Volume 4, Issue 4 (December 2022)
IEEPJ 2022, 4(4): 232-242 |
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Nazarinia M, Safarnavadeh M, Shafiei N, Esmaeilzadeh Z. (2022). Designing A Model of Educational Guidance for the First Period of Secondary School Students (Tehran City Case Study). IEEPJ. 4(4), 232-242. doi:10.52547/ieepj.4.4.232
URL: http://ieepj.hormozgan.ac.ir/article-1-615-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-615-en.html
1- Phd Student of Educational Sciences, Curriculum Planning, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
2- Associate Professor, Faculty member of the Ministry of Health and Medical Education, Tehran, Iran , Dr.safarnavadeh@gmail.com
3- Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
2- Associate Professor, Faculty member of the Ministry of Health and Medical Education, Tehran, Iran , Dr.safarnavadeh@gmail.com
3- Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
Abstract: (964 Views)
This study aimed to design an educational guidance model for the students in the first period of secondary school students in Tehran. The field of research included experts in the field of academic guidance who were selected by purposeful sampling. The sample size after reaching the theoretical saturation stage was 21 people. A semi structure interview was applied to collecting data. Data analysis was through open, central and selective coding. The results revealed six dimentions and 18 components. In the first dimension (student), three components were identified include: 1- intelligence and talent 2- motivation, interest, desire and spirit of the student 3- abilities and skills. In the second (family) three components were identified include: 1- providing comprehensive information to parents 2- family economy 3- cultural and social background of parents. In the third dimension (the teacher) three components were identified include: 1- access to expert teachers 2- professional commitment of teachers in correct guidance 3- continuous training of teachers. In the fourth dimension (counselor) three components were identified include: 1- Desirable counseling and psychological services 2- Using an expert in the field of educational guidance planning 3- Improving the level of knowledge and qualification of educational guides. In the fifth identified dimension (school) three components were identified include: 1- Implementation of intelligence and talent tests 2- Academic records of students 3- Providing counseling and online tests. Finally in the sixth dimension (society) three components were identified include: 1- Considering the needs of the country 2- Guiding the student without compulsion, 3- Paying attention to the labor market. In general, our findings contribute to the development of an native model of educational guidance for use in the first period of secondary schools in Iran.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/08/1 | Accepted: 2022/11/14 | Published: 2022/12/1
Received: 2022/08/1 | Accepted: 2022/11/14 | Published: 2022/12/1
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