Sabereh Bazrafshan; esmaeil zarei; parviz sharifi daramadi; ali delavar
Abstract
The purpose of this study was to identify the components and framework for preparing student special education teachers based on its internal competency and validation approach. The method of mixed research was exploratory design. In the qualitative part of documents, articles, books obtained through ...
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The purpose of this study was to identify the components and framework for preparing student special education teachers based on its internal competency and validation approach. The method of mixed research was exploratory design. In the qualitative part of documents, articles, books obtained through systematic search and texts extracted from interviews with 21 expert professors and experts who were purposefully selected, the deductive content was analyzed. In order to determine the validity of qualitative research, triangulation, peer review and peer review were used, and for its reliability, agreement between the two coders was used. Data were collected in the qualitative part using semi-structured interviews and content analysis of documents and in the quantitative part using a researcher-made questionnaire. The results of content analysis led to the identification of 14 components for the special education model of special education teachers based on the competency approach and 60 sub-components that were presented in the form of a model. First, a conceptual model and then a process model were designed and compiled. A questionnaire was used to assess the internal validity of the model. Validity was obtained through expert review and reliability with Cronbach's alpha was 0.91.2. The sample consisted of 42 specialists in educational technology and special education. The average of all items was 4.76 and above the hypothetical average of 3 and the difference between the means was significant and with 99% confidence we can say that the designed pattern has internal validity.