Özet:
The main objective of this research was to identify the components of teachers' knowledge in the education of Ahvaz city. The aforementioned research, in terms of objective, is within the scope of 'theoretical-applied' research and, in terms of method, is a sequential exploratory mixed-method (qualitative and quantitative). In the qualitative section, based on the rule of theoretical saturation, 11 teachers from Ahvaz city were selected using purposive sampling and the desirable cases pattern and participated in this research. The sample size for the quantitative section was estimated to be 346 people based on Cochran's formula, and stratified random sampling was used to select them. For collecting qualitative data, the semi-structured interview method was used, and for quantitative data, a researcher-made questionnaire was used. In the qualitative section, to analyze the interviews, the deductive content analysis method of interviews was used, and for analyzing quantitative data, exploratory factor analysis was used. The results showed that the components of teachers' knowledge include skill knowledge (teaching skill, evaluation skill, etc.); cognitive knowledge (understanding students, understanding laws and regulations, etc.), procedural knowledge (practical teaching, evaluation knowledge, etc.); communicative-interactive knowledge (interaction with the manager, interaction with the administration, etc.); management and planning knowledge (leadership and classroom management, etc.) and technology knowledge (the ability to use electronic content, computer and internet).
Otomatik Özet:
The Effect of Knowledge Management on Performance of Secondary School Teachers in Tehran, Quarterly Journal of New Thoughts in Educational Sciences, 5 (17), 135-154.
Investigating the Relationship between organizational Intelligence and Flexibility of human resources in knowledge based organizations, Journal of the Governmental Management, 7 (2), 373-392.
The results of this research showed that teachers' knowledge can be categorized into six components, including skill knowledge, cognitive knowledge, procedural knowledge, communicative knowledge, management and planning knowledge, and technological knowledge, each of which carries different contents.
For example, Wu and Lin (2011) in their research consider the components of teachers' professional knowledge to include industrial professional knowledge, curriculum development, teaching preparation, practical teaching, teaching evaluation, teaching management, student counseling, public relations and interpersonal communication enhancement, and project collaboration.
A debatable point is that this fluid mixture of thought and experience, despite similarities in organizations and among various thinkers Teachers' management and planning knowledge and its variables: Based on the results of this research, it can be said that having a specific plan and program for teaching and instruction is one of the important and necessary variables of teachers' planning knowledge, and through planning and formulating appropriate strategies, teachers can utilize all available facilities and opportunities and have a forward-looking perspective.
Based on the results of the qualitative section, the dimensions of teachers' knowledge were categorized into six dimensions: interactive, skillful, cognitive, technological, procedural, and management and planning knowledge.
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