Assistant Professor, Department of Mathematics, Farhangian University, Tehran, IRAN.
Abstract
The purpose of the present study is to determine the pathology of Article 28 training course of Farhangian University and its challenges in terms of perform the course, the intended courses, teaching practice and the competency test from the skills learners’ perspectives. This research has been done in a form of qualitative using phenomenological method. Based on purposive sampling, 31 mathematics teachers who were undergoing an article 28 training course at Farhangian University-Isfahan Shahid Bahonar Campus participated in this study. To collect data, open-ended questionnaires were used at the beginning of the course, at the end of the first half year, and at the end of the one-year training course, and their validity was confirmed by educational science experts. Based on the results, the skills learners did not agree to take the course for two semesters, and had the criticisms and suggestions for modifying the intended courses, as well as how to implement and evaluate the course.
Kashefi, H. R. (2022). Analysis of Injuries in Article 28 Training Course: Qualitative Study of the Mathematics Teaching Skills Learners Perspective. Quarterly Journal of Education Studies, 7(28), 67-84.
MLA
Hamid reza Kashefi. "Analysis of Injuries in Article 28 Training Course: Qualitative Study of the Mathematics Teaching Skills Learners Perspective", Quarterly Journal of Education Studies, 7, 28, 2022, 67-84.
HARVARD
Kashefi, H. R. (2022). 'Analysis of Injuries in Article 28 Training Course: Qualitative Study of the Mathematics Teaching Skills Learners Perspective', Quarterly Journal of Education Studies, 7(28), pp. 67-84.
VANCOUVER
Kashefi, H. R. Analysis of Injuries in Article 28 Training Course: Qualitative Study of the Mathematics Teaching Skills Learners Perspective. Quarterly Journal of Education Studies, 2022; 7(28): 67-84.
)
