The Effectiveness of Teaching Learning Strategies on the Professional Competence of Adult Education Educators of the Literacy Movement Organization

Document Type : Original Article

Authors

1 PhD Student, Department of Curriculum Planning, Department of Educational Sciences, Faculty of Literature and Humanities, Islamic Azad University, Science and Research Branch, Tehran, Iran.

2 Faculty member (Professor) Research Institute, Research and Planning Organization

3 Faculty member of Allameh Taba Taba University, Faculty of Psychology of Educational Sciences, Tehran, Iran

Abstract

Purpose: The purpose of this study was to explain the effectiveness of teaching-learning strategies on the professional competence of adult education educators of the Literacy Movement Organization.
Methods: The method of this research was quasi-experimental pre-test post-test with the control group and had a follow-up stage. The statistical population of this study was all educators of the literacy movement in the cities of Tehran province in the academic year of 1998-99. In this study, 60 people were selected by purposive sampling method and two equal groups were divided into one group (30 people) as the experimental group and the other group (30 people) as the control group. Teachers' Professional Qualifications Questionnaire Sharifi and Islamieh (2013) were used to collect data. The independent variable (teaching-learning strategies) was performed on the experimental group in 10 sessions of 90 minutes. In the follow-up step, the dependent variable was performed only on the experimental group. The obtained information and results were analyzed using descriptive and inferential statistics.
Finding: The results showed that the professional competencies of adult education educators of the Literacy Movement Organization who received training in learning strategies are significantly higher than the professional competencies of educators who did not receive this training and training strategies for learning professional skills. Adult educators are effective and have good stability over time (p <0.05).
Conclusion: The results showed that teaching-learning strategies are effective on the professional competence of adult education educators of the Literacy Movement Organization

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