چکیده:
The aim of the present research was to identify and explain the level of importance and the application of effective and required competencies and skills for teaching in university. This research is of a survey type, and the statistical population included two groups: faculty members and undergraduate students of Ferdowsi University of Mashhad. The sampling method was stratified random sampling, and the sample size was 523 students and 171 faculty members. The research tool was the Wasan (1999) questionnaire, whose validity was examined through content validity and split-half validity. To examine the reliability and internal consistency of the questionnaire items, the Cronbach's alpha method was used. To analyze the first, second, third, and fourth hypotheses, a one-way ANOVA test was used; for the fifth and sixth hypotheses, a paired t-test was used; and for the seventh, eighth, and ninth hypotheses, a t-test was used. The results showed that there is a significant difference between the level of effectiveness of teaching components from the perspective of faculty members and students. There is a significant difference in the level of application of teaching components from the perspective of faculty members and students. A significant difference was observed between the order of importance and the order of application of teaching components in the two groups of faculty members and students. Additionally, there was a significant difference between the views of students and faculty members regarding the gap between the current status (application of teaching skills) and the desired status (importance of skills). Overall, the research findings clearly demonstrated the necessity of moving from the current status to the desired status.
خلاصه ماشینی:
In this regard, Weshan (1999) has named six dimensions as important skills for effective teaching: professional knowledge, planning for instruction 11, implementing instructional strategies 12, human and resource management 13, evaluating student learning 14, and professional responsibility 15.
Sharkfian (2005, Sharkfian) also in his research has determined the indicators of effective teaching in five areas including lesson design and preparation, lesson delivery, classroom management, human relations, and evaluation of students' academic performance, and has specified the level of attention of Isfahan University faculty members to these indicators.
A study at Kerman University of Medical Sciences showed that contrary to the desirable situation of clinical training, clinical instructors are at an average level in terms of scientific skills and teaching methods, and the most important educational problem relates to inappropriate teaching methods and instructors' unfamiliarity with planning and evaluation (Nouhi & Haghdoost, Darvish Moghaddam, Shakibi, Adhami, 2002).
Studies have shown that clinical instructors have little readiness to accept educational responsibility (McDougall, 2005), and this matter causes disturbances in the teaching and learning process; consequently, the need for training in clinical teaching skills is felt by instructors at medical universities (Branch & Houston, Clark, Levine, Ferenchick, Bowen, 2004).
The results show that from the perspective of faculty members, the components of knowledge and professional responsibility are in the first priority in terms of importance, responsibility and planning for instruction are in the second priority, resource and human resource management is in the third priority, and the implementation of instructional strategies and assessment of student learning levels are in the fourth priority.
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