Document Type : Original Article
Authors
1 PhD Student in Educational Psychology, Qom Branch, Islamic Azad University, Qom, Iran.
2 Associate Professor, Department of Educational Psychology, Qom Branch, Islamic Azad University, Qom, Iran
3 Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran
4 Assistant Professor, Measurement Department, Behavioral Sciences Research Center, Lifestyle Research Institute, Baqiyatallah University of Medical Sciences, Tehran, Iran
Abstract
The purpose of this study was the conceptualization of Authentic Educational Courage construct based on qualitative study. In conducting the research, descriptive phenomenological method and collage data analysis based on Colaizzi were used, as well as the Facet Theory procedure theory approach based on the method of the Smallest Space Analysis Facet (SSAF) procedural analysis. The results led to the discovery of the true meaning of educational courage, including the procedures: purpose, action domain, repetition and authenticity of the response. According to this definition, Authentic Educational Courage can be defined as Learner optimal behavior- due to personality capacity- in confront harmful educational challenge to Achieving a transcendent goal. The findings can be used in addition to increasing basic knowledge, in providing tools to measure educational courage of learners’ especially graduate students and attract and nurture effective and efficient human resources in educational settings, with the aim of increasing the productivity of the higher education system.
Keywords
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