Teachers' hybrid competencies: a solution for teaching effectiveness in the post-corona era

Document Type : Original Article

Authors

1 Faculty Member, Department of Educational Management and Planning, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran

2 Faculty member, Department of Educational Sciences, Farhangian University, Shiraz, Iran

3 PhD in Curriculum Planning, Department of Management and Educational Planning, Shiraz University, Shiraz, Iran.

4 MA of Curriculum Planning, Management and Educational Planning Department, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.

5 MA student in Educational Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.

Abstract

The main objective of this research is to identify hybrid competencies of teachers as a solution for effective teaching in the post-COVID era. This qualitative study was conducted using the seven-stage Sandelowski and Barroso method. The interdisciplinary team consisted of three curriculum specialists and one expert in hybrid research methods. Initially, a preliminary search in Persian and Latin databases, using specific keywords, identified 45 relevant sources. In the next stage, sources with common authors or repetitive findings were excluded, leaving 29 sources after screening. Data validity was ensured through credible, transferable, and data harmonization methods, with careful guidance in data collection flow and researcher coordination. The results indicate that teachers' physical and virtual competencies can lead to the design of a hybrid competency model for teachers. Physical competencies include cognitive, interactive, and emotional skills in the presence of students, while virtual competencies encompass skills and abilities related to information technology and communication in virtual environments. Enhancing these competencies can improve teaching performance and foster student learning motivation. Considering the complexities of society and the increasing expectations from schools and teachers, the utilization of these competencies in education is essential and highly recommended.

Keywords

References

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