachers, the scientific weakness of instructors, the weakness of the content presented in the courses in terms of being up to date. The results indicated that learners have shown a relatively satisfactory response to instructional courses.
