Master thesis
Curriculum planning field
Semester:
94-93
First chapter:
Generalities
-1. Introduction:
Teachers as one of the most effective elements in education need to be familiar with Fawa in the matter of education, they must acquire the necessary knowledge and information to face Fawa so that in this way they can keep up with the changes and transformations in the field of education and rebuild and modernize their knowledge and information. In-service training is one of the basic solutions for updating the general, scientific and specialized knowledge of teachers, which is in accordance with scientific developments and the growth of education industries and changes in the education system.
In today's era, the rapid growth and expansion of information and communication technology makes it possible to communicate quickly and exchange information more and more, and people can receive the latest information they need in any field, wherever they are. Undoubtedly, the greatest impact of these technologies is on educational environments. The use of these technologies in education can be used to improve traditional education and in this way provide specialized education in modern ways (Attaran, 2015).
2-1. Statement of the problem:
There has been little study and research in the field of educational evaluation in current organizations. One of the main reasons for this lack of attention is that the exact determination of the effects and results of a training course on the participants and the exact determination of how they will perform when they return to their workplace in the organization is a complex process, difficult and sometimes based on the subjective judgments of those who, although they have put a lot of effort into preparing and implementing an apparently successful training course, but pay less attention to the effects of the actual and practical results of the training course. (Saatchi, 1381).
The training provided in different organizations can be placed in two general categories: a) pre-service training b) in-service training. Pre-service training is the type of training that is provided to a person before he enters or is employed in the organization. This type of training is not designed and implemented based on organizational issues and problems, but the goal is to train the human resources needed for different jobs in the organization (Fathi Wajargah, 2017: 4). Although in most cases, when they enter the organization, they have gone through formal and systematic training through universities or public education institutions, due to the general nature of the training and the nature of jobs that usually require special expertise and expertise, when employed, people need to undergo special training; In other words, along with the employment of the person in the organization, the nature of the job, the duties that the person must perform in the job, the necessary tools and equipment to perform the work and the methods of doing things require that the person receives special training on how to perform the assigned duties. According to this, in-service training is referred to from an organizational point of view as the type of training that generally takes place after a person is employed in the organization (Fathi Vajargah, 2010:5). In the current research, the second category, that is, in-service training, is considered.
What is emphasized in the information society, especially in the education sector, is not just the investment and application of hardware and tools of information and communication technologies and its use for storing information, but the important and fundamental issue of empowering students to choose and choose the required information. It is the main and important task of teachers to prepare students to face new technologies (Kastler[1], 1995).
Information technology is a medium that allows the expression of a wide range of information, ideas, concepts and messages. This phenomenon has different definitions due to its different characteristics. Information technology refers to a set of tools and methods that somehow collect, store, retrieve, process and distribute information in various forms. Information technology has been developed to expand the capabilities of human thought. The term information technology can be viewed from two perspectives: from the first perspective, the term information technology is used to describe techniques that help us in recording, storing, processing, marketing, transmitting and receiving information. From the second point of view, information technology refers to a set of tools and methods that are used to produce, process and supply information to human users (Mahmoudi, 2016).
It can never be claimed that education is beneficial in itself, unless the provided education is evaluated. There is no doubt that educational programs have many differences in terms of quality, unfortunately, few of these programs are comprehensively evaluated. One of the major issues in government, industrial and other organizations is the lack of seriousness of employees and managers in the matter of training, inappropriate evaluation of courses and as a result of not providing proper feedback on the results of training, and finally, it is not common when the necessary follow-up is necessary (Abtahi, 1379). (Kaufman[2], 1995).
This model was described as a comprehensive, simple and practical model for many educational situations and is recognized by many experts as a standard in this field. Kirkpatrick defines evaluation as determining effectiveness in a training program and divides the evaluation process into four levels or steps (McNeil [3], 2002).
According to Kirkpatrick, the four levels of his model provide a logical framework for evaluation. Because we can have a reliable interpretation of the other levels of this model by measuring the results of each level (Salvatore [4], 1998). According to him, training programs can be evaluated using four stages:
- Reaction: which refers to the reaction that participants in a training program show about that training program.
- Knowledge: which is aimed at the degree of learning of skills, techniques and facts that have been achieved in the behavior of the participants.
- Behavior: means, the way of performing job tasks and checking the amount of changes that the behavior of the participants has achieved.
- Results: Examining the effect of the course on factors such as cost reduction, quality improvement, waste reduction, reduction of labor assistance, etc. (Fathi Vajargah, 2013).
So in this research, the researcher tries to use the four levels of Kirkpatrick's evaluation model. Investigate the effectiveness of FAVA in-service training for secondary school teachers in Malair city and at the end provide solutions for the proper use of information and communication technology for secondary school teachers.
- General objectives
1. The level of quality of Fava in-service training for teachers at the response level. 2. The level of quality of education while serving Fava teachers at the learning level. 3. The level of quality education while serving Fava teachers at the level of behavior. 4. The level of quality of education while serving Fava teachers at the level of results.
- partial goals
1. Examining the quality of in-service training of Fava teachers on the level of reaction according to indicators (newness, satisfaction, interest, satisfaction with the time of holding, creating motivation, satisfaction with the educational environment and the teacher's expression).
2. Examining the quality of in-service training of teachers in the learning level according to indicators (familiarity with software, comprehensibility, working with different software, using software in the same course, evaluating the course, evaluating colleagues and presenting materials in the same course).
3. Examining the quality of in-service learning of teachers at the level of behavior according to indicators (use of software in the classroom, in the provincial conference and in the school seminar, use of the Internet, office and Windows in the classroom).
4. Examining the quality of in-service training of Fava teachers at the level of results according to indicators (changes in relationships between colleagues, how to present materials, the process of teaching and learning, how to evaluate, increase student learning and in presenting regional conferences).
5. Investigating the structural validity of Kirkpatrick's model in order to evaluate the quality of in-service training for teachers.
1369).
4-1. Research questions:
1. Is the content presented in Fava's in-service training course new for teachers?
2. Are the teachers satisfied with the way the teachers teach in the Fawa in-service training course?
3. Are the materials presented in the in-service course of Fava liked by the teachers?
4. Are the teachers satisfied with the time of holding the classes for Fava in-service course?
5.