Identifying the characteristics of thoughtful teachers from the point of view of teachers and principals of schools in Niriz city

Document Type : Original Research

Authors

1 Master's student in History and Philosophy of Education, Shahid Bahonar University, Kerman

2 Assistant Professor of Educational Sciences Department of Shahid Bahonar University of Kerman

3 Associate Professor of Educational Sciences Department of Shahid Bahonar University of Kerman

4 مدرس دانشگاه فرهنگیان شهید رجایی شیراز

Abstract

Purpose: The purpose of the present study was to identify the characteristics of Fakkur teachers from the point of view of teachers and principals of schools in Niriz city.
Research method: The present research was conducted in the form of qualitative paradigm and phenomenological method. The potential participants of the research were all principals and teachers of primary schools in Niriz city in the academic year of 2001-2012. The method of selecting participants in the research was purposeful (informed people). According to the opinion of the teachers, there were 10 teachers with more than 10 years of experience in management, and according to the opinion of the secondary and elementary experts of Niriz city, The interviews were recorded and analyzed after implementation. The data collection process continued until theoretical saturation was reached. In order to analyze the data, coding was done in three stages of open, central and selective coding. The assurance of the data was done through control by the members.
The characteristics of thinking teachers included the characteristics of effective teaching, enrichment of the educational environment, attention and development of students' thinking, personal characteristics of thinking teachers, constructive evaluation, behavior in the environment and management of classroom processes.

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Main Subjects

The Journal of Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 22 January 2024

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History

  • Receive Date: 07 September 2023
  • Revise Date: 19 December 2023
  • Accept Date: 06 January 2024

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