“Examining Teachers’ Attitudes Toward the Skill Requirements of Virtual Education” (Case Study: Teachers and Instructors of Technical and Vocational Schools in District 5 of Tehran’s Department of Education)
Keywords:
teachers, in service virtual training, education, virtual teaching skillsAbstract
This study investigates secondary school teachers’ attitudes toward the skill requirements for virtual education in Tehran. The main aim is to identify and prioritize the skills teachers need to effectively conduct online teaching. Using a quantitative survey method based on expert interviews and a structured questionnaire, the research ranked these skills from highest to lowest priority as: emerging technology skills, technology skills, communication skills, training in online skills, online classroom management, teaching digital literacy, addressing cultural challenges in online teaching, content production, assessment and evaluation, security and privacy, psychological and conflict management skills, collaborative teaching, creating flexible learning structures, preparing students for independent learning, and continuous learning with professional development.
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