The purpose of this study was to examine female high school teachers' professional competencies based on constructivism perspective in Hamedan city. This research is a descriptive survey. Statistical population of this study consists of all female high school teachers of Hamedan city. 150 teachers were selected based on multi-step cluster sampling method and according to Morgan Table. A questionnaire was used for data collection. Its reliability was estimated through Cronbach’s Alpha which turned out to be about 0/75. The findings showed that the participating teachers have professional competences while interviews showed that the teachers do not have professional competencies according to constructivism perspective. Moreover, higher education centers did not have influential roles in upbringing constructivist teachers.
Kavoosi, M. (2019). Constructivism, High School, Teacher’ Professional Competencies, Teacher Education. Teacher Professional Development, 4(3), 45-56.
MLA
Maryam Kavoosi. "Constructivism, High School, Teacher’ Professional Competencies, Teacher Education", Teacher Professional Development, 4, 3, 2019, 45-56.
HARVARD
Kavoosi, M. (2019). 'Constructivism, High School, Teacher’ Professional Competencies, Teacher Education', Teacher Professional Development, 4(3), pp. 45-56.
VANCOUVER
Kavoosi, M. Constructivism, High School, Teacher’ Professional Competencies, Teacher Education. Teacher Professional Development, 2019; 4(3): 45-56.
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