Evaluating the performance of new elementary teachers in the context of combined learning (Face to Face and Virtual)

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Volume 10, Issue 44 (4-2022) 2022, __(44): 96-110 | Back to browse issues page

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Evaluating the performance of new elementary teachers in the context of combined learning (Face to Face and Virtual). Journal title 2022; 10 (44) : 7
URL: http://erj.khu.ac.ir/article-1-1168-en.html

Evaluating the performance of new elementary teachers in the context of combined learning (Face to Face and Virtual)

Abstract: (3785 Views)

The aim of this study was to evaluate the performance of new elementary school teachers in North Khorasan province in the context of combined learning. For this purpose, first, the criteria and indicators of a competent teacher according to the type of education in the study area, in two parts: teaching criteria in face-to-face and virtual space by reviewing documents and interviews with 12 experts based on sampling criteria Were selected, extracted. Markers after validation by CVR method in the form of 6 factors and 58 were considered as standards for evaluating the performance of new teachers. In the next stage, in order to evaluate the performance of new teachers, a researcher-made questionnaire with a reliability coefficient of ,0/816, was provided to 89 new teachers, of which 57 answered the questionnaire. The results showed that new teachers are at a relatively desirable level in the factors of professional skills and career development, but are at a desirable level in social interactions. These results indicate the need to acquire more ability and skills of new teachers in teaching methods and approaches, and evaluation of students and its principles and applications through professional development methods. Finally, operational solutions were provided to improve the quality of performance of new teachers.

Article number: 7

Keywords: Evaluation, Competent teacher, New teachers, Combined learning

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Type of Study: Research Paper | Subject: Educational Science
Received: 2022/04/10 | Revised: 2023/11/21 | Accepted: 2022/09/9 | ePublished: 2022/10/4