ORIGINAL_ARTICLE
How the Japanese Teacher Preparation Programs for Secondary Teachers Have Been Shaped Since the Meiji Period
Japan took the initiatives to build the modern school system in 1872. The process of the building is characterized as the words like rapid, sometimes bold, and often tumbling in the economy, internal and external political conflicts and ideological conflicts. It is not difficult to realize how various values and beliefs have been intervening in the process, but not easy to lucidly observe them. The purpose of this study is to rediscover the cultural values and beliefs affecting the directions of teacher preparation programs for secondary school teachers in Japan. This study is a qualitative study, mainly analyzing the historical studies done by other researchers. It examined the development of teacher preparation programs from the late 19th century to the present day. Two different aspects were adapted for analysis: The concept of ‘program’ developed by Ueyama (2009), and the historical functions of university defined as organization, institution and community (Gamage & Ueyama, 2012). This study discussed in the four areas of development of the teacher preparation programs: national policy, preparation at the university level, the program structure and content, and quality teacher. It concluded what values were underlined and by what and how they were influenced in the process of shaping the teacher preparation for secondary school teachers.
https://journal.cesir.ir/article_103667_ec63945fbafb79dcb0b7aae76b2147b4.pdf
2019-05-01
116
153
10.22034/ijce.2020.103667
Historical Analysis
Meiji Period
secondary teachers
Japan
Takeyu
Ueyama
tu.kozakura@gmail.com
1
Former Associate Professor of Nihon University, Japan, and University Brunei Darussalam, Brunei
LEAD_AUTHOR
References
1
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Gamage, D., & Ueyama, T. (2012) Koutoukyouikukikan no hatten – Guro-baru na shiten kara no apuro-chi [Development of higher education institutions: Global perspectives] Okayama; Japan: Daigaku kyouiku shuppan. [In Japanese]
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Funaki, T. (1998). Kindai nihon kyouinyousei ronsoushi ron [Historical study on the debates over secondary school teacher preparation in modern Japan]. Tokyo; Japan: Gakubunsha. [In Japanese]
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Ministry of Education, Culture, Sports, Science and Technology (MECSST). Chart of School Systems Over One Hundred Years, Retrieved in August, 2019c (http://www.mext.go.jp/b_menu/hakusho/html/others/detail/1318188.htm)
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Ministry of Education, Culture, Sports, Science and Technology (MECSST). The number of applicants and number of the accepted for public school teachers categorized by their academic backgrounds. Retrieved in October 4, 2019d (https://www.mext.go.jp/component/a_menu/education/detail/_icsFiles/afieldfile/2011/01/05/1300547_05.pdf)
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17
ORIGINAL_ARTICLE
Nationalism and the Construction of Modern Education in Iran and Turkey: A Comparative Study
Nationalism, a modern sociopolitical phenomenon, bears a close connection with the rise of modern educational institutions. Additionally, modern educational institutions, in line with the ideology of nationalism, take upon themselves to consolidate ethnic and cultural diversities and transform them into a solid national identity in order to constitute the nation as a political unit. This article aims to survey the role of modern educational institutions in constructing a shared national identity. The present article, employing a comparative-historical analysis, will shed light on how modern nation-states were constituted in Iran and Turkey. Ultimately, based on theory of nationalism by Ernest Gellner (1925-1995) the results of the study indicated that both in Iran and Turkey, the notion of nation was fabricated via the nationalist ideology. Thus, in both countries, the educational institutions, which were in charge of political forces, did their best to help the state in order to build a homogenous nation.
https://journal.cesir.ir/article_103668_fc6089240562ed13147a1a9891e78593.pdf
2019-05-01
154
176
10.22034/ijce.2020.103668
Education
nationalism
modernism
State-nation
Iran
Turkey
Hojjat
Heidari
h.saffar@umz.ac.ir
1
Associate Professor/ Dp. of Eucation / Humanities and social Science/ University of Mazandaran
LEAD_AUTHOR
Saeed
Saffarheidari
saeedsaffar@ut.ac.ir
2
M. A in Sociology, University of Tehran
AUTHOR
-Abbasi, M. (2008). Name-Farangestan and Modern Thinking, Oral history Methodology, 87, 129-167
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-Abrahamian, E. (2008). A History of Modern Iran, Cambridge University Press
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-Ahmad, F. (1993), The Making of Modern Turkey, Routledge publication,
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-Anderson, B. (1983).Imagined Communities: Reflections on the Origin and Spread of Nationalism, Verso Publishing; Revised Edition
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-Ansari, Ali. (2007). Modern Iran: Pahlavis and After, Second edition, Routledge publication
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-Elam, M., Dashti, F. & Mirzaei, B. (2014), Renewal and Modernization Program of Iran in the Age of Reza Shah Pahlavi, Social History Research, 4(1),71-86
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-Martin, V. (2013). Iran between Islamic Nationalism and Secularism: The Constitutional Revolution of 1906, Cambridge university press
35
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36
-Nafisi, S. (2005). Social and Political History of Iran in Contemporary Period, Ahoura publication
37
-Nassaj, H. (2013). Comparison of Modernization in Iran and Turkey During the Era of Reza Shah and Ataturk, Quarterly Journal of Strategic Policy Researches, 2(5), 101-130
38
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39
- Nurhayat C. &Tezer A.H. (2015). Reforms in the Field of Education during the period of Sultan Abdulhamid and Intended Youth/Human Typology to be trained (the last period in the Ottoman Empire), US-China Education Review, 5(3). 182-190
40
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41
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42
-Pirmoradian, M & Fatemi Nejad, M. (2017). A Study of Ataturk's Reforms in the Transformation of Turkish Women`s situation (1922-1938), Kharazmi Historical Journal, 5(17). 50-67
43
-Savory, R. (2007). Iran under the Safavids, Cambridge university press
44
-Smith, A. D. (1998). Nationalism and Modernism, Routledge publication
45
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46
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47
-Tavakol, M. & Torabnejad, N. (2016). The Influence of Ziya Gokalp`s Sociological Thoughts on the Formation of Theoretical Foundations of the Republic of Turkey, Journal of Nation Studies, 6 (1), 57-61
48
-Tavakoli Targhi, M. (2017). Native Modernity and Rethinking of the History,Iran Namag Book
49
-VanDuinkerken, W. (1998). Educational Reform in the Tanzimat Era (1876-1839): Secular Reform in Tanzimat, A Thesis submitted to the institute of Islamic Studies, McGill University
50
- Vejdani, F. (2014). Making History in Iran: Education, Nationalism and Print Culture, Stanford University press-
51
Zia-Ebrahimi, R. (2018). The Emergence of Iranian Nationalism: Race and the Politics of Dislocation, Cambridge university press
52
-Zurcher, E. j. (2010). The Young Turk Legacy And National Building, I.B. Tauris and Co Lid publication.
53
ORIGINAL_ARTICLE
A Comparative Study of Factors Contributing to Reading Comprehension in L2 (English) Among Iranian and Indian Students
Few studies have ever been conducted to find out degree of contribution of L1 reading ability and L2 general linguistic proficiency to L2 reading regarding the context of learning. Two groups of students from the Indian ESL (English as a Second Language) and Iranian English as a Foreign Language (EFL) contexts attended this study. Measures of general English proficiency (GEP), reading comprehension (RC) in L2 and reading strategy awareness (RSA) in L1 were administered among the participants. Findings showed that RSA accounted for 41% and 10% of variance in L2 RC for the Iranian and Indian groups, respectively. It was also found regression weight for RSA is still significant for the Iranian group but not for the Indian group. In addition, for the Iranian group, both RSA and GEP are significant variables in prediction of RC in L2 but for the Indian group only GEP contributed significantly to the prediction of RC in L2. In addition, for both the high and low Iranian GEP groups only the contribution of RSA was significant in the prediction of RC in L2. However, for the Indian group the role of RSA was insignificant in predicting RC in L2, for both high and low groups. As the differences of the findings are more than the similarities in the two contexts, it is suggested that reading teachers reconsider the significant role of factors that contribute more to L2 reading, regarding the moderating role that context of learning plays in this regard.
https://journal.cesir.ir/article_103669_6d9593bbc800381b7ce579db5a0d1518.pdf
2019-05-01
177
206
10.22034/ijce.2020.103669
L1 reading
L2 reading
L2 proficiency
EFL Context
ESL context
Mojtaba
Maghsoudi
maghsudi@cfu.ac.ir
1
Department of English Language, Farhangian University, Tehran, Iran
LEAD_AUTHOR
Abolfazl
Khodamoradi
khodamoradi@cfu.ac.ir
2
Department of English Language, Farhangian University, Tehran, Iran
AUTHOR
Seyed Hassan
Talebi
3
Department of English Language, Farhangian University, Tehran, Iran
AUTHOR
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Spada, N. (1986). The interaction between type of contact and type of instruction: some effects on the L2 proficiency of learners. Studies in Second Language Acquisition, 8(1),181-200.
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Swanson, H. L., & Alexander, J. E. (1997). Cognitive processes as predictors of word recognition and reading comprehension in learning-disabled and skilled readers: Revisiting the specificity hypothesis. Journal of Educational Psychology, 89(5), 128-158.
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Taillefer, G. (1996). L2 reading ability: Further insight into the short-circuit hypothesis. Modern Language Journal, 80(6), 461- 477.
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Taillefer, G., & Pugh, T. (1998). Strategies for professional reading in L1 and L2. Journal of Research in Reading, 21(2), 97-108.
77
Taki, S. (2016). Metacognitive online reading strategy use: readers’ perceptions in L1 and L2. Journal of Research in Reading, 39(4), 409-427. doi:org/10.1111/1467-9817.12048.
78
Trehearne, M. P., & Doctorow, R. (2006). Reading comprehension: Strategies that work. In M. Trehearne (Ed.), Comprehensive literacy resource: For grades 3-6 teachers (pp. 96-186). Vernon Hills, IL: ETA Cuisenaire
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Upton, T., & Lee-Thompson, L. (2001). The role of the first language in second language reading. Studies in Second Language Acquisition, 23(3), 469-495.
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Verhoeven, L. T. (1994). Transfer in bilingual development: The linguistic interdependence hypothesis revisited. Language Learning, 44(5), 381–415.
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Williams, S., Hammarberg, B. (1998). Language switches in L3 production: Implications for a polyglot speaking model. Applied Linguistics, 19(3), 295–333.
82
Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268–288.
83
ORIGINAL_ARTICLE
Comparative Analysis of Math Curriculum in 4th Grade of Primary Education in Iran with the Pioneer Countries of TIMSS
Performance of primary students in mathematics among the countries participating in TIMSS is different. The purpose of this study is to compare the math curriculum of Iran with the five countries which were the pioneers in TIMSS 2015 (Singapore, Hong Kong, South Korea, Taiwan, and Japan). The research method was comparative and the statistical population consisted of all math books of the fourth grade in Iran and the leading countries. The findings showed that some elements are similar among the countries, such as the concepts of numbers, calculation, measurement, and geometry. However, the studied curricula are different from each other, regarding skill of math problem solving, analysis and application of mathematical topics, interesting statistics and algebra topics, and positive attitude to math learning, so that in Iran these areas have been somewhat neglected. At the end, some suggestions were offered based on the findings.
https://journal.cesir.ir/article_103670_4dd7f1ef96bfd19a8744be96c4f38543.pdf
2019-05-01
207
229
10.22034/ijce.2020.103670
comparative study
Math Curriculum
Primary Education
TIMSS
Maryam
Kian
kian2011@yazd.ac.ir
1
Assistant Professor/ Yazd University
LEAD_AUTHOR
Reyhaneh
Danaei Zarchi
2
Yazd University, Yazd, Iran
LEAD_AUTHOR
Ahmad
Zandvanian Naeini
azand2000@yazd.ac.ir
3
Assistant Professor of Education, Yazd University, Yazd, Iran
LEAD_AUTHOR
Alamalhodaei, H. (2009). Principles of Mathematical Education, Mashhad: Nam Publications. [ in Persian]
1
Bazhalizadeh, S, & Boroujerdian, N. (2013). Addressing the common Problems of Student learning in Math content. Journal of Educational Innovation, 16 (64), pp: 101 to 126. [ in Persian]
2
Encyclopedia of TIMSS 2015. (2015). Available at: www.researchgate.net
3
Erbas, A. K; Alacaci, C; Bulut, M. (2012). A Comparison of Mathematics Textbooks from Turkey, Singapore, and the United States of America. Educational Sciences: Theory and Practice, 12 (3), pp: 2324-2329.
4
Gholami, N. et, al. (2016). Elementary fourth grade math teacher guide. Tehran: Korosh Institute Press Publication. [ in Persian]
5
Ginsburg, A., Leinwand, S., Anstrom, T., & Pollock, E. (2005). What the united states can learn from Singapore’s world-class mathematics system (and what Singapore can learn from the united- states): an exploratory study. Washington: American Institutes for Research.
6
Iran ScienceWatch. (2019). Warning Details of TIMSS 2015: Decline of Iranian Students in Science and Outcome of Neighboring Education System from Iran. Available at: http://www.isw.ir,[ in Persian]
7
JafariKafiAbad, F., & Kian, M. (2015). Identifying the Challenges of Mathematics Curriculum in Elementary Education in Iran. Proceedings of the First National Research Congress on the Development and Promotion of Sociological and Cultural Educational Sciences in Iran. [ in Persian]
8
Kabiri, M., Karimi, A., & Bakhshalizadeh, Sh. (2016). TIMSS 2015 National Findings: 20 Years of Iranian Science and Mathematics Trends in the International Perspective. Tehran: School Publications. [ in Persian]
9
Karimi, A., Bakhshalizadeh, Sh., & Kabiri, M. (2012). Overview of the most important results of TIMSS and PERLS 2011 and its comparison with students' performance in previous courses. National Center for TIMSS and PERLS Studies. Available at www.rie.ir[ in Persian]
10
Kerr, H. W. (2016). The Impacts of Student, Teacher and School-Level Factors on Mathematics Achievement: An Exploratory Comparative Investigation of Singaporean Students and the USA Student, Educational Psychology, 36 (2), pp: 254-276.
11
Khademi, A. (2015). Analysis and Comparison of the Content of Fourth Elementary Mathematics Books in Iran and Japan Based on Bloom's Cognitive Classification. Master of Science in Mathematics, Islamic Azad University of Sirjan. [ in Persian]
12
Kiamnesh, A. (2013). Trends in student academic achievement in Thames studies in 18 countries with emphasis on gender differences. Curriculum Studies, 7 (28), pp: 93 to 116. [ in Persian]
13
Kiamnesh, A., Aqdasi, S., & MahdaviHazaveh, M. (2014). Comparison and Trends of School Climate in Primary Schools of Iran and Countries of the Region (TIMSS 2003 and 2007 Data in Grade 4). Journal of Educational Sciences, (99), pp: 51 to 72. [ in Persian]
14
Mahdavi Hazaveh, M., Aqdasi, S., & Safarkhani, M. (2013). Investigating the Factors Affecting the Education Process of Successful Schools: A Case Study of Schools Participating in the PERLS 2006 and TIMSS 2007. Journal of Education, 29 (2), pp: 60-77. [ in Persian]
15
Mirzakhani, A. (2009). Developing the TIMSS 2007 Problem Solving Scale and Evaluating Success in TIMSS 2007 Third Grade Students Problem Solving. M.A thesis in Educational Research, Tarbiat Moallem University, Tehran. [ in Persian]
16
Pakoskoei, F., & Yari, J. (2016). The effect of mathematical education by UCMAS on mental development of 5-12 years old children in Tabriz. Journal of Education and Evaluation, 9 (33), pp: 105-121. [ in Persian]
17
Reihani, E. (2016). Analysis of policies, approved documents, research and credentials related to mathematical learning. Research and Development and Mathematical Education Unit, Iran Education Research and Planning Organization. [ in Persian]
18
Reihani, E., Ghayebi, T., & Eskandari, M. (2014). Investigating the Learning of Elementary Students in addition, subtraction, and multiplication, Using the problem designing tasks, Journal of Research in Education, 1 (2), 1 - 11.
19
Saffarian, S., Falah, W., & MirHosseini, S.H. (2010). Comparing the Effect of Education Using Traditional Teaching Software on Mathematical Lesson Learning. Information and Communication Technologies in Educational Science, 1 (2), pp. 21-36. [ in Persian]
20
Sarkar Arani, M.R. (2012). Japanese Education and Learning Culture, Special Issue on Japanese Culture, 2 (1), 69-72. [ in Persian]
21
Seif, A. (2001). Breeding Psychology. Tehran: Agah Publications. [ in Persian]
22
Serpil, K., & Oykum, E. A. (2013). Parental Influence on Students’ Mathematics Achievement: The Comparative Study of Turkey and Best Performer Countries in TIMSS 2011, Social and Behavioral Sciences, 106 (10), pp: 2000-2007.
23
Tohidinejad, A. (2015). The Impact of Discourse-Based Education on the Mathematical Performance of Fourth Grade Elementary School Students of Shahriyar in 94-93, Based on Cognitive Domains of TIMSS. M.A thesis, Shahid Rajaee University. [ in Persian]
24
YarMohhamadi Vasel. M., Rashid, Kh., & Bahrami, F. (2013). The Impact of Game Training on the Improvement of Mathematical Attitude in elementary girl Students. Journal of School Psychology, 2 (3), pp: 122-135. [ in Persian]
25
Yi, Hyun, S., & Lee, Y. (2017). A Latent Profile Analysis and Structural Equation Modeling of the Instructional Quality of Mathematics Classrooms Based on the PISA 2012 Results of Korea and Singapore. Asia Pacific Education Review, 18 (1), pp: 23-39.
26
ORIGINAL_ARTICLE
Content Analysis of Farsi Textbooks of iranian general education Based on the Level of Attention to World Literature; A Comparative Approach
World literature in its various forms enhances understanding and mutual understanding and forms a "common language" between humans. Educational systems, in particular through formal programs and textbooks, can educate learners with the literature of the world, a generation of peace-loving and human-friendly people. On the basis of this idea, in this study Persian textbooks of Iranian formal public education course have been studied using content analysis method and comparative method to determine the amount, nature and manner of presenting world literature in them. The findings of the study show that the authors of Persian books of primary school had less attention to the topic of "world literature" compared to the first and second high school. Also, in all three periods, among the different literary genres, there was a greater emphasis on the teaching of literature, rich literature, and less epic literature. Also, in terms of how authors of textbooks are presented, interfered with and misunderstood in world literature, the disruption of the material, the uncertainty of the authors of the literary works of the world, the inappropriate selection of works, and the vacuum of "History of World Literature" are shortcomings of Persian books.
https://journal.cesir.ir/article_103671_5991a92db8d82fd46909cac9b286e574.pdf
2019-05-01
230
243
10.22034/ijce.2020.209523.1073
Content Analysis. Comparative Literature
World Literature
Persian Lesson
Rasul
Heydari
heydari.ra@lu.ac.ir
1
** Assistant Professor of Persian Language and Literature, Lorestan University, Khorram Abad, Iran.
LEAD_AUTHOR
Abedi Jafari, H; Taslimi, M; Faghihi, A, Sheikjzade, M (2012), The Concept Analysis and Concept Network; The new and Practical Approach for Determining Available Patterns in Qualitative Data, Practical Management Thinking, 2(50), 151- 198, [in Persian]
1
Akbari Beiragh, H. Pouyan, H; Asadian, M (2012). Comparative Literature; the Role of the Literary Figures in Globalization of Literature. Educational Approaches and Public Policy Making, 2(2), 33-48, [in Persian]
2
Giddens; A. (2001). Sociology, Translated to Persian by Hassan Chavoshian, (2015), Tehran: Ney Publication, [in Persian]
3
Hakemi, A. (2008). Research on the Lyrical Genre and the Types of Lyrical Poems, University of Tehran Publication, Tehran, [in Persian]
4
Hakimzade, R; Kiamanesh, A; Ataran, M (2008). The Analysis of the Content of Pre- intermediate Course Books Regarding Today’s World Issues in the Scope of Educational Planning. Studies of Educational Planning Quarterly. 1(5), 27-54, [in Persian]
5
Heidari, R (2012). The Approaches of Contemporary Arab Poets. Dor Dari Quarterly Journal, 1(1), 61-81, [in Persian]
6
Javadi, M. (2001). Multicultural Teaching and Training in Terms of an Educational Approach in the Education System. Educational and Training Quarterly, 63, 1-26, [in Persian]
7
Dad, S., (2005). The Dictionary of Literal Expression, Tehran: Morvarid Publication, [in Persian]
8
Jadidi Mohammdabadi, A. (2017) Analysis of the Content of the Educational Textbook of Persian Literature and the Social Studies of the Elementary Level 6 Regarding the National Identity Based on Predetermined Standards. Research in Institute and Virtual Learning Quarterly, 3(11), 41-48, [in Persian]
9
Macdonald, L. G. (2003). Traditional Approaches to Citizenship Education, Globalization, Towards a Peace Education Framework, Canada: House University
10
Mehrmohammadi, M (2006). Education and Training, Culture and Globalization. Review Articles of the First National Conference of the Globalization of Education and Training. Tehran: The Office of International and Political Studies. , [in Persian]
11
Ministry of Education (2019). The Persian Literature Books of the Grades 1-12, Tehran: The Educational and Research Planning Organization, The Department of Designing Textbooks, [in Persian]
12
O’Dea, H. 2003. What is World Literature? David Damrosch. Princeton and Oxford: Princeton University Press, 2003, Available at: https://dialnet.unirioja.es/descarga/articulo/4925438.pdf.
13
Razavi, A (2016). Analysis of the Content of the Textbooks of Subjects Persian literature and Theology Regarding the Sacred Defense Criteria. Islam and Educational Research, 1, 92-112, [in Persian]
14
Sadzade, m (2019). A Critical Analysis of the Newly-written Books of the Farsi for High Secondary Education, Journal of the Development in Language and Persian Literature. 32(1), 37-41, [in Persian]
15
Shafiei Kadkani, M. (1981). Contemporary Arab Poet, Tehran: Toos Publication, [in Persian]
16
Shahbaz, H. (2007). A Journey into the Prominent Literary Books of the World, Tehran: Amir KabirPublication, [in Persian]
17
Torabi, Z (2011). Familiarity with the Literature of Resistance in the world, Tehran: Foundation for Preservation of Works and Dissemination of Values of Holy Defense, Tehran, [in Persian]
18
Thomas, H., Fredrick. C. Gzarra, R and Smith, A.F. (1998). Guidelines for Global and International Studies Education, Social Education, Available at: https://files.eric.ed.gov/fulltext/ED415131.pdf
19
ORIGINAL_ARTICLE
Challenges of Conducting Qualitative Research in the Iranian Higher Education: Voices from ELT Faculty Members
The main objective of this paper is to explore the insights and experiences of ELT (English Language Teaching) faculty members regarding the challenges of conducting QR in the Iranian higher education context. This study is qualitative, with its data obtained from semi-structured interviews with 20 ELT faculty members to gain their standpoints regarding possible challenges faced in qualitative studies. For analyzing the collected data, the recorded interviews were transcribed and then the grounded theory approach was employed. The results showed that the main possible challenges of conducting QR from ELT faculty members’ perspectives consisted of the dominance of positivism in the Iranian higher education context, paper publication, absence of QR course in postgraduate ELT syllabus, interpretation and analysis of data, dedicating a long time conducting QR, and writing proficiency. Most of the participants of the present study believed that the main reason for QR underdevelopment in academic setting is the Iranian higher education policies, and some of them stated that professors’ professional tastes and personal interests determined the research trend in the Iran higher educationsystem
https://journal.cesir.ir/article_103674_fa2a2b79ecb810b927f16d2a8edda9b8.pdf
2019-05-01
244
278
10.22034/ijce.2020.103674
ELT
Faculty Members
Higher education
qualitative research
Hossein
Bakhshi
h.bakhshi53@gmail.com
1
Razi university
LEAD_AUTHOR
Hiwa
Weisi
hiwaweisi@gmail.com
2
English Department, Razi University, Kermanshah
LEAD_AUTHOR
Nouroddin
yousofi
nyousofi@yahoo.com
3
Razi University, Kermanshah
LEAD_AUTHOR
Alemu, G., Stevens, B., Ross, P., & Chandler, J. (2015). The Use of a Constructivist Grounded Theory Method to Explore the Role of Socially-Constructed Metadata (Web 2.0) Approaches. Qualitative and Quantitative Methods in Libraries (QQML), 4, 517-540. Anderson, C. (2010). Presenting and Evaluating Qualitative Research. American Journal of Pharmaceutical Education, 74(8), 141
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2
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