چکیده:
The aim of this research was to provide a model for training professional citizens in the country's primary education. In terms of purpose, this research was applied, and in terms of implementation method, it was mixed (qualitative and quantitative). The statistical population in the qualitative section consisted of education experts, and in the quantitative section, it consisted of primary school teachers in the country (358,000 people). The sample size in the qualitative section was determined to be 10 people using the principle of theoretical saturation, selected through purposive sampling, and in the quantitative section, 840 people were determined using Cochran's formula, selected through multi-stage cluster sampling. The research tools for the qualitative section were structured interviews, and for the quantitative section, it was a researcher-made 160-item questionnaire on professional citizen training. Face, content, and construct validity of the tool were confirmed, and the reliability of the tool using Cronbach's alpha method for factors affecting the professional citizen (input) was 0.83, process was 0.79, and professional citizen (output) was 0.77. In the qualitative section, data were analyzed using the theoretical coding method, and in the quantitative section, they were analyzed using factor analysis, structural equation modeling, and t-tests. The results showed that the effective factors in training professional citizens include three categories: input, process, and output, and the identified components of the professional citizen model had a suitable fit.
خلاصه ماشینی:
Ghorchian and Eftekharzadeh (1385) consider the factors affecting the professional citizen to include various competencies such as intellectual and mental, technological, economic, management and leadership, social, cultural, research, spiritual, moral and religious, global and international, individual, 1.
Hashemi (1389), in a study, reported that the characteristics of a professional citizen consist of various factors including individual dimensions (self-confidence, respect, independence, initiative, willpower, and responsibility) and social dimensions (respect for others, participation and effective communication with others, democracy and populism, attention to social values, respect for cultural heritage and national institutions, respect for the law and acting according to the law under any circumstances).
Reed, Said, and Davies 3 (2017) believe that teaching methods, curriculum, and the quality of the teaching and learning process are effective on the cultivation of professional citizens.
Huda, Sabani, Shahrill, Jasmi, Basiron, and Mustari 4 (2017) consider cultural improvement as one of the factors affecting the cultivation of professional citizens.
Results of factor analysis for identifying the components of professional citizen education in the country's primary education (Refer to page image) Table 1 showed that the input or throughput variables include five categories: educational goals and philosophy, technology and equipment, human resources, evaluation criteria and standards, and educational resources; the mediating or process variables include four categories: citizenship education, pedagogy, educational content, and the hidden functions of education; and the output variables include three categories: civic knowledge, civic ability, and civic attitude.
Consequently, the aim of this research was to provide a model for training professional citizens in the country's primary education.
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