درخت حوزه‌های تخصصی

This research aimed to determine the effectiveness of flipped classrooms in improving online learning self-efficacy and academic engagement among teacher trainees at Farhangian University. The study used a semi-experimental method with a pretest-posttest design and a control group. The statistical population consisted of all Farhangian University students during the 2023-2024 academic year. Using available sampling method, two groups of 36 teacher trainees were selected from the Shahid Modarres Campus of Farhangian University in Sanandaj. One group was randomly designated as the experimental group and the other as the control group. The experimental group participated in flipped classroom sessions, while the control group received traditional teaching methods. Data collection tools included the Online Learning Self-Efficacy Scale (OLSES) by Zimmerman & Kulikowich (2016) with a Cronbach’s alpha of 0.88, and the Academic Engagement Questionnaire by Fredricks et al. (2004) with a Cronbach’s alpha of 0.86. Both the face validity and content validity of the questionnaires were evaluated by a panel of experts and confirmed. The data were analyzed using SPSS (version 22), employing both descriptive and inferential statistical techniques, including multivariate and univariate analysis of covariance (ANCOVA), at a significance level of α=0.05. The results indicated significant differences between the experimental and control groups in terms of all three dimensions of Online Learning Self-Efficacy: online learning, time management, and technology use. Furthermore, the experimental group showed significantly higher levels of behavioral and motivational engagement compared to the control group, while no statistically significant difference was found in cognitive engagement between the two groups. It is thus recommended that sufficient opportunities and resources be provided for Farhangian University instructors to implement this approach effectively and maximize the use of modern technologies

The objective of this study was to explore the professional development needs of educators in special education. This qualitative research employed a phenomenological approach to understand the lived experiences of 17 special education teachers. Participants were selected based on their diverse experiences and willingness to participate. Data were collected through semi-structured interviews, lasting between 45 to 60 minutes, either face-to-face or via video conferencing. The interviews were transcribed verbatim and analyzed using thematic analysis to identify key themes and subthemes related to the professional development needs of special education teachers. The data collection continued until theoretical saturation was reached. The study identified four main themes regarding professional development needs: Teaching Strategies, Emotional and Social Support, Professional Knowledge, and Collaboration and Advocacy. Under Teaching Strategies, educators highlighted the importance of individualized instruction, effective classroom management, differentiated learning approaches, technology integration, and collaboration with support staff. Emotional and Social Support needs included social skills training, emotional regulation, building relationships, fostering inclusion, crisis intervention, family engagement, and self-care for educators. Professional Knowledge emphasized understanding special education law and policy, disability awareness, evidence-based practices, assessment techniques, ongoing professional development, and curriculum adaptation. Collaboration and Advocacy focused on interdisciplinary teams, student advocacy, community partnerships, professional learning communities, and policy development. The findings underscore the multifaceted professional development needs of special education teachers, highlighting the necessity for tailored training programs that address specific instructional, emotional, social, and collaborative aspects.