Volume 4, Issue 4 (December 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(4): 0-0 | Back to browse issues page


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Ehteshami M, Golzari Z, Fathi L. Designing a Model of Professional Development Courses for Faculty Members of Farhangian University with a Flipped Learning Approach: A Meta-Synthesis Study. Iranian Evolutionary and Educational Psychology 2022; 4 (4)
URL: http://ieepj.hormozgan.ac.ir/article-1-333-en.html
1- Faculty of Psychology and Educational Sciences, Department of Educational Sciences, Islamic Azad University, South Tehran Branch, Tehran, Iran
Abstract:   (200 Views)
The current study aimed to design a model appropriate for professional development courses of Farhangian University faculty members with a flipped learning approach. For this purpose, valid and accessible documents and resources in non-Iranian databases such as ERIC, Scopus, Google Scholar, Science Direct, Sage and  Iranian databases include Civilica, Magiran and SID, have been reviewed from 2000 to 2020, and from 3152 documents, 60 appropriate documents were selected and examined based on the seven-step approach of Sandelowski and Barroso (2007). The open, axial and selective coding method was used for data analysis, and finally 971 concepts were identified. The identified concepts were categorized into 46 sub-categories and 10 main categories. In order to control the identified concepts, in addition to the validation based on Sandelowski and Barroso (2007) approach, the identified concepts was reviewed by an expert researcher, and the Kappa index calculated  as 0.718 (p <0.001) indicates that the codes extracted have an appropriate reliability. The main components identified include educational development, research development, service development, individual development, organizational development, institutional factors, management factors, social factors, pedagogy and learning designs.
Full-Text [PDF 652 kb]   (32 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/04/23 | Accepted: 2021/11/24 | Published: 2022/11/1

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