Volume 4, Issue 2 (June 2025)
IJER 2025, 4(2): 1-15 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Nesari K, Rahmani J, Sharifi Rad G. (2025). Presenting the Professional Competency Model of Teachers in the E-Learning Environment of Primary Schools: A Qualitative Study. IJER. 4(2), 1-15.
URL: http://ijer.hormozgan.ac.ir/article-1-130-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-130-en.html
1- PhD student in Educational Management, Qom Branch, Islamic Azad University, Qom, Iran , nesari83@gmail.com
2- Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
2- Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
Abstract: (2147 Views)
Objective : Over time, there has been a transition from traditional learning environments to electronic learning environments. As a result, researchers have directed their attention towards examining the competencies of teachers in the e-learning setting. The aim of the present study was to develop a professional competence model that pertains to teachers functioning within the electronic learning environment of primary schools located in Qom.
Methods: A qualitative research approach was employed, specifically utilizing the phenomenological method. The targeted sample consisted of 12 experts in the field of primary education in Qom. Data analysis was conducted following the three steps of the phenomenological method. The instrument employed was a semi-structured survey.
Results: The findings revealed that the professional competency model for teachers in the e-learning environment comprised 47 primary codes, 17 subcategories, and 5 final categories. Consequently, a professional competence model for teachers in the e-learning environment was devised and presented, encompassing five dimensions: moral, educational, social, personal, and educational-occupational.
Conclusions: This model can be useful for future research and educational settings that share similar characteristics.
Keywords: Professional competence model, Electronic learning environment, Primary schools, Teachers, Qualitative study
Type of Study: Original |
Subject:
Educational Studies
Received: 2024/02/1 | Accepted: 2024/02/17 | Published: 2025/06/11
Received: 2024/02/1 | Accepted: 2024/02/17 | Published: 2025/06/11
References
1. Ahmadipour, M., Hashemi, s. A., Ranjbar, M., & Behroozi, M. (2021). Investigating the model of professional competencies of student teachers of Farhangian University of Bushehr province. Educational Development of Judishapur, 12(0), 291-304. [DOI:10.22118/edc.2021.293687.1842]
2. Anderson, J. (2005). IT, e-learning and teacher development. International Education Journal, 5(5), 1-14.
3. Bangert, A. W., & Easterby, L. (2008). Designing and delivering effective online nursing courses with the evolve electronic classroom. CIN: Computers, Informatics, Nursing, 26(2), 99-105. [DOI:10.1097/01.NCN.0000304773.55779.62]
4. Bender, E., Hubwieser, P., Schaper, N., Margaritis, M., Berges, M., Ohrndorf, L., . . . Schubert, S. (2015). Towards a competency model for teaching computer science. Peabody Journal of Education, 90(4), 519-532. [DOI:10.1080/0161956X.2015.1068082]
5. Đurić, I. R., & Stanojević, V. M. (2022). Teacher's role in designing the competency model of professional development. Zbornik radova Filozofskog fakulteta u Prištini, 52(1), 313-333. [DOI:10.5937/zrffp52-32925]
6. Ganesan, B., Al-Jumaily, A., Fong, K. N., Prasad, P., Meena, S. K., & Tong, R. K.-Y. (2021). Impact of coronavirus disease 2019 (COVID-19) outbreak quarantine, isolation, and lockdown policies on mental health and suicide. Frontiers in psychiatry, 12, 565190. [DOI:10.3389/fpsyt.2021.565190]
7. Haque, M. A., Haque, S., Zeba, S., Kumar, K., Ahmad, S., Rahman, M., . . . Ahmed, L. (2023). Sustainable and efficient E-learning internet of things system through blockchain technology. E-learning and Digital Media, 20427530231156711. [DOI:10.1177/20427530231156711]
8. Jacob, B. A. (2007). The challenges of staffing urban schools with effective teachers. The future of children, 129-153. [DOI:10.1353/foc.2007.0005]
9. Kumar Basak, S., Wotto, M., & Belanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-learning and Digital Media, 15(4), 191-216. [DOI:10.1177/2042753018785180]
10. Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56, 1-13. [DOI:10.1016/j.tate.2016.01.015]
11. Mirahmadi, K., Khorasani, A., Abolghasemi, M., & Mehri, D. (2019). â Professional Learning Communities (PLC): An Effective Strategy to Improve Teachersâ Self-Efficacyâ. Teaching and Learning Research, 16(1), 1-14.
12. Niksirat, M. (2023). Investigating the effect of virtual education on students' learning. Innovation Management and Operational Strategies, 4(1), 63-72. [DOI:10.22105/imos.2022.329542.1212]
13. Pirouz, B., Shaffiee Haghshenas, S., Pirouz, B., Shaffiee Haghshenas, S., & Piro, P. (2020). Development of an assessment method for investigating the impact of climate and urban parameters in confirmed cases of COVID-19: A new challenge in sustainable development. International journal of environmental research and public health, 17(8), 2801. [DOI:10.3390/ijerph17082801]
14. Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher education for the future, 8(1), 133-141. [DOI:10.1177/2347631120983481]
15. Rezaai, P. D. (2019). Teachers' professional competencies: Past, present, and future. Quarterly Journal of Education, 35(2), 129-150.
16. Salari Jaeeni, F., Ahmadi, A., & Ahghar, G. (2021). Presenting an e-learning environment model based on organizational support and organizational communication of teachers. Educational Development of Judishapur, 12(0), 405-414. [DOI:10.22118/edc.2020.248126.1523]
17. Salmi, H., Thuneberg, H., & Vainikainen, M.-P. (2017). Making the invisible observable by Augmented Reality in informal science education context. International Journal of Science Education, Part B, 7(3), 253-268. [DOI:10.1080/21548455.2016.1254358]
18. Sanders, M., & George, A. (2017). Viewing the changing world of educational technology from a different perspective: Present realities, past lessons, and future possibilities. Education and Information Technologies, 22, 2915-2933. [DOI:10.1007/s10639-017-9604-3]
19. Søby, M. (2015). Digital competence-a password to a new interdisciplinary field. In (Vol. 10, pp. 4-7). [DOI:10.18261/ISSN1891-943X-2015-Jubileumsnummer-01]
20. Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. [DOI:10.1080/2331186X.2018.1519143]
21. Suryasa, I. W., Rodríguez-Gámez, M., & Koldoris, T. (2021). The COVID-19 pandemic. International Journal of Health Sciences, 5(2). [DOI:10.53730/ijhs.v5n2.2937]
22. Tsarapkina, J. M., Anisimova, A., Gadzhimetova, B., Kireycheva, A., & Mironov, A. (2021). The impact of digital education transformation on technical college teachers. Journal of Physics: Conference Series, [DOI:10.1088/1742-6596/2001/1/012030]
23. Verma, S., & Gustafsson, A. (2020). Investigating the emerging COVID-19 research trends in the field of business and management: A bibliometric analysis approach. Journal of business research, 118, 253-261. [DOI:10.1016/j.jbusres.2020.06.057]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
