Validation of Comparative Model of the Teacher Education Systems

The present study aimed to validate the comparative model of teacher education systems. For this quantitative study, correlation method and path analysis test were used in line with research purposes. The statistical population was faculty members of Farhangian University, Iran. The cluster sampling...

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Autores principales:	Mehri Ezazi, Mohammad Nourian, Ali akbar Khosravi Babadi, Darush Noroozi
Formato:	article
Lenguaje:	EN
Publicado:	Comparative Education Society of Iran ( CESIR) 2020
Materias:	comparative model teacher education comparative components exploratory factor analysis Education L
Acceso en línea:	https://doaj.org/article/8b5b8deb0c82418f93311fd656d1a580
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spelling	oai:doaj.org-article:8b5b8deb0c82418f93311fd656d1a5802021-11-17T10:05:20ZValidation of Comparative Model of the Teacher Education Systems2588-72702676-498910.22034/ijce.2020.224277.1117https://doaj.org/article/8b5b8deb0c82418f93311fd656d1a5802020-11-01T00:00:00Zhttp://journal.cesir.ir/article_119269_3a9a66f1b0631f664412e58d88302052.pdfhttps://doaj.org/toc/2588-7270https://doaj.org/toc/2676-4989The present study aimed to validate the comparative model of teacher education systems. For this quantitative study, correlation method and path analysis test were used in line with research purposes. The statistical population was faculty members of Farhangian University, Iran. The cluster sampling method was used to determine the sample size, and 250 faculty members from all over the country were selected as the study sample. A researcher made questionnaire including 50 items designed based on the components of the comparative model of the teacher education system was used to collect the data. Moreover, the exploratory factor analysis test was used to investigate the reliability of the instrument, employing the Principal Components Analysis (PC). The results showed that 7 factors had been identified according to the eigenvalues. The results of the explained variance showed that these 7 factors predicted a total of 70% of the structural changes. Then, in order to test the theoretical model, the proposed conceptual model analyzed by path analysis, employing the maximum probability method. After testing the model with fit indices, it was shown that the tested model enjoyed a good fit with the conceptual model and the collected data. In the end, suggestions were made, including that researchers and those involved in teacher education systems all over the world can use this model as a conceptual framework in their comparative approach in order to benefit from successful methods of teacher education.Mehri EzaziMohammad NourianAli akbar Khosravi BabadiDarush NorooziComparative Education Society of Iran ( CESIR)articlecomparative modelteacher educationcomparative componentsexploratory factor analysisEducationLENIranian Journal of Comparative Education, Vol 3, Iss 4, Pp 837-861 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	comparative model teacher education comparative components exploratory factor analysis Education L
spellingShingle	comparative model teacher education comparative components exploratory factor analysis Education L Mehri Ezazi Mohammad Nourian Ali akbar Khosravi Babadi Darush Noroozi Validation of Comparative Model of the Teacher Education Systems
description	The present study aimed to validate the comparative model of teacher education systems. For this quantitative study, correlation method and path analysis test were used in line with research purposes. The statistical population was faculty members of Farhangian University, Iran. The cluster sampling method was used to determine the sample size, and 250 faculty members from all over the country were selected as the study sample. A researcher made questionnaire including 50 items designed based on the components of the comparative model of the teacher education system was used to collect the data. Moreover, the exploratory factor analysis test was used to investigate the reliability of the instrument, employing the Principal Components Analysis (PC). The results showed that 7 factors had been identified according to the eigenvalues. The results of the explained variance showed that these 7 factors predicted a total of 70% of the structural changes. Then, in order to test the theoretical model, the proposed conceptual model analyzed by path analysis, employing the maximum probability method. After testing the model with fit indices, it was shown that the tested model enjoyed a good fit with the conceptual model and the collected data. In the end, suggestions were made, including that researchers and those involved in teacher education systems all over the world can use this model as a conceptual framework in their comparative approach in order to benefit from successful methods of teacher education.
format	article
author	Mehri Ezazi Mohammad Nourian Ali akbar Khosravi Babadi Darush Noroozi
author_facet	Mehri Ezazi Mohammad Nourian Ali akbar Khosravi Babadi Darush Noroozi
author_sort	Mehri Ezazi
title	Validation of Comparative Model of the Teacher Education Systems
title_short	Validation of Comparative Model of the Teacher Education Systems
title_full	Validation of Comparative Model of the Teacher Education Systems
title_fullStr	Validation of Comparative Model of the Teacher Education Systems
title_full_unstemmed	Validation of Comparative Model of the Teacher Education Systems
title_sort	validation of comparative model of the teacher education systems
publisher	Comparative Education Society of Iran ( CESIR)
publishDate	2020
url	https://doaj.org/article/8b5b8deb0c82418f93311fd656d1a580
work_keys_str_mv	AT mehriezazi validationofcomparativemodeloftheteachereducationsystems AT mohammadnourian validationofcomparativemodeloftheteachereducationsystems AT aliakbarkhosravibabadi validationofcomparativemodeloftheteachereducationsystems AT darushnoroozi validationofcomparativemodeloftheteachereducationsystems
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Validation of Comparative Model of the Teacher Education Systems

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