محمود مهرمحمدی

The current applied research was conducted with the aim of recognizing the student-teacher's feelings and their relationship with their identity. The other objective of this study was using borderland discourse in analyzing and promoting positive feelings. Therefore, in response to the first research question, 24 documents, the second question, 10 ones, and the third question, 22 ones, and in total 57 documents from the period of 1974 to 2022 were investigated. They were analyzed using the method of research synthesis and analysis of the theme. The codes, including changes, methods of feeling expression, context of formation, and consequences for the definition and context of recognizing feelings and codes of identity construction, identity type and identity evaluation were identified to determine their relationship with student-teacher identity. Also, inspired by Hopman's theory, classification of positive and negative emotions was done. Finally, with descriptive analysis and interpretation method, the context of studying student-teacher's feelings with borderland discourse was investigated. In order to check the accuracy and robustness of the data, the evaluation was done by reviewing and confirming the coding between the two coders. To ensure the reliability of the study, the method of computing agreement between the two evaluators was used, and the results showed an intra-subject agreement of 0.80. Sandelowski & Barroso validation method was also used for the final question. Findings indicated that it is important to recognize the contexts of the formation and expression of feelings in the multiple identities and to evaluate the identity of student-teachers, because sometimes the teachers' emotional experiences act like an umbrella under which the process of hiding or imitating emotions is hidden. However, by understanding the relationship between borderland discourse and its components, including 1- paying attention to the balance between facts and beliefs in recognizing the feelings and prevailing norms 2- Involving the sense of self in the believability and manifestation of feelings with existing ideologies 3- Accepting the dynamicity of identity in the interaction between personal and professional identity; it is possible to understand the real self and avoid hiding the emotions.

The purpose of the study was to design a curriculum for the elderly education based on dialogue education approach. Jane K. Vella is the setter of this approach and the most important feature of this approach can be considered its attention to the audience and their special needs. The method of conducting this research is the application of the recommendations of the dialogue education approach. Sampling among the elderly participating in the course was voluntary and by sending an invitation. In sending the invitation, an effort was made to cover the maximum diversity of education, gender, and social status. In order to select the content based on the participants' needs, the list of Iranian elderly's educational needs was given to the six elderly who attended the educational meetings for selection. After selecting the content, the elements of the dialogical curriculum were determined. In the implementation phase, changes were made to adapt to the context, in the design and implementation process, and all the implementation and design phases were validated by Vella and the team members. Considering the special characteristics of the elderly, such as having experience, independence and self-directedness, the curriculum used for them should be able to take into account these characteristics, and considering the high flexibility of the dialogue and listening approach, as well as the achievement of all learners to the goals of each meeting, the approach to design educational courses in centers whose audience is the elderly, can increase the effectiveness and attractiveness of the courses.

The current research seeks to identify and prioritize the components of the professional competence of educational leaders in the elementary school. the purpose of the research is practical and in terms of data collection, it is mixed and exploratory.

In the first part, by studying the theoretical foundations and research background, as well as interviewing 9 experts in the field of educational management, educational leadership and curriculum, the model of professional competence of educational leaders according to the educational system of the country was determined. The selection of participants in the interview was done using Purposive sampling, and the criteria for selecting their number was theoretical saturation. In the second part, using the Delphi method and hierarchical analysis, priority of the components of this model were determined from the perspective of curriculum experts (educational leaders, managers, teachers) and the snowball method was used to select these experts. To determine the validity of the research, qualitative validation criteria of Credibility, transferability, and confirmability were used, and reliability was determined by Cohen's kappa method.Results and

The model of professional competence of educational leaders includes the themes of basic competencies including five categories, specialized competencies including three categories and professional competencies including four categories, which includes a total of 155 concepts. results showed that priority is given to professional competencies, specialized competencies, and basic competencies. the calculation of weight of the sub-components showed that the components of support and professional growth of teachers, optimal management of the teaching-learning process, optimal management of the curriculum and organizational and professional abilities respectively in First to fourth priority. The results of this research should be made available to officials and decision makers in this field for the purpose of decision-making, selection, appointment and professional growth of educational leaders.

his study aimed to explain the conceptual model of the development of pedagogical content knowledge among new teachers. The research method is the thematic synthesis of scientific-research studies related to the subject of the current research, which is taken from 6 main university databases in the time period of 2010 to 2021. Based on the inclusion criteria, 42 studies were approved and included in the synthesis process. In order to increase the credibility of the research, things such as: the evaluator for recoding the data, the detailed description of the research steps, and clear and defensible indicators were used to select the input studies. Based on the findings, two facets of PCK were revealed: the academic facet, which is an external construct, and the classroom PCK facet, which is an internal construct. Both aspects were recognized as the necessity of training new teachers for professional development, which should be given importance like two sides of the same coin. Finally, the conceptual model of new teachers' PCK development was presented and its components and aspects were explained.

The topic of teacher leadership and the possession of leadership competencies by teachers for influencing students, as well as guiding the educational process to achieve educational and training goals, has garnered significant attention from many countries due to advancements in communication and information technology and its influence on the new generation. This research aims to develop a model of the teacher as a leader in the Iranian education system. The study employs a mixed-methods approach (qualitative and quantitative). The statistical population of the research in the qualitative part included experts in the field of behavior, human resources and education, and sampling was done until reaching theoretical saturation with 14 people. The statistical population in the quantitative part (model test) also included 213 managers in the fields of education, training and research, based on simple random sampling, 133 people were selected as a sample based on Cochran's formula. The data collection tool also included the study of texts and research background, semi-structured interview and researcher-made questionnaire. The content validity of the questionnaire was confirmed by experts and the reliability of the questionnaire was confirmed in a preliminary study with 30 subjects and Cronbach's alpha coefficient was higher than 0.7. In order to analyze the data of qualitative part, theme analysis and quantitative part of descriptive statistics and inferential statistics and SPSS and SMARTPLS software were used. The findings showed that the model developed in the three main categories of characteristics of a teacher as a leader, factors affecting teacher leadership and the results, effects and consequences of a teacher as a leader in 11 dimensions are 31 components and 101 indicators. The results of quantitative analysis showed that all dimensions and components have appropriate and acceptable influence coefficients in the model. The results of the research can be useful in the executive planning of the fundamental transformation of education and training, curriculum planning for teacher training, and the reform of recruitment and retention policies and provide a suitable field for other researches.

Introduction and goal:

 The condition of teaching in higher education in Iran is not what it should be in terms of innovation and playfulness. Moreover, the issue of teaching and learning is not regarded as a major problem for professors and the management of the country's higher education alike. Therefore, it can be argued that teaching in higher education is facing a kind of compound ignorance, and the absence of innovation and playfulness is sometimes not even recognized. This "collective amnesia" needs to be decoded and solutions must be offered. The experience of medical education in the country differs fundamentally from that of higher education, and universities under the Ministry of Science, Research and Technology in addition to global experiences in this field, can benefit from the indigenous experience of medical universities. "Scholarship of Teaching and Learning" is a strategy that has been experienced both globally and in medical education in this land, and it can be considered as a superior strategy for empowering professors in other fields.

From a methodological point of view, this article is based on an integration of research synthesis and speculative essay. That is, the researcher has identified the published resources since the inception of Scholarship of Teaching and Learning (SOTL) as an innovative approach to faculty development, preparing the ground for screening and then speculative synthesis of these resources while remaining alert to the requirements of the existent situation in Iranian Higher education. The speculative synthesis also relies on the authors lived professional experiences and his personal reflections resulting in an ampliated account of SOTL, especially in the sections dealing with teaching epistemology and ethical grounds of teaching.

In this article, in addition to the basic discussions about research education, a three-stage empowerment cycle for professors has been proposed for the establishment of SOTL in Iranian universities, including general, complementary, and specialized stages.

The aim of research was to identify and determine interactive and conflict strategies of bilingual teachers and students in Iran's monolingual educational system through the analysis of their lived experiences. This was a qualitative study using phenomenological approach and research population included all the teachers and pupils of the primary schools in five selected cities of Kermanshah province selected through purposeful sampling method. The sample size of the research for teachers was fifteen (9 male and 6 female teachers of Grades 1-6) and for pupils including five classes (three boys' classes and two girls' classes of Grade 6) with an average of 31 students in each class (in total 155 students). To collect data, researchers used semi-structured interviews with teachers and group interviews with students, and for data analysis, Braun, & Clarke thematic method was used. The first finding of the research indicates that the reaction of teachers and students about formal language can be divided into two groups of interactive and conflict strategies. In terms of nature, both types of strategies are based on the three principles of acceptance, submission and resistance. The second finding revealed that teachers simultaneously benefit from strategies based on positive and negative reinforcement to promote the Persian language in the classroom and school. The third finding shows that some teachers and pupils have defensive reactions against the "linguistic assimilation" policy of the formal education system. According to the findings, it is suggested to Iranian educational planners to increase the role of mother tongue in the learning process of bilingual students.

The present study is a journey in an honorable past to introduce a role model for today`s learners. Avicenna is a zenith standing on the medicine pinnacle who also was master of other common sciences in his time. He was immersed in immortality education in such a way that after passing 1000 years, it is possible to conduct research on him. The main objective of the present study is to investigate the educational facets of Avicenna life.   

This historical-analytical-educational study is to investigate Shahnameh as basic reference by focusing on Khosravani Education, regarding different narrations according to the study context. Shahnameh stories can be interpreted and inferred in different narrations as mythological, epic, historical, gnostic, political, symbolic, and educational; the appropriate interpretation cannot be achieved providing germane commentaries were securitized meticulously.

Owing to the same nature of reason and wisdom in Shahnameh and the related word families, their bounds, categories, levels, lexical combinations, collocations, and derivations regarding valid studies were scrutinized. A point of consideration on Hikmat and Kherad is a same English equivalent for both which is wisdom.  

In regard with aforementioned sections of the study, three conclusions can be drawn as follows: A) interaction of civilizations and cultures over the years and in this interaction, Iran was a bridge between East and West. B) interaction of sacred books which are identical in foundations and principles and if the similarities are focused then human beings are members of one whole. C) educational similarities of religions possessing same value system owing to the fact that foundation and principles are identical and the understanding of the mentioned issues can be fruitful for the today learner to find the role model.

considering the importance of student-teacher identity as an important factor in self-knowledge and enriching it in the direction of professional growth,The current research, inspired by Mushfak's theory, which refers to the leading student-teacher identity as a novel concept, tries to identify the Mushfak identity in the teaching profession.Therefore, it was tried to first give a meaning to the Mushfak identity, then to define its four dimensions, and finally, by conceptualizing its characteristics, to investigate why this identity is passed.Based on this, he introduced and expanded his important and abandoned ideas with the descriptive research method using the analytical-interpretive method and using the theoretical sources of Mushfak identity.The results show that the identity Mushfak from one dimension is similar to the performance that determines the way to join the profession and by Mushfak in life conditions from the experiences of successful teachers and professors, classmates, content knowledge and many discourses. ;The main identity of being a teacher is experienced.However, knowing the positive and negative aspects of Mushfak and using the important identity elements of ownership, sense-making and agency are steps that can be gradually distanced from Mushfaking and overcome the instability of this stage with the help of cognitive tools. Metacognition and reflective thinking and move towards your professional development

The present research was carried out with the aim of implementing and measuring the effectiveness of the special dialogue educational program for the development of the aesthetic perception of student-teachers, using the art-based narrative method. Ten of the student-teachers of Farhangian University who were selected by purposive sampling method, experienced a special educational program for cultivating the aesthetic perception and recorded their data in the personal portfolios. In order to measure the effectiveness of the program, first the portfolios of each of the student-teachers were evaluated by a total of 5 subject experts in the field of art who were selected through purposeful sampling. Then, the researcher evaluated the portfolios. Based on the data available in the portfolio of each student-teacher, the indicators of the effectiveness or lack of artagraphic learning tasks in promoting the aesthetic perception were finally judged by considering 4 four-level scales (very much, much, noticeable and insignificant). Findings showed that this special educational program for developing the aesthetic perception based on the process of dialogue education with artographic learning tasks has been accepted by the student-teachers and it could improve their aesthetic perception in these dimensions: attention to the formal aspects, the ability to represent and encode an aspect of lived experiences in the works of visual arts and the responsibility of revealing or deciphering it with a written and oral description, the power of self-expression and turning feelings into words, self-reflection and analysis, interaction and understanding the world of others.

Achieving development is the most important present and future goal for countries, and it is clear today that entrepreneurship is recognized as the main engine driving the development of countries. But, since entrepreneurship encompasses various domains and orientations, and choosing any of them can have specific consequences, determining a development-oriented approach for entrepreneurship programs in schools and the curriculum model for the education system of the country is essential. Therefore, the present research focuses on the development-oriented approach to entrepreneurship and its curriculum model. The research questions include: What is development-oriented entrepreneurship? What is the optimal model of curriculum for development-oriented entrepreneurship? The approach of this study is qualitative to answer the first question"Speculative Essay" is used as a research method and "Review of Documentation" is used as a tool for information gathering. The descriptive-analytical method has been used to answer the second question which is to collect information, The library method and receipt method are used and research sources include written and unwritten works. The research population includes the curriculum of technological entrepreneurship in the formal education systems worldwide, with a targeted focus on the curriculum of technological entrepreneurship in three developed countries (England, the United States, and South Korea) and developing country (Malaysia). The findings of the first part of the research indicate that development-oriented entrepreneurship is technopreneurship, following an approach that cultivates technological wisdom, According to the findings of the second part of the research, the STEM and STEAM models is one of the most popular technopreneurship curriculum models and each of the studied countries follows one of these patterns based on its specific conditions. The current research concludes that schools in the country, by cultivating technological wisdom in their curriculum, can hope to educate a generation of entrepreneurs who will provide the necessary foundations for the development of the country in all its dimensions. But, this requires changes and developments in the macro policies of the education system.

This study aimed to explore the types of competencies necessary for the realization of democratic social education in Iran's educational system. For this purpose, the method of synthesis was used. In this qualitative research, the method of research synthesis and data analysis of theme analysis, Atride-Sterling (2001) style, were employed to analyze themes emerging from articles and theses in English and Persian related to competencies in the realization of democratic social education. First, a systematic review of English texts, articles, and dissertations from 2010 to 2021 were conducted based on six databases and Persian articles and theses from four databases were selected. The corpus was analyzed and refined using MAXQDA software and the results were organized in the form of 7 inclusive themes. And 28 organizing themes and 124 basic themes were analyzed. The results showed that competencies for the realization of democratic social education include 7 components of practical competence and practical action, spiritual competence, justice competence (with the most themes), political competence, technological competence (with the most themes), cultural competence, and global thinking competence that complement each other

To measure the durability of the impact made by writing reflective narratives, as practiced during student teaching, on professional development while teaching, a group of 18 elementary school teachers who had just graduated from Farhangian University in Tehran was carefully selected and then interviewed within a semi-structured framework. The collected data were initially content analyzed deductively using open coding method, and then comparatively using Danielson’s Model of Teaching. The comparison revealed that although the deducted areas of impact correspond with the model’s four dimensions and 15, out of 20, constituents, most correspondence is seen with the first and third dimensions associated with instructional design and teaching. As a result, it can be said that writing reflective narratives can help student teachers with their professional development beyond their graduation if they experience independent teaching within a natural realistic teaching environment while student teaching.

This study aims to identify and prioritize the educational needs of older adults in Iran as a prerequisite for developing any educational intervention for them.

In this study, the interviews and content analysis were used to identify the needs, and the Delphi method was used to prioritize them. Three target groups were experts in the fields of education and geriatrics, caregivers of older adults, and older adults. Purposive sampling was used for sampling. The final samples consisted of 45 people.

The results of content analysis by Sterberg’s method, 13 themes were extracted which were sent to the participants for prioritization using the Delphi method. Finally, after two rounds, the participants agreed by 96% on the priority of the most needs, which were: 1) Health-promoting skills, 2) Management of negative emotions and feelings, 3) Self-knowledge, 4) Sense of satisfaction, 5) Interpersonal communication skills, and 6) Self-learning.

With age, physical health and negative emotions management skills decline and with the limitation of the circle of friends and relatives due to retirement or death, social health is also at risk. Proper knowledge about old age and acquiring self-learning skills are key elements to overcome the challenges of this period. The educational centers in Iran should provide education to older adults about health-promoting skills, how to manage negative emotions, knowledge about old age and self-learning skills, and communication skills.

One of the consequences of the COVID19 pandemic has been the closing of schools around the world. To explore different ways that this byproduct of the pandemic has been confronted across the world, a systematic review of 2706 studies, published following the spread of the virus by reputable online sources was undertaken. The full content of each study was analyzed in terms of policy statements in predetermined areas of subsystems of leadership and administration, curriculum, teaching and learning resources, teacher training, and provision of human resources, financial provisions and allotment, space provision, technological equipment, and research and evaluation. Based on the derived statements recommendations are made which include the following: Review of all educational policies and documents aimed at adjusting them to the new normal, prevention of teachers and staff’s exhaustion and fatigue through the design and implementation of programs of multidimensional support, and prevention of parental fatigue through educational programs of empowerment for parents. Based on the findings of the study, if the recommended policies and standards are implemented throughout the crisis and thereafter, not only the quality of education would not suffer, but with the lessons learned from COVID era the educational system can improve as well.

Peer mentoring could be mentioned as one of the novel approaches for professional development of university professors. The present study sought to propose a model for the peer mentoring program which could be employed by the professors of Teacher Training University. The statistical population included all the professors at the Teacher Training Universities and the sample were selected through criterion sampling which is considered as a variation of purposive sampling. The study data were collected through semi-structured interviews with 15 professors from Teacher Training Universities of Alborz and Tehran provinces. In the next step, open, axial and selective coding methods were used in order to analyze the data. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research revealed thirty-five core concepts and eleven selected categories, which were organized and presented in the form of a paradigm model including planning and formulation of macro strategy, needs assessment, attitude, organizational structure redesign, revision and refinement of laws and designing a new performance evaluation system as the core subject and causal conditions (individual and organizational factors), contextual factors (environmental and organizational factors), facilitating intervention conditions (information and media literacy, professional ethics, support, mentoring relationship and job turnover, realism and revision in recruitment policy), limiting intervening conditions (politicization, materialism, weak human resource management, traditional view toward human resources, structural weakness, formalization and temporary view) and outcome (professional growth and development of Teacher Training University professors).

Null curriculum is one of the conceptual achievements of the curriculum, which was introduced by Eisner in 1979 for the first time and has attracted the attention of some curriculum scholars in this form of curriculum and its dimensions and effects. The purpose of this study is to analyze the dimensions of the null curriculum based on the efforts made by experts to develop this concept. The present study was carried out using a synthesis method and the synthesis of the findings showed that the dimensions of the null curriculum that has been discussed so far are: how to identify the null curriculum, the causes that make the curriculum null, the types of null curriculum, the functions of null curriculum, the types of the null curriculum affects and the field in which you should follow the null curriculum. Based on the analysis and categorization of the data, there was no theoretical difference in any of the cases, and the existing differences arise from the deeper insight of some scholars into the dimensions of the null curriculum that was not considered by others. Due to the lack of resources and theoretical analysis in this field, this concept seems to require more and more appreciating attention from experts.

Brain-based learning, as a new paradigm, provides a theoretical framework for efficient learning, teaching process and conditions that cause better learning in the brain. These principles guide professionals to choose and provide a suitable learning environment.

The main purpose of this research is to review and evaluate the quality of the brain and education book based on scientific indicators and determine its strengths and weaknesses.

This study was conducted using the qualitative research method and using the content analysis method in both form and content to study its strengths and weaknesses. The translation of the book "Brain and Education" by Eric Jensen, translated by Sepideh Razavi and Laili Mohammad Hossein, was reviewed by the school's publications.

The translation of the book has the necessary advantages in terms of the structure and organization of the content, writing features, basic topics. On the other hand, the book has some shortcomings due to the lack of source of the end of the text, lack of conclusion and summary of the discussion, suitable color and cover design.

Fixing the shortcomings of the book "Brain and Education" can play a significant role in increasing the effectiveness of the book on the audience.

This article amied to examine and determine the suitability of the educational techniques and methods employed in teaching democratic social education competencies through the explicit curriculum. A mixed-method approach was adopted for this purpose. This study focuses on 13 professors from Farhangian University in Hormozgan province, serving as participants in the research. A combination of stratified and purposeful sampling methods was used to select the participants. The research utilized both qualitative and quantitative methods. Semi-structured interviews and observation were used for the qualitative portion, while the quantitative part employed the demographic method and a checklist with 26 items and a 3-point Likert scale. The checklist was created by an observation researcher and had an estimated reliability of 84%. The one-sample t-test was used to analyze the data obtained from observing the teaching methods and techniques of the professors in the quantitative part. Thematic analysis and MAXQDA software were used to analyze the information for the qualitative portion. The results of the study indicated that the level of appropriateness for all competence components of democratic social education, except for spiritual, political, and technology-based competence was favorable. A noteworthy correlation was found between professors' scores in utilizing teaching methods to acquire competencies and demographic variables such as teaching experience, academic rank, and field of study. However, no significant variation was observed based on gender.

In the current research, it has been tried to qualitatively study all kinds of policies and measures necessary for alignment between teacher preparation programs and democratic social education competencies under the model of teacher education curricula, which include: direct (official) curriculum, Indirect curriculum, informal curriculum (implicit) and unstructured curriculum (hidden) should be identified in the educational system.

Qualitative approach and phenomenological method were used in this research. The field of research is Farhangian University of Hormozgan and the participants are  13  lecturers of this university. The sampling method is a combination of convenience and snowball sampling. The research tool was a semi-structured interview. The information was analyzed using thematic analysis method and then using MAXQDA software...

The information was analyzed using the theme analysis method and then using MAXQDA software in the form of 2  overarching themes, 8 organizing themes and 25  basic themes. The results of this research showed the basic policies and measures for teacher preparation programs, in the form of two components, strategies and solutions of teacher training curricula, separated by curricula (formal, informal, informal, unstructured curriculum) and with the goal of preparing The formation of teachers has been identified in the educational system to realize the competencies of democratic social education.

Therefore, examining the opportunities, facilities, and resources available to achieve these actions should be on the agenda of decision makers and educational planners. It is necessary to pay special attention to the strategies and solutions of teacher training curricula.

Globalization as a main paradigm in the present era has changed all aspects of human life. Globalization refers to a process the goal of which is to integrate the people of the world into a single society, which necessitates the fading away of political, economic, cultural, and other boundaries. Many researchers have summarized the main characteristics of globalization in concepts such as the emergence of the global electronic village, the information revolution, the compression of time and space, the global expansion of consciousness, the disappearance of geographical boundaries, and the emergence of the cybernetic age. Globalization has also presented numerous challenges. Since globalization is aimed at changing political, economic, and social structures at the local level and exposing their limitations, some think that the integration resulting from globalization threatens the existence of subcultures. To deal with this threat called globalization and revive and preserve the culture and values of their society, some have resorted to “indigenization” in various fields including curriculum development. In dealing with the phenomenon of globalization, some countries and educational systems have adopted the position that globalization and localization are mutually exclusive, thus adhering strictly to either of these two approaches and ignoring the other in their educational policy and planning. This presents a significant challenge to educational systems in many countries, including Iran. The issue of welcoming globalization while remaining local poses a serious paradox to all individuals and education systems. A paradox does not represent a dead end for thought. That is, a thoughtful person who faces an intellectual conflict feels committed to confronting it as a challenge and looks for any possible opportunities arising from it. Therefore, instead of rejecting a challenge and, as a result, refusing to deal with it, one should learn to elevate thinking and promote collective thinking to set the agenda to manage a situation effectively. In this regard, Roland Robertson’s ‘glocalization theory’ is one of the theories that effectively empolys integrated and collective thinking to deal with both the global issue (globalization) and the local issue (localization). As a result, it can be considered as an optimal sociological basis that can be used in curriculum planning. Therefore, the current research aimed to analyze the characteristics of the ‘glocal curriculum’ model of social studies based on Robertson’s theory using Akker’s model.

The current research adopted a qualitative approach and was applied in terms of purpose. Data included all published and available texts, documents, and reliable sources related to Roland Robertson’s theory from 1968 to 2022. The sources were selected through purposeful sampling and the Cochrane systematic review. Inductive content analysis (open and central coding) was used to analyze the data, which led to the identification of 71 conceptual propositions extracted from the selected authentic documents related to Robertson’s theory. The practical implications of the identified conceptual propositions for the ‘glocal curriculum’ of social studies were examined, and 51 conceptual propositions were deduced. Then, Akker’s ten-component model was utilized to identify the features of the ‘glocal curriculum’ of social studies. Finally, the credibility of the data was determined through the peer-review data collection and analysis processes. Furthermore, the dependability of data was determined through the audit trail.

Based on the findings of this study, the goals of the ‘glocal curriculum’ include familiarization with the basic and important concepts of ‘globalization’ and indiginization, paying attention to ‘diversity and pluralism’, and cultivating creative and critical thinking skills. The content of the curriculum should be flexible and appropriate to the context where it is going to be implemented. In addition, active teaching approaches should be promoted in a glocal curriculum. The teacher has to play the role of a guide and a facilitator and is encouraged to tap into various teaching resources. Finally, the time and place should be flexible, the activities should be done in groups and in collaboration with others, and various qualitative evaluation methods have to be used to assess students’ performance.

A critical reading of Robertson’s globalization theory using Akker’s model led to the identification of the features of a glocal curriculum model of social studies. It is suggested that the curriculum of social studies in primary and secondary courses be evaluated using the glocal curriculum developed in the present study.

Borzuya, the physician, a sage as well, is one of the prominent figures of Shahnameh in Sassanid era especially in Nushirvan court. In seeking of the immortality tree, he made a voyage to India. Such a burden to bear for memorization and its translation to Pahlavi and then dedication the work made him immortal owing to the allocation of the first chapter as Borzuya, the sage.

Regarding a method fusion of history, analysis, and education, the germane sources were reflected upon and some presuppositions were critically pondered as the similarity of Borzuya and Bozorgmehr. However, these names are two distinguished figures in Shahnameh, a physician and a minister, respectively. Regarding, the concept of development is not allocated to one facet, but it is multifaceted. Also it must be noted that the true outreach won’t come but with comprehensive and true thinking, design, edit, execution and assessment.

First, the education of Ancient Persia is categorized as an educational archetype due to interaction of Iranian civilization with its east and west civilizations. Second, the educational implications of Shahnameh can be represented in different levels; basic (art and wisdom education) and supreme (intuition and immortality education).

  One of the principles of education including medical education is allocated to the role model presentation for the students. Owing to the personality of Bozuya who was a famous physician and furthermore he was an expert in philosophy, linguistics, literature, and logic, he can be presented as an appropriate role model for any contemporary learner.

The current research was conducted with the aim of designing and validating the model of professional competence of educational leaders in elementary school. The research method was practical in terms of purpose and was mixed in order to collect information. The statistical population of the research was the sources related to the research, the experts in the field of curriculum, educational management and leadership, as well as the expert activists of the curriculum, which were selected using purposive and snowball sampling. The data collection tools were noting, semi-structured interviews and questionnaires which were analyzed by qualitative content analysis and Delphi, respectively. The results of the research showed that the model of professional competence of educational leaders consisted of basic competencies, including five categories of personality traits, mental skills, belief and moral competencies, knowledge and interpersonal and communication skills. Specialized competencies included optimal curriculum management, optimal management of the teaching-learning process, and supervision and Educational assessment. Also, professional competencies included support and professional growth of teachers, organizational and professional abilities, management and leadership, and knowledge of the situation and culture, each category consists of indicators.

Peer mentoring is one of the new approaches in the professional development of employees, especially university professors. The purpose of this study is to investigate the elements of peer mentoring program for university professors, qualitative research approach and its method of synthesis research based on Roberts (2007) model. The research population consists of 347 articles on the features and models of peer mentoring for teaching professors and instructors that have been presented in prestigious scientific journals from 2005 to 2021. The research sample includes 58 scientific research articles that have been purposefully collected. Research data were collected from qualitative analysis of the studied documents. Based on the data analysis, peer mentoring components were classified into 5 dimensions and 29 factors. These dimensions include individual dimension (including factors; job skills, leadership skills, balance, decision-making skills, problem-solving skills, perceptual skills, accessibility, personality dimensions, motivation), organizational dimension (including On factors: professional development, support and encouragement, infrastructure, attention to professional components, organizational and managerial structure), cultural dimension (including factors; attention to cultural requirements) and dimension of requirements and musts (including On factors: dignity, pedagogical knowledge management, clear strategy, process personalization, cost-effectiveness, security, based on the principles of the workplace curriculum, based on hiatology, program requirements and role-paying) and communications (including component Such as, positive communication, social communication, communication in relationships and usefulness). Therefore, in order to better implement peer mentoring patterns, it is better to pay attention to all these 5 dimensions.

The present paper seeks to design the pattern of educational policy in educating the country, emphasizing the family institution, was based on the 'data' qualitative method based on the 'interview' tool. The research community of the research, experts and specialists in the field of educational policy and family , were among them 15 people with theoretical saturation and in the form of targeted sampling and bullet were chosen. The findings of this study indicate that the design of educational policy model with emphasis on family institution is based on the central phenomenon of 'multidimensional participatory policy' in the scientific dimensions of process, intellectual and financial, which causes causal factors such as 'redefineration of the role of stakeholders in education' and Field conditions such as transformation in the existing situation based on 'structural-organizational developments,' 'adoption of the rules and regulations of participation' and 'alignment of family and educational system' are the basis of its that of course, this should not be neglected by the influence of intervention factors such as family, cultural, political and managerial barriers that are largely restrictive of the participation of the family institution. However, what is certain is that the actions of 'management strategies', as well as 'prediction of communication mechanisms and the exchange between family institution and education institution,' can make participatory education policy that consequences in organizational levels (improve the functions of the educational system) and League (individual and social development) will lead to.