Results
In this study, the mean age of the participants was 45.34±12.60 years. All the participants were married. Two themes and six interrelated sub-themes emerged from the data. (Table 1)
Table 1: Competencies and strategies in empowering the university professors
Theme
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categories
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Subcategories
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Explain competencies based on role
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Tasks and capabilities
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Mastery of the subject
Pre-teaching abilities
Knowledge of learning patterns
Holding a fair exam
The power of expression, comprehension, and transmission of educational materials
Determination and seriousness in classroom management
Problem-solving skills
Critical thinking
Clinical reasoning
Ability to access new information
Audit and self-assessment
Entrepreneurial skills
Team building and teamwor k
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Excellence in personal qualities
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Having a generous chest and good mood
Being a role model
Maintaining the student's personality and respecting him
Being rational and a master of criticism
Humorous natural master
Non-discrimination between students
Seeking justice
Conflict management
Advanced communication skills
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Best strategies in empowering teachers
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Problem-based training
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Learning high levels of cognition, group learning, peer learning, mentoring flow in teamwork, motivation, self-management
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Integration methods
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Combination of simultaneous and asynchronous teaching methods, the combination of subject and content, combination of teaching methods,
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Evaluation-based training
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Assessment to motivate, provide feedback, improve learning, emphasize supervision, apply what has been learned
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Scholarship in teaching
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Creating a field of science in practice, influencing the educational environment, improving the level of education and educational research in the university, promoting educational science, promoting students' satisfaction
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Theme 1: Explaining competencies based on roles
Based on the experiences of the study participants in the process of empowering teachers, in addition to learning style, their roles and tasks should be considered. To play their different roles, teachers need competencies and traits, some of which are in their roles as academic staff.
Tasks and capabilities
Participants defined the roles based on Harden's study on faculty members' roles. They expressed the competencies required for the teachers in the academic staff position based on a three-circle model of Dandy experiences. From their experiences and opinions, the teachers and experts considered the features and attributes necessary to play the role of a teacher. Problem-solving skills, critical thinking, and clinical reasoning skills were necessary, and priority was given to the essential problem-solving skills in teacher and student training. One of the teachers said in this regard:
"…In my experience, a good teacher is both a good educational designer, teacher, and a good evaluator. They are all combined to make a good lecturer…" (Participant No: 12).
Tasks and capabilities
Development and excellence of personal qualities
Based on their own experiences and the statements of other teachers, the participants each addressed the humanistic traits that a university professor should possess. These characteristics include having a good temper, considering the student's personality and respecting him and being rational, criticizable and humorous. Practicing no discrimination between students; seeking justice; managing the conflicts; having advanced communication skills, and especially being a role model for students and colleagues, which means that teachers with good morals and humanistic qualities can create an academic and ethical atmosphere to guide the student in science and ethics were other characteristics. In this regard, one of the teachers said:
"…my teacher always did what he said." My dear, try to analyze your behavior and see what you did that created such a result? Come on, try to do your tasks on time! But you never act on time….." (Participant No 8)
Theme 2: Best strategies in empowering teachers
Based on the statements and experiences of the study participants in empowering teachers, to achieve the mentioned competencies, it is necessary to design better strategies in empowering teachers. However, empowering the teachers to play different roles should be based on a strategy in line with Shiraz University of Medical Sciences' dominant learning styles in the first phase of the study.
Problem-based education
Based on the experiences of the teachers and experts, however, problem-based teaching is not a new method. Teachers believe that, in addition to the involvement of the learners and active and profound teaching knowledge, problem-based education leads to an increase in the learners' intrinsic motivation, peer-assisted learning, and repeated use of what has been taught in the process of learning. One of the teachers said in this regard:
" ... When I remember, I feel good about it; it was something that was both fun and learning. I think it was done for the first time problem-based training, problem-solving tips that I remember; …" (Participant No: 5).
Based on the teacher's experience, in small working groups, they get familiar with the culture of teamwork, group behavior, and that of individual members as well. This is an effective practice in understanding the students in the classroom and group, and they experience and learn how to interact with students. In small groups, the training is based on the problem of the young teachers practicing coaching and seeing the role of mentors. One of the teachers said in this regard:
..." We have tightly entangled ourselves with busy work and other involvements, a routine life without joy and presence of friends and colleagues, while medical sciences as a whole perform collective activities and cooperation; in the workshops, we can get together and benefit from friendship and association…" (Participant No 7).
Intagration of methods
There are several forms of blended learning in the participants' experiences. The first is a combination of face-to-face and e-learning, which uses information and communication technologies and face-to-face classes for learning of seekers of science. The integrated approach in continuing education has been a successful method that causes satisfaction and improves the performance of its target population. In this regard, one of the teachers maintained:
"…We need to decide how our teaching needs are met in a class and how students can learn in different ways when attending classes. I always used this method when the students took part in their learning and usually did their best. You see, in this time of the prevalence of Corona, don't we have the same approach to teaching? As an academic staff member, I know that everything you tell me does not require physical attendance, so what are presence and absence? You use both e-learning and presence ...") (Participant No: 11).
Another experience is the integrative use of materials, topics, and educational stuff; for example, an academic staff can apply the curriculum, educational evaluation, and management of the material in combination. One of the teachers said:
"…What is the meaning of being a professor in any field? They are the ones who can respond our questions correctly. Surface replies can be found in any text, but we expect the lecturer to go beyond the text—) (Participant No15).
Intagration of methods
Evaluation-based education
The study participants acknowledged that evaluation was an essential part of the learning process. We should evaluate the teacher's performance in practical programs. One of the teachers said in this regard:
" When I see the mere presence without even thinking about the program is enough, I do not even bother thinking; I do not do so. However, when I knew I had to answer, I knew someone was auditing. I am so interested in participating in the program. Thinking about the reason why I cannot act like my colleagues prompts me to be active. ..... The question is whether I can have a hands-on approach in my teaching…" (Participant No: 6).
Intagration of methods
Evaluation-based education : Scholarship in education
Although science studies are one of the concepts that are the last activities after entering the university, the matter and specific knowledge and scholarship of teaching would involve serious and active teachers in promoting educational activities. Activity Knowledge Scholarship of Teaching includes all activities in education at different levels, including teaching; designing educational programs and guidance; counseling; practicing leadership; and training. One of the teachers said in this regard:
"…a significant impact in my experience is involving teachers in educational activities, and I see how people who were previously indifferent now are active and prepare educational interventions and ideas and ask …) ( Participant No10)
Critical approach
The educational process must be evaluated critically. Suppose the process is not criticized, and its problems and shortcomings are not seen in the field to be implemented. In that case, it will have problems in implementation, and the basis for this criticism is effective communication with colleagues and experts, said one of the participants in this field:
"... Small universities are also active, but their activities are not highlighted while larger universities have lots of facilities and a studio …; therefore, the potentials for activities in scholarship are not similarly existent" (Participant No: 7).