رضا ساعی مهربان

Entrepreneurial teacher training, within the framework of the fundamental transformation policy of education, has recently become a significant concern for policymakers and a subject of research for scholars in this field. However, one of the research gaps in this domain is the focus of studies on educational requirements, while neglecting the systematic and comprehensive exploration of environmental, structural, and consequential requirements. The purpose of this study is to present a model for entrepreneurial teacher training within the education system. This qualitative research was conducted using a grounded theory approach. Data were collected through semi-structured interviews with 20 key informants who had knowledge and lived experience regarding the phenomenon under study. Based on Strauss and Corbin’s coding paradigm, the data were categorized into three phases: open, axial, and selective coding using MAXQDA software, and the relationships between categories were determined. To assess the validity of the findings, methods such as member checking, the appropriateness of interpretation judgments, and peer review were employed. For assessing reliability or transferability, inter-coder agreement was used. The findings revealed 220 conceptual constructs (codes), categorized into 39 categories and 6 cluster categories, including causal factors, central phenomenon, contextual factors, environmental factors, strategies, and outcomes, which impact the phenomenon of entrepreneurial teacher training. The theoretical framework for the requirements of entrepreneurial teacher training in this study provides a solid scientific tool for planning entrepreneurial teacher training programs and making informed decisions.

The current research has been carried out to analyze the components of metamodern education. The descriptive-analytical method has been used to investigate the purpose of the study. Metamodernism, as one of the new intellectual approaches in the third millennium, acts as a paradigm for re-creating the possibility of going beyond the environment and creating positive change in societies in a way that can give scattered realities a new meaning and guide them in an integrated and coherent manner within a framework of developmental, creative, and ethical mechanisms. On the other hand, the metamodern curriculum should provide teachers' empowerment and increase their ability to analyze and explain the combined and multidimensional phenomena of education from different dimensions simultaneously, multidimensionally, and multilevelly. The view of the metamodern curriculum is that it is hermeneutic, multidimensional, and multifaceted, and in this direction, it tries to create a favorable platform for the development of educational justice, equality, and opportunities for learners. Therefore, this approach with the development of cognitive and emotional power and the development of communication capabilities in the context of the structure of curricula and creative educational mechanisms based on critical thinking is the context of achieving one of the new goals of education and training systems, that is, green and sustainable development. It will provide the individual and social ecosystem and will be the basis for the policymakers and planners of the education system to achieve effective strategic plans in the education system.

Our focus in this research is on the internship curriculum of the teacher training system. The purpose of the research was to identify the strengths, weaknesses, opportunities, and threats of the internship course of Farhangian University of Tehran.

The methodology of this study is mixed method. In the qualitative part, the participants of the research were 18 of faculty members that were interviewed. The data analysis of this section was thematic analysis method. In the quantitative part of the statistical population were 228 faculty members and interns of Farhangian University. The data collection tool was the researcher-made questionnaire. For data analysis, content analysis and SWOT model were used.

The results of the research led to the identification of 8 components of the strengths and weaknesses and 9 components of the opportunities and threats of the training program of the skills trainees of the employment plan of Article 28 of the Ministry of Education. In addition, 8 strategies were formulated to face the weaknesses and threats and strengthen the abilities and opportunities of the internship program of skilled learners.

The findings of this research emphasize the strategies to deal with weaknesses and threats and the development of opportunities and strengths. The result of this study opens new windows on creating desirable changes in the revision of the skill-training program and strategic planning of research and development in this field.

The aim of the current research was to investigate transformational strategies for teacher training in Iran. The method of carrying out this research was a mixed exploratory one that qualitatively and quantitatively examined the strategies of entrepreneurship teacher training in Iran. The statistical sample of the qualitative part was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, who were selected by targeted Judgemental sampling and data related to semi-structured interviews were collected from them; Then, a small part of 149 managers and professors of teacher training and entrepreneurship in Farhangian and Shahid Rajaei universities, Ministry of Cooperation, Labor and Social Welfare and Ministry of Education were selected by random cluster sampling method to collect information related to research questionnaires. To analyze information in the qualitative part, the coding method and MAXQDA software were used, and in the quantitative part, SmartPLS software was used in the form of structural equations. The research tool included a researcher-made questionnaire derived from the codes obtained from the interview. Cronbach's alpha coefficient and the combined reliability of all research variables were above 0.7, which indicated the reliability of the questionnaire. The research findings showed that the components of entrepreneurial teacher training strategies in Iran include; Evaluation (input assessment, formative evaluation, final evaluation), educational method (traditional method, adaptive method, workshop method, social learning) and educational scenarios (long-term courses, short-term course). Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R2, Q2 and F2 measures were obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model. Therefore, entrepreneurship teachers can be the missing link in the entrepreneurship teacher training system to mix management and leadership, rules and regulations, curricula and their delivery methods, human resources of the educational system, interaction with industry and services, etc. Therefore, programs for training and professional empowerment of relevant fields and clarifying duties, monitoring and evaluating its correct performance, as well as continuous improvement of this process should be seriously and practically put on the agenda.

The aim of the current research was to analyze the dimensions and components of the consequences of training an entrepreneur teacher using a mixed method.

The implementation method of this project is a mixed discovery that qualitatively and quantitatively investigates and identifies the dimensions and components of the consequences of the entrepreneur teacher training in Iran. The statistical population of the qualitative section was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, from whom data related to semi-structured interviews were collected; Then, in a small part of 149 managers and professors of teacher training and entrepreneurship in Farhangian and Shahid Rajaei universities, the Ministry of Cooperation, Labor and Social Welfare and the Ministry of Education were selected by a random cluster sampling method to collect information related to the research questionnaires. To analyze information in the qualitative part, the coding method and MAXQDA software were used, and in the quantitative part, SmartPLS software was used in the form of structural equations.

The findings of the research showed that the dimensions and components of the consequences of entrepreneurship teacher training in Iran include the entrepreneur teacher (competence and entrepreneurial spirit, teaching skills and specialized skills), the entrepreneurial student (entrepreneurship knowledge and entrepreneurial spirit) and the entrepreneurial school (Entrepreneurial culture, entrepreneurial educational leadership and entrepreneurial structure). Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R2, Q2 and F2 measures were obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model.

Therefore, the results of this research can be useful and fruitful in the field of policy making and planning for the implementation of the entrepreneurship development process in teacher education.

The purpose of this research was to identify and present the model of effective factors the training of entrepreneurial teachers in Iran.

The implementation method of this mixed project is exploratory, which qualitatively and quantitatively investigates and identifies the effective dimensions and components of entrepreneurial teacher training in Iran. The statistical sample of the qualitative part of the research was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, from whom semi-structured interview data was collected and continued until theoretical saturation was reached; A small part of 149 people were managers and professors of teacher training and entrepreneurship in universities who were selected by random cluster method to collect information related to the research questionnaire. The research tool included a researcher-made questionnaire derived from the codes obtained from the interview. Cronbach's alpha coefficient and combined reliability of all research variables were above 0.7, which indicated the reliability of the questionnaire. To analyze the data of this research in the qualitative part by coding (open, axial and selective coding) MAXQDA software was used and in the quantitative part by structural equations smart pls software was used.

The findings of the research showed that the dimensions and components of the factors affecting the training of the entrepreneur teacher included the curriculum, the competence of the teachers and the input competence. Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R2 and Q2 measures were obtained for moderate and strong dependent variables, and F2 measure was obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model.

By implementing the obtained model, education practitioners can combine management and leadership, rules and regulations, curricula and their delivery methods, human resources of the education system, interaction with industry and services.

The growth and development of every society and its parts is owed to planning, examining existing problems and challenges, and providing solutions to meet the new needs that created by economic, social, and technological changes.  Meanwhile, educational systems, especially higher education, in order to maintain survival and achieve their goals quickly and easily, need to review the current situation and identify potential challenges. The purpose of this study is to identify and rank the most important challenges in the field of geography education at Farhangian University. The research is applied in terms of purpose and has been done by survey method. The research population consisted of faculty members / teachers and students of Farhangian University in Tehran and Alborz provinces, which were examined in two stages: judgment and as a whole. The research tool was a researcher-made interview and a questionnaire. The validity and reliability of the questionnaire were confirmed by formal validity method and Cronbach's alpha calculation. The research results showed the challenges in the field of geography education in four dimensions: educational, research, cultural and extracurricular, and structural-administrative dimension and the ranking of challenges from the point of view of faculty members / teachers and students showed that structural-administrative, educational, research, and cultural and extracurricular challenges were the most important challenges in the point of view of students, and from the point of view of faculty members/ teachers, the challenges of structural-administrative, research, educational, and cultural dimensions and extracurricular activities were the most important challenges in geography education, respectively.