افسانه کلباسی

The aim of present study was identifying the implications of the connectivism theory in the internship curriculum of Farhangian University and designing a suitable model using a mixed method of exploratory sequential type. In the qualitative part, Mayring's inductive qualitative content analysis method and in the quantitative part, the survey method were used to model the structural equations. In the qualitative section, authentic documents and researches on the topic of connectivism, of which 14 studies were selected through purposeful sampling. The statistical population in the quantitative section was 70 trainee teachers of which 59 were randomly selected according to Karjesi and Morgan's table. The research tool in the qualitative part was a checklist based on curriculum elements, and in the quantitative part, a researcher-made questionnaire. The results showed one of the most important implications of connectivism theory in the goals of the internship curriculum was the ability to direct the instruction in a face-to-face and virtual form and collaborative teaching. The most important category in content was the knowledge of content analysis and action research. The most important category in teaching methods was discovery and problem solving method and in evaluation methods was observing performance of student teachers in class.

The purpose of this study was to evaluate the professional performance of novice teachers in Isfahan province by descriptive-survey method. The statistical population was 533 novice teachers in Isfahan province. 255 people were selected by random stratified sampling method. The research tool was a questionnaire based on Gharemani Fard and Seyyed Abbaszadeh's model (2017). The validity of the questionnaire was confirmed by experts and its reliability was confirmed with Cronbach's alpha coefficient higher than 0.8. Data analysis was done using descriptive and inferential statistics .The results showed that the average professional performance of novice teachers, in all nine components of the learning environment, classroom leadership, teaching planning and design knowledge and skills, teaching knowledge and skills and presentation Opportunities for learning, monitoring and evaluation and feedback in the classroom, knowledge and skills of using technology in the classroom, legal, ethical and professional responsibilities and knowledge and skills of professional growth and development of the teacher were above average; But it was far from ideal. The training of student teachers in Farhangian University as well as the training of novice teachers in the early years of service requires paying attention to quality and effective teaching standards.

The purpose of this study was to evaluate the plan to purchase educational services as one of the privatization methods based on the SWOT model.

The research method was mixed and exploratory. The statistical population in both qualitative and quantitative sections, respectively, included 18 primary education experts in the education districts of Isfahan, and all teachers implementing the plan to purchase educational services in the six districts of Isfahan, 270. The number of samples in the qualitative section was equal to the number of population and in the quantitative section was 154 people who were selected according to Krejcie and Morgan table by stratified random sampling.The research tools in the qualitative part included an interview and in the quantitative part a researcher-made questionnaire. The validity of the interview and questionnaire was confirmed by the 5 education specialists. The reliability of the questionnaire was etermined by Cronbach's alpha method with a coefficient of 0.87. The data obtained from the interview were analyzed using the Strauss-Corbin paradigm model and the Friedman test was used to analyze the data obtained from the questionnaire.

The findings showed that the use of young people, saving budgets and higher education of teachers are strengths and not paying attention to the growth and professional development of teachers, lack of employment criteria and non-payment of salaries on time are important weaknesses of this plan. The growth of entrepreneurial culture, private sector participation and the reduction of government ownership in education are among the opportunities created and the lack of legal policies, the lack of clear regulations by legislators, and job insecurity of teachers are the most important threats.

The aim of present research was a comparative study of teachers' performance evaluation methods in Australia, Finland, Iran and USA. In this qualitative comparatively study, the strategy of country selection and level of analysis were "different social systems, different educational outputs" and macro (countries) respectively. The findings reveal that in all the selected countries, teachers' performance evaluation methods are done for the two purposes of accountability and professional development. Also, the findings indicated that in Finland and Iran, results of performance evaluation do not have a great impact on the employment status of teachers, while in Australia, the purpose of evaluation is to issue teaching certificates and continuous career improvement or to fire teachers who cannot or do not willing to perform professionally. Another finding revealed that all the selected countries have similarities in the evaluation indicators - such as identifying and attention to the needs and individual differences of students, use of new technologies in the teaching-learning process, proper relationships with colleagues, and professional participation. Of course, indicators such as emphasis on having excellent thought power (in USA), adherence to Islamic, moral and religious values (in Iran) and awareness of various dimensions of the teaching profession - social, philosophical, psychological, sociological & historical foundations of education (in Finland) are more important in the process of evaluating teachers' performance. Findings also showed that all the selected countries are similar in using various methods of teachers' evaluation performance - such as direct observation of the teacher, feedback from peers, principal, parents & self-evaluation. However, consultative and formative evaluation methods in Finland and lack of use of academic record of students and learners’ performance in Iran are among differences of these two countries with others.

Social capital is a set of social interaction assets such as partnerships that enable student-teachers to work together in groups to improve teaching and learning. Cultural intelligence also refers to an individual's ability to function and manage effectively in a variety of cultural contexts. Despite the cultural diversity of Farhangian University students and teachers and the importance of their social interactions in learning with themselves and their future students, It was necessary to study the relationship between social capital and their cultural intelligence. Therefore the  purpose of this study was to predict social capital based on cultural intelligence among student teachers of Farhangian University of Isfahan.The research method was descriptive-correlation. The statistical population consisted of all students in the last two years of primary education at Farhangian University of Isfahan in the academic year 2019-2010 (379 people). The sample size was estimated based on Krejcie Morgan table 181 people who were selected by stratified random sampling method. The research instruments were the Early and Ang (2003) Standard Cultural Intelligence Questionnaire and the Nahapit and Gushal (1998) Social Capital Questionnaire. The reliability of the cultural intelligence questionnaire using Cronbach's alpha coefficient in cognitive, perceptual and behavioral dimensions was 0.76, 0.71 and 0.74, respectively and the reliability of the social capital questionnaire for cognitive, structural and relational dimensions was 0.68, 0.66 and 0.69, respectively. The validity of the questionnaires was confirmed using the opinion of experts. Data analysis was performed using Pearson correlation coefficient and multivariate regression test. Results showed that there is a positive and significant correlation between the structural and cognitive components of social capital and the motivational and behavioral dimension of cultural intelligence among student-teachers. Findings also showed that the behavioral dimension of cultural intelligence is able to predict social capital.

The purpose of this study was prioritize the tendency of elementary school teachers to curriculum ideologies through descriptive-survey method. The statistical population of the study consisted of all primary school teachers in Isfahan, 4290 people, from which 354 people were selected according to Morgan table by stratified cluster random sampling method. Data gathering tool was the standard questionnaire of Schiro (2014) Curriculum Ideologies, which determines the types of curriculum ideology (scholar academic, learner centered, social efficiency, and social reconstruction) based on the components of aim, teaching, learning, knowledge, child and evaluation. The Friedman test was used to analyze the data. Research findings indicated that elementary teachers of Isfahan had the highest tendency in the components of aim, teaching, learning, child and evaluation based on learner centered ideology and in the component of knowledge on social efficiency ideology; Also, in all of components have been the lowest tendency in the scholar academic ideology.

The aim of the present study was to investigate the views of primary school teachers in Isfahan about the effects of shadow education on their teaching. To this aim, survey method was employed and statistical population included all second grade elementary school teachers in districts (1, 2 and 3) of Isfahan in the academic year of 2009-2010 including 700 individuals. From this population, 248 people were selected by stratified proportional sampling method and using Krejcie Morgan table. The research instrument was a researcher-made questionnaire with 48 items on a five-point Likert scale. The content validity of the questionnaire was confirmed by experts and its reliability was calculated by determining the Cronbach's alpha coefficient of 0.87. The findings from data analysis using independent t-test showed that the maximum and minimum effects of shadow education was on professional responsibility and classroom environment, respectively. The results also revealed the positive effects of shadow education in all aspects of teaching from the perspective of teachers.

The purpose of this study was curriculum content analysis of bachelor of the primary education of Farhangian University with respect to the components of professionalism. The research method was content analysis. The analysis unit was the objectives and criteria for the competencies of 67 unit of revised curriculum of the undergraduate course in the field of primary education at Farhangian University (2016). The registration unit was Themeof the objectives and criteria. Data collection tools included a content analysis checklist based on the components and indicators of the Danielson Teaching Assessment Framework (2013) in the form of four areas of planning and preparation, classroom environment, instruction and professional responsibilities, 22 main components and 120 indicators. The validity of the checklist was confirmed by 5 educational specialists. The reliability of the checklist was calculated by determining the agreement coefficient of the code 0.83. In order to analyze the data, Shannon entropy method was used. The results showed that in the curriculum of primary education, the areas of planning and preparation, classroom environment, education, and professional responsibilities were not considered in a balanced way. Also, the components of creating an environment with respect and support, accurate recording and maintenance of records, knowledge of resource use, application of questioning techniques and discussion have not been considered.

Shahab national program in Iran is currently administered with the aim of identification, guidance and support of supreme talents with the cooperation of national elite foundation and the ministry of education in all primary schools from fourth to sixth grades. In this program, teachers identify students in eight types of talents, including verbal, mathematical, artistic, spatial, motion-sports, social, religious culture, and experimental science, by grading student behavior checklists. Thus Given the key role of teachers in identifying students' talents, it is important to examine their educational needs. The present study was conducted to identify and prioritize the educational needs of primary school teachers implementing the Shahab program. The research method was a descriptive survey. The statistical population included all primary school teachers implementing the Shahab program in Najafabad of Isfahan, in the academic year of 2017-2018 (n=505). According to Krejcie- Morgan's table, 200 of the population were selected by stratified random sampling method as the sample size. The data collection tool was a 45-item questionnaire conducted by the researcher on teachers' educational needs for identifying eight types of talents on a five-point Likert scale. The questionnaire was developed using Gardner's theory of multiple intelligences and its application in the classroom. The validity of the questionnaire was confirmed by 5 educational specialists. The reliability of the questionnaire was calculated through Cronbach's alpha coefficient and the coefficient was estimated to be 0.93. The findings from this study using Friedman's statistical test showed that priorities of the educational needs of teachers implementing the Shahab program in identifying different talents are: motion-sports, spatial, social, artistic, experimental sciences, mathematics, religious culture and verbal, respectively. Due to the high average of educational needs in the field of identifying each of the talents, except for the talent of experimental sciences, there was no significant difference between the opinions of teachers.

The aim of this study is to investigate the views of faculty members and students on the effect of using peer assessment methods on the level of knowledge, skills and attitudes of university student teachers in Farhangian internship curriculum. The statistical population of the research including all faculty members of the internship course unit in the field of primary education at Farhangian University of Isfahan province, was 27 people, and all students of primary school teachers of Fatemeh Zahra Campus of Isfahan Farhangian University in the 98-97 academic year and included 60 people. A complete census method was used to determine the sample size of the faculty members. The sample size of the students was determined by simple sampling method and using the table of Kerejcie- Morgan 50 people. The research instrument was a researcher-made questionnaire consisting of 32 items and its reliability was estimated using Cronbach's alpha coefficient in the two sections of faculty members and students at 0.87 and 0.81, respectively. Data analysis was performed using t-sample statistical test in SPSS software environment. The results of the research showed that both groups of faculty members and students emphasize the positive effect of this evaluation method on improving the level of knowledge, attitude and skills of students. There was also no significant difference between their views.

The objective of the present study has been investigating the degree of teacher students’ resilience at farhangian university in the city of Isfahan and offering resilience education in teacher students curriculum. The research method was descriptive- survey in the first stage and the statistical population included all 390 male and female teacher students studying in BA level at elementary education field at farhangian university of Isfahan from whom 104 male students and 167 female students were selected through stratified sampling appropriate for the sample size. The data collection instrument was Conner-Davidson resilience questionnaire with reliability of coefficient of 0.84 and the data analysis was conducted via independent sample t-test. The research method in the second stage was conducted through review method and the analysis of the findings was done via descriptive-analytical method. The findings showed that the degree of resilience among female and male teacher students was above medium level. Moreover the results implied that there is a significant difference among male and female teacher students; that is the degree of resilience in female teacher students is more than male teacher students.

The complexity of teachers’ role and various expectations from the teacher in the new world’s condition require activities beyond the past such as apprenticeship and retraining. Therefore, the purpose of the present study was to compare pre-service teacher training, novice teachers’ training and in-service teacher training procedures in Iran and some other countries of the world in order to extract their similarities and differences. The research methodology was descriptive-analytical research method. The information whereof was collected through documents, research reports, searching the internet and the websites of ministry of education in the countries under study and they were analyzed through George Beredy’s model. The research findings reveal the variability and plurality of training methods in traditional methods and alternative approached depending on teachers’ training needs, content, existing facilities, time and working schedule and policies of training system of the countries. Moreover, making continuous relationship between teacher training system and universities, schools and other social foundations, making relationship between pre-service training and in-service trainings and making coordination between foundations managing teacher training in these countries, have been among outstanding points in the success of their training.

Providing a suitable instrument for the course evaluation was the primary purpose of the present study. What being indicated from this research is that some necessary features are acquired for the course evaluation instruments as: A) the points which help the students in learning including learning condition، learning sources، supportive services، and teaching quality; B) the motivation level and the degree of the students'' involvement with the learning tasks. C) the students'' general satisfaction of the course. Provided instruments، then، were used so as to evaluate the teaching courses «the methods of using learning courses». All the university students majoring in teaching primary education in Shahid Rajaie Center at Isfahan University were chosen as the statistical population. Considering the Likert scale، a researcher-made questionnaire including 10 closed-ended questions was used، focusing on the learning objectives، learning experiences، learning sources، learning tasks، educational feedbacks، activities volume، teaching quality، motivation، thought and general satisfaction. Two open-ended questions، also، have been used regarding the course improvement. The face and content validity of the questionnaire were determined by the five faculty members and in order to determine the reliability، the Coronbach alpha method was applied; the coefficient of which was 0. 92. the findings showed that there was not a significant difference between the two teacher- student groups'' mean scores، with low or high records، in those ten features. The mean score of the two groups indicates that the students in either of the groups had the highest emphasize on presenting educational feedbacks. In order that the open-ended questions to be analyzed، the method of itemizing was applied and course improvement techniques، also، have been categorized considering 3 items as: the professor، course and the students.

As training is one of the most important goals in our universities, quality of education has its own significance. The most vital aspects of training are proficiency in teaching concept, having skills in lesson planning and material development, establishing good relationship with learners and maintaining such relationship, management of the class and assessment of teaching and learning. To approach these goals educational centers have to train teachers and learners. As far as teaching training centers have not existed in our universities, or even if there were any, they had very limited activity in this regard. Therefore, the aim of this research is to introduce and investigate the activities of such centers in several famous universities around the world and to create such centers in our universities. The most essential activities in such centers with maximum abundance are related to professional development of academic members via seminars and workshops, individual consultation surrounding teaching skills and granting teaching certificate. Furthermore, some new factors with less abundance are related to dealing with plagiarism, morality in research and confronting anxiety which are of great attention value.