The role of teachers in developing and nurturing the student mind in the classroom: Presenting a model

Document Type : Original Article

Authors

1 PhD Candidate in Educational Management at Khārazmi University, Tehran, Iran

2 (PhD), Khārazmi University, Tehran, Iran

Abstract

The purpose of this study was presenting a model of the role of teachers in developing and nurturing the minds of primary school students in the classroom. To achieve the purpose of the research, the qualitative-documentary method was used. The research population included all documents related to specialized keywords in the field of mind nurturing in the valid scientific databases and related scientific-research sites and publications inside and outside of Iran. Finally, 411 documents were obtained, which were reduced to 67 documents through theoretical saturation and purposive sampling method. Then, using note-taking in single and wavy form from the selected sample, a database was provided, and the process of inductive content analysis began by reading the sentences line by line and conducting the coding steps manually. Finally, findings were extracted in three steps. As a result, 87 sub-categories were placed under the seven intermediate categories which also were classified around two main categories called teacher’s self-nurture (moral-behavioral; knowledge-scientific-research; skill-ability) and development and nurturing of the mind (cognitive development; metacognitive development; healthy mental habits; self-awareness). To validate the coding steps, a validity check by a colleague was used, and the interrater agreement was 89%. Also, to validate the model, the point of view of experts (n=14) who were purposefully selected were used and, in this way, the numerical value of CVR (above 51%) and mean numerical value of judgments (equal to or greater than 1.57) were obtained. Finally, findings were discussed and concluded considering their applications in terms of teacher role through presenting a conceptual model.

Keywords

References

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Journal of Educational Innovations
Volume 20, Issue 3 - Serial Number 79
September 2021
Pages 181-216

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  • Receive Date: 20 October 2020
  • Revise Date: 24 July 2021
  • Accept Date: 05 August 2021

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