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Designing a Model for the Islamic-Iranian Skill Acquisition in the Secondary Schools of the Country | ||
| پژوهش در مسائل تعلیم و تربیت اسلامی | ||
| Article 2, Volume 26, Issue 41, February 2019, Pages 29-66 PDF (843.99 K) | ||
| Document Type: Original Article | ||
| Authors | ||
| Shahryar Moradi Dehaghi* 1; Abbas Abbaspour2; Hamid Rahimian3; Hasan Malaki4; Mahboubeh Khosravi5 | ||
| 1Ph.D. candidate of educational management, Allameh Tabatabaei University | ||
| 2Corresponding author: associate professor of educational management, Allameh Tabatabaei University | ||
| 3Associate professor of educational management, Allameh Tabatabaei University | ||
| 4Full professor at the Department of Educational Planning, Allameh Tabatabaei University | ||
| 5Assistant professor at the Department of Educational Management, Allameh Tabatabaei University | ||
| Receive Date: 24 October 2018, Revise Date: 02 January 2019, Accept Date: 02 January 2019 | ||
| Abstract | ||
| This research is intended to design a model for the Islamic-Iranian skill acquisition in the secondary schools of the country. The research employs Strauss and Corbin (1997) paradigmatic approach using grounded theory through qualitative method. The statistical population of this study includes all scholars, experts and managers having experience in one of the fields of formal (education) or informal (technical and professional organizations) skill learning. Considering research approaches, the main focus was on experts familiar with the issues relating to teaching skills in high schools, which ended in 17 purposefully selected experts based on snowball strategy for conducting unstructured deep interviews. Data analysis was conducted simultaneously through the use of open, selective, and theoretical coding. The results indicated that “the students’ basic and non-technical skills and competencies, as well as their technical and occupational skills, professional training based on skills and competency, promoting Islamic and Iranian values of the job, flexibility against changes, and specialism of education," are all focal points or core aspects. Components of the quality of teaching and learning include considering meritocracy and selection of the talented, having special approach and strategy for teaching skills, presence of skilled and efficient teachers, specialization, futurism and future studies, and the quality of teaching and learning, which are considered as causal factors that play active roles in teaching and learning. If these components are not provided, training will not take shape. The most important strategies selected for this research contain cultural orientation, transformation of curriculum, transformation of learning environments, evolution of measurement and evaluation methods, evolution in textbooks and content of the materials, hygiene and safety of practice, infrastructures and equipment, international cooperation of education and research, needs analysis, and funding. The context of the current research requires the following categories: attention to culture and social situations, organizational structure, motivation to support changes, and change in performance management. The categories of legal constraints and challenges, lack of loyalty and commitment to learning skills, and the problems of teaching skills, are considered as paradigmatic interventional conditions. This research can bring about progress and employment. | ||
| Keywords | ||
| skills; skills training; employment; Islamic model of progression; theory of data base | ||
| References | ||
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