دوره 1، شماره 1 - ( 1400 )
|
برگشت به فهرست نسخه ها
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Torabi H, Labibzadeh R, Zabihi H. An Explanation of the Architectural Education Model Based on the Concept of Human Position: The Case of Technical Design Students at Islamic Azad University, South Tehran Branch. IJAUP 2022; 1 (1)
URL: http://ijaup.iust.ac.ir/article-1-845-fa.html
URL: http://ijaup.iust.ac.ir/article-1-845-fa.html
An Explanation of the Architectural Education Model Based on the Concept of Human Position: The Case of Technical Design Students at Islamic Azad University, South Tehran Branch. دانشگاه علم و صنعت ایران. 1400; 1 (1)
چکیده:
Among the various components of the educational system, the instructor constitutes the most influential element; therefore, professors and teachers are regarded as the primary agents of pedagogical development and transformation. In architectural education, insufficient attention to the position of the human being has been identified as a limitation of traditional educational approaches. It is expected that this shortcoming can be addressed in contemporary architectural education through a deeper understanding of the human dimension, the profound perspectives and principles employed by master architects in resolving construction-related challenges, establishing meaningful relationships between new buildings and their environmental context, and accurately interpreting human relationships. The effective transmission of these principles to students is therefore of particular importance.
This study aims to enhance the quality of higher education by explaining a model of a competent professor within the context of Iranian higher education. To achieve this objective, a qualitative research methodology based on the content analysis approach was adopted. Data were collected through semi-structured interviews and participant observation.
The principal research question explores students’ perceptions regarding the characteristics of a competent professor among students enrolled in the Architectural Technical Design course at Islamic Azad University, South Tehran Branch. The findings indicate that a score range of 5–6 out of 6 was obtained for the dimensions of mastery of the Architectural Technical Design course, up-to-date knowledge, creativity, integration of theory and practice, professional experience, responsibility, high expectations of students, eloquence, and fair evaluation. A score range of 4–5 out of 6 was obtained for optimism and positive thinking, research capability, constructive interaction with students, approachability, enthusiasm, and well-organized course content. Furthermore, a score range of 3–4 out of 6 was recorded for flexibility.
The findings highlight the significance of professional competence, pedagogical effectiveness, and human-centered educational approaches in architectural education and provide a framework for identifying and promoting the characteristics of competent professors in higher education.
This study aims to enhance the quality of higher education by explaining a model of a competent professor within the context of Iranian higher education. To achieve this objective, a qualitative research methodology based on the content analysis approach was adopted. Data were collected through semi-structured interviews and participant observation.
The principal research question explores students’ perceptions regarding the characteristics of a competent professor among students enrolled in the Architectural Technical Design course at Islamic Azad University, South Tehran Branch. The findings indicate that a score range of 5–6 out of 6 was obtained for the dimensions of mastery of the Architectural Technical Design course, up-to-date knowledge, creativity, integration of theory and practice, professional experience, responsibility, high expectations of students, eloquence, and fair evaluation. A score range of 4–5 out of 6 was obtained for optimism and positive thinking, research capability, constructive interaction with students, approachability, enthusiasm, and well-organized course content. Furthermore, a score range of 3–4 out of 6 was recorded for flexibility.
The findings highlight the significance of professional competence, pedagogical effectiveness, and human-centered educational approaches in architectural education and provide a framework for identifying and promoting the characteristics of competent professors in higher education.
نوع مطالعه: Research Paper |
موضوع مقاله:
Architecture
| بازنشر اطلاعات | |
 | این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است. |
