Feasibility and identification facilitating / inhibiting Factors competency-based education in chemistry teacher training (Case study: Zanjan province)

Document Type : Research Paper

Authors

1 Department of Chemistry / University of Farhangian / Tehran / Iran

2 Department of Chemistry / Faculty of Sciences / University of Zanjan / Iran.

3 Department of educational science / farhangiyan university / Tehran / Iran

4 Department of Curriculum planning / Faculty of psychology and educational sciences / University of َAllamah Tabatabaei / Tehran / Iran.

Abstract

The purpose of the research is to explanation the competency of chemistry teachers and to identify facilitating / inhibiting factors for competency-based education in chemistry teacher training. Research in terms of purpose, applied, the method, quantitative and in terms of data collection is a descriptive survey type. From 186 chemistry teachers in Zanjan province, 144 were selected by random sampling and Morgan table. The validity questionnaire with expert opinions and its reliability was obtained cronbach's alpha coefficient of 0.918. For explain the existing conditions of competence one-sample t-test were performed. The results showed in six domains of knowledge and skill and three domains of attitude and behavioral trait of competency were acceptable but it is far from ideal.
To determine the contribution of facilitating / inhibiting factors to competency-based education descriptive statistics were used. The largest share in the area of knowledge and skills related to teachers' knowledge and skills with 49.8% and in the area of attitude and behavioral traits structural reasons were obtained with 40.3%. Lowest share in the area of knowledge and skill related to philosophical reasons 13/8% and in the area of attitude and behavioral trait related to student-teachers ability and interest was obtained with 10.0%.
To determine the contribution of facilitating / inhibiting factors to competency-based education descriptive statistics were used. The largest share in the area of knowledge and skills related to teachers' knowledge and skills with 49.8% and in the area of attitude and behavioral traits structural reasons were obtained with 40.3%. Lowest share in the area of knowledge and skill related to philosophical reasons 13/8% and in the area of attitude and behavioral trait related to student-teachers ability and interest was obtained with 10.0%.

Keywords

References

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Journal of higher education curriculum studies
Volume 12, Issue 23 - Serial Number 2
October 2021
Pages 103-129

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