Volume 4, Issue 2 (June 2025)
IJER 2025, 4(2): 1-15 |
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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: (2148 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
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