درخت حوزه‌های تخصصی

Purpose: Considering the role and importance of professional ethics in all organizations, including educational organizations, the purpose of this study was designing a pattern of extra-organizational professional ethics of deputies and heads of education districts. Methodology: The present study in terms of purpose was applied and in terms of implementation method was combined (qualitative and quantitative). The research population in both qualitative and quantitative sections were deputies and heads of education districts of Tehran city in 2018-19 academic years, which The sample size in the qualitative section according to the principle of theoretical saturation was estimated 20 people who were selected by purposive sampling method and the sample size in the quantitative section according to Cochran's formula was estimated 113 people who were selected by cluster random sampling method. The research instruments were semi-structured interview and researcher-made questionnaire whose psychometric properties were confirmed. Data were analyzed by methods of coding and exploratory factor analysis. Findings: The results of the qualitative section showed that extra-organizational professional ethics included 71 indicators in 14 categories of professional, ethical or normative, ethical knowledge, organizational strategies, education, managerial factors, resources, institutionalization, evaluation, staff, organizational culture, structure factors, organizational procedures or regulations and development of individual and organizational professional ethics. Also, the results of the quantitative section showed that extra-organizational professional ethics included 40 items in 9 factors of self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific social, which two factors of self-efficacy and belonging to scientific social were removed from the pattern due to a factor load of less than 0.40. Finally, the pattern of extra-organizational professional ethics of deputies and heads of education districts was designed. Conclusion: According to the designed pattern of extra-organizational professional ethics of the deputies and heads of education districts, to promote the extra-organizational professional ethics in them can be improved the identified categories.

Purpose: The aim of this study was a comparative study of media literacy curriculum policy in the educational system of leading countries and Iran. Methodology: The approach of the research was qualitative approach and the method used in it was comparative-analytical method. The research population in this study included all valid scientific documents, including books, articles in specialized journals related to media literacy, from which the works related to the subject were selected using purposive sampling method and appropriate to the research objectives of the case. Were analyzed and data were collected by documentary method, Descriptive analysis method was used in data analysis. Based on the research question, a framework for data analysis was considered. Based on this framework, the required data from available resources were selected, organized, and then their similarities and differences were identified and compared and interpreted. Findings: Based on the results of this study, the concerns and views on content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media. . The results also showed that media literacy has been considered as one of the most effective monitoring tools in the countries. Also, according to the results of the research, the most important differences between the selected countries and Iran in this regard was that the goal of these countries is to institutionalize the media literacy curriculum in an organized manner and in the form of codified policies and long-term plans, but in Iran. Although this issue has been emphasized in the upstream documents, due to the lack of sufficient infrastructure, lack of culture appropriate to the age of technology and teachers not being familiar with this knowledge, these conditions have not been provided and implementation in schools has been unsuccessful. Several years of implementation have not yet led to a successful indigenous approach and model for implementing this skill in schools. Conclusion: The results showed that the concerns and views on the content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media.