Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Prerequisites of dialogical teaching-learning strategy, proportionate‎ to generational characteristics of today's ‎undergraduate students

Document Type : Original Article

Authors
Ahmad Ebrahimi 1
S. Ebrahim Mir Shah Jafary 2
Ali Rabbani Khoorasegani 3
1 Faculty of Educational Sciences and Psychology, University of Isfahan
2 Professor Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan
3 Sociology Department, Faculty of Literature and Humanities, University of Isfahan
Abstract
The present study was conducted with the aim of identifying and explaining the prerequisites of a dialogical teaching-learning strategy, proportionate‎ to generational characteristics of todaychr('39')s ‎undergraduate students, using the mixed method. The tools used in the qualitative and quantitative sections were semi-structured interview and researcher-made questionnaire, respectively. The analysis of the findings in the qualitative part is based on grounded theory and in the quantitative part is descriptive-survey. The statistical population in the qualitative section was the experts, of which the sample of them continued in a targeted manner‎. The statistical population in the quantitative section, consisted of faculty members and undergraduate ‎students from whom the research sample was selected from them by stratified ‎random method. Based on the findings, 8 important prerequisites were identified. As a result, the academic motivation and scientific growth of todaychr('39')s students, depends on the efforts of teachers in the application of the mentioned Prerequisites.
Keywords
Higher education
Undergraduate course
Dialogical teaching-learning
Generational characteristics
New ‎Generation