Document Type : Research Paper
Authors
1 PhD of Curriculum, Department of Education, Faculty of Education and Psychology, University of Birjand, Iran.
2 Assistant Professor, Department of Information Science and Epistemology, Faculty of Literature and Humanities, University of Zabol, Zabol, Iran
3 Senior Expert in History and Philosophy of Education, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Kharazmi University, Iran
Abstract
The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.
The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.
The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.
The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.
Keywords
)