ali hosseini khah

The present study was conducted with the aim of analyzing and extracting the factors affecting the formation of teacher identity. For this purpose, a qualitative approach and interpretive phenomenological method were used. The participants of the study included twenty male and female teachers working in teaching in the academic year 1401-1402 from the city of Karaj, who were selected through purposive sampling, using criteria and observing the principle of theoretical saturation. Data were collected through interviews as the main tool and observation as an auxiliary tool, and then analyzed using content analysis and using Van Manen’s approach in phenomenology. To examine the validity and reliability of the research, methodological consensus, data consensus, and consensus of opinions of colleagues and participants were used. The analysis and interpretation of the findings were categorized into six main themes and eighteen sub-themes. The results of the findings indicate that the self-concept factor, the emotion factor, the social factor, the economic-livelihood factor, the support factor, and the perception of duties factor have emerged as factors influencing the formation of teacher identity. Due to the identification of the findings, practical suggestions have been provided for policymakers and education administrators so that, if deemed appropriate, the achievements of these findings can be used to review the teacher recruitment structure and also to revive the teacher identity.

The purpose of the article is to identify,analyze and rank the most popular sources (translated and authored) in the field of curriculum studies at the moment.The research method was qualitative content analysis (inductive), Shannon entropy and TOPSIS methods.The research field the qualitative method was all experts and university faculty members in the field of curriculum studies in Iran. Participants were selected using available and snowball sampling and data were collected using semi-structured interviews. Finally, 15 participants were invited to interviews which reached the theoretical saturation limit. Then, using the method of thematic analysis, the data were coded and analyzed.The validity and reliability of the research was checked and confirmed based on reliability, transferability, generality and verifiability of the indicators.The statistical population of the Shannon entropy method and TOPSIS was the doctoral students of the Curriculum Studies Department of Tehran Universities, 112 people were selected based on the formula of sample size and answered the questionnaire through available sampling and researcher-made(structured) questionnaire tool. Finally, according to the obtained components extracted from the interviews with expert faculty members as well as the answers of doctoral students, analysis was done and the results were extracted.According to the obtained results,12 works were ranked.

This study aimed to design and evaluate the effectiveness of an educational intervention package to enhance students' artistic intelligence based on the lived experiences of top talents in the field of art. This qualitative study employed a qualitative content analysis method, collecting data through semi-structured interviews with 15 university professors and art experts. Participants were selected through purposive sampling based on theoretical saturation. The interviews were analyzed and coded based on Gardner’s multiple intelligences theory and artistic creativity assessment tools, including the Torrance Test of Creative Thinking (TTCT) and Clark’s Drawing Abilities Test (CDAT). The designed intervention package consisted of 12 educational sessions focusing on imagination, critical thinking, visual creativity, and artistic interactions. Content validity was confirmed using CVR and CVI indices. Data analysis indicated that the intervention package significantly improved students' creative skills, visual perception, ability to analyze artworks, and social interactions. Moreover, the findings showed that incorporating the lived experiences of experts had a substantial impact on enhancing artistic intelligence. The Content Validity Ratio (CVR) was 0.73, and the Content Validity Index (CVI) was 0.79, indicating satisfactory content validity for the package. The findings suggest that art education can significantly contribute to the development of students' artistic intelligence and cognitive abilities. The designed intervention package can serve as an effective educational tool, enhancing creative thinking, visual analysis, and emotional regulation in students.

The purpose of the current research was to evaluate primary school teachers based on the TPACK model in virtual education. The quantitative research method was descriptive-survey type. The research population was elementary school teachers of district 13 of Tehran, 253 of whom participated in the research by random sampling method. A questionnaire was used to collect data in the quantitative part. The results showed that the pedagogic knowledge of primary school teachers in virtual education of science courses is almost average. The content knowledge of elementary school teachers in virtual education of science courses is at a favorable level. Knowledge of technology, knowledge of technology pedagogy, knowledge of technology of curriculum content, knowledge of content pedagogy, and technological knowledge of pedagogical and content of elementary school teachers in virtual education of science courses is lower than average. The results of prioritizing the components of the TPACK model also showed that the most important factors are knowledge of curriculum content and knowledge of pedagogy, followed by knowledge of content technology, knowledge of technology pedagogy, knowledge of content pedagogy, technological knowledge of content pedagogy, and knowledge of technology, respectively. have in general, it can be concluded that the situation of elementary school teachers based on TPACK model in virtual education in science course is not suitable and is lower than average.

Potential formative assessment is one of the most effective ways to improve learning and teaching, and therefore it can be said that it is of great importance. Therefore, the current research has been done with the aim of providing an effective formative assessment model for high school physics curriculum.

The current research has been carried out in terms of practical purpose and using qualitative research method of content analysis type. The target group of the study was the high school physics curriculum documents. Due to the nature of the qualitative research, the purposeful sampling method was used. The studied sample of the official physics curriculum included the curriculum document, teacher's guide, and physics books for all three grades of 10th, 11th, and 12th grades in both fields of experimental sciences, mathematics, and physics. The data collection tool was also taking notes from the studied documents. Atlas TI software based on NCT method was used for data analysis.

The findings of the research showed that the model of formative assessment presented for the high school physics curriculum is as follows: reverse learning, primary formative assessment by the teacher or his assistant, teaching and solving various examples (doing experiments), secondary formative assessment by the teacher, deep formative assessment including designing and solving questions related to surrounding phenomena by students individually or in groups and exit sheets.

The results of this research can be used as a basis for measuring and evaluating physics courses in secondary schools of the country.

The main goal of this research was to analyze the role of schools' principals in the formation of the hidden curriculum of secondary schools in Tabriz. The research was carried out through mixed method research (qualitative and quantitative) of exploratory type. The research community was formed by academic experts and professors in the field of education, curriculum development, and public education and principals of successful schools. In the qualitative phase, the opinions of various experts were collected through the grounded theory method (by using semi-structured interview) and analyzed and classified through coding steps. Based on the theoretical saturation criterion, 17 participants were selected in a purposive way in the qualitative phase and in the quantitative phase 356 experts, school principals and educational assistants of schools. Data was collected by semi-structured interview and analyzed by structural equation method with smartpls4 software. As a result, 103 indicators, 24 components and 6 dimensions were obtained, which were presented in the form of a paradigm model. In the quantitative phase, a survey research method and a researcher-made questionnaire tool were used. Also, in the quantitative section, using the structural equation method, it was determined that among the obtained components, the effort participation component with a coefficient of (0.912) is the first priority and the rules and regulations component with a coefficient of (0.619) is the last priority. The main result and suggestion of the research is that more and special attention should be given to the components that were placed in the first priorities.

This study aims to develop an educational program for patients with multiple sclerosis (MS) in Iran which is applicable by physiotherapists.

This is a survey study. Participants were 85 physiotherapists with at least one year of experience working with MS patients in Iran who were randomly selected. The tool was a researcher-made questionnaire with 61 items and four subscales based on the Tyler model, whose content validity was confirmed by 10 experts. The collected data were analyzed using descriptive statistics (frequency and percentage) and inferential statistics (Friedman test) in SPSS software, version 22.

Preventing the patient from getting stuck”, “improving the life quality and life expectancy and preventing depression”, “maximum individual independence in activities of daily living”, “educating the patients and their families how to control mental problems”, “emphasis on drug therapy and physiotherapy”, “preventing deterioration”, “educating how to control musculoskeletal injuries, improve musculoskeletal function, and prevent contracture”, “maintaining the patient’s morale, especially during the relapse period”, “muscle strength and endurance training, and coordination of the muscles and body balance”, and “returning to normal life” were the most important components related to objectives of the educational program for MS patients. “Educating appropriate exercises”, “educating the family members how to lower the patients’ stress”, “having light-intensity exercise”, and “using the successful experiences of other patients with MS and asking them to present it” were the most important components related to the content of the educational program. “In-person training”, “group training”, “treatment in a private center”, “group training in the MS Association”,” watching a movie where one of the characters has MS and showing his/her success to give hope” and “counseling with the family” were the most important components related to the method of education. Finally, “qualitative evaluation and reporting of patient function”, “quantitative assessment of paraments such as range of motion/muscle strength, balance with eyes closed/open, and single-leg stance”, “functionality of the patient”, and “using standard tests” were the most important components related to the program evaluation.

The developed educational program can be used directly by physiotherapists or by all people who are in contact with patients with MS in Iran.

The purpose of the current research is to explain the requirements and effective implementation factors in curriculum mapping for teachers, which has been done using the qualitative research approach and the synthesis method. The words curriculum mapping; curriculum maps has been 150 documents were extracted from the initial search of sources and after screening 65 cases were selected according to the two criteria of "quality" and "authenticity". The most important databases in domestic articles are Iran Publications Information Bank (magiran) and Comprehensive Database of Human Sciences and Research Institute of Information Science and Technology of Iran (Irandoc) and in foreign sites are Springer, ProQuest, Scopus and Google Scholar search engine. The data was collected using Marsh's seven-step synthesis research model. Collecting and recording information was done by a form designed by researchers and open and axial coding was done using ATLAS.ti software. Finally, it was evaluated by two independent evaluators. From the formula of Cohen's kappa coefficient, the agreement between raters is 0/78 Obtained. Six dimensions were identified: 1- Effective leadership, 2- User training, 3- Mapping cycle, 4- Mapping process, 5- Mapping tools, 6- Monitoring. Three dimensions of effective leadership, user training and supervision have been researched more than other components

This study has been done in the category of applied research with qualitative paradigm by thematic analysis through an inductive approach.From reliable first-hand documents and resources in terms and keywords of this inquiry in thriving countries,45 cases were selected by purposive sampling.The data collection tool was manual and computer notes(MAXQDA,2020).The network of themes extracted in the findings indicates a conceptual model with five broad themes(curriculum competencies,educational strategies,student,teacher and challenges and opportunities)and a practical model with five broad themes(School's curriculum,educational activities,operational activities,student activities,and teaching activities).The study shows that in prosperous countries like Finland and Sweden,students' start-ups have been started for many years and are going on regularly and desirably.Since this type of activity has been neglected in Iranian curricula,it is suggested that the curriculum of start-ups in the second year of high school be designed & implemented based on the criteria an indicatores provided in the models of this research.

In the organization of university units, the core of activities is the responsibility of faculty members and educational groups that are at the forefront of educational and research activities. Research performance impacts the sustainability and growth of the higher education system. The current study pursing the goal to represent the dimensions, components and indicators of creativity and initiative in order to evaluate the research performance of the faculty members of Tehran Islamic Azad University. The quantitative stage community consists of the experts of Tehran Islamic Azad University faculty members and 14 members of Higher Education, getting saturated with 10 ones. The qualitative stage data analysis was done using open coding, axial coding and selective coding with interviewing and Delphi technique. The qualitative stage induced results indicated the above dimensions and components consisting of nine dimensions, namely, research literacy, scientific factors, technical and information skills, methodological literacy, environmental factors, organizational factors, management factors, technological factors and personality traits. It is done this manner, in order to identify the dimensions, components and indicators of creativity and initiative, and the innovation of the research performance of the faculty members of the Islamic Azad University of Tehran, 9 dimensions, 25 components and 80 indicators were finally verified on the whole. The fuzzy Delphi analysis revealed that the experts had consensus on the detected dimensions, components and indicators. And the results displayed that the indicators of creativity and initiative are of personality traits components and included in the individual characteristics.

This research has been done with the aim of investigating the emphasis of second grade textbooks on the concept of imagination. The research method of the present study is the analysis of the content of the category, which was carried out using the total number method, and the statistical population includes all the books of the second grade. The tool for collecting information in this project is the checklist for measuring the components of the researcher's imagination and the unit of analysis is the subject. Data analysis was done using descriptive statistics and chi-square test. The results showed that among the components of imagination, the representation of ideas has the most frequency and the component of unfamiliarizing familiar concepts has the least frequency. Also, the results of the chi-square test showed 95% confidence that between the second grade textbooks in terms of the amount of attention to the concept of imagination There is a significant difference. Based on these results, it seems necessary to revise the textbooks, especially in the Quran, Farsi, and experimental sciences, in order to pay attention to the components of the ability to identify, predict, and make concepts unfamiliar..

This article investigated the effect of designing a math curriculum based on storytelling on the creativity of fourth grade elementary students.

In this mixed study, the quantitative results of a larger study were analyzed and reported. To evaluate the students' creativity, after implementing the mathematical educational package based on storytelling, their performance was examined. The educational package was designed by the researchers based on the concepts of the fourth-grade math book. Comparison of the pre-test and post-test results showed that the content design of mathematical concepts based on storytelling has a positive effect on students' creativity.

The results of this study showed that the design of math curriculum based on storytelling had a positive effect on the creativity of fourth grade students. Also, the partial eta square comparison of boys and girls showed that math education based on storytelling had a greater effect on girls' creativity.

The results of this study showed that designing a math curriculum based on storytelling can significantly improve the creativity of fourth grade students. These findings showed that curriculum designers can benefit from designing educational content based on storytelling, which is compatible with students' characteristics. Also, the integration of educational stories with curricula at different levels and disciplines is also suggested to curriculum producers. According to the present study, the design of math curriculum based on storytelling has a positive and significant effect on the creativity of fourth grade elementary students. In addition, the results showed that this effect is greater on the creativity of girls. Therefore, it is recommended that curriculum designers take advantage of the design of educational content based on storytelling that is compatible with the characteristics of students. Also, combining educational stories with curricula at different levels and disciplines is also suggested to curriculum producers. This research can help curriculum planners and educational designers to develop more innovative methods to enhance students' creativity in mathematics.

Curriculum, as the center of educational activity, has special importance and delicacy for the sensitive period of childhood. There are two types of views on curriculum design that give a passive and accepting role to the student or give him an active role, so addressing the nature of each program is the most important part of planning. An emergent curriculum is considered to be a program that respects the interests of the child and is designed based on the needs of the child.

The purpose of this study is to explain the nature of the curriculum and to infer the implications of the related curriculum. For this purpose, first, the philosophical fundamentals of this program were investigated. Then, by examining the etymology of the word emergent and extracting its synonymous and contradictory semantic domains, as well as analyzing the concept of a pre-defined curriculum, the nature of the emergent curriculum was explained. The chosen investigated documents are effective in understanding the research issues and in the central phenomenon of the study, so the sampling used in this study is purposeful. Therefore 250 valid national and international documents in the field of emergent curriculum and emergentism theory were investigated (including books, articles, encyclopedias, etc.). Then 80 published documents in reputable Journals were used and their validity was confirmed based on the opinions of the experts in curriculum planning and philosophy of education.

The findings of this study indicate that the emergent curriculum appears as a flexible, dynamic, and multidimensional spiral phenomenon with different cross-sections and hence it is completely innovative and constantly developing. This program has the ability to influence the learner, instructor, content, etc. that are the components of the program, for example, during the process of this program, the instructor learns. Awareness and learning are unpredictable and unexpected phenomena beyond the knowledge of all the learning process components.

In relation to the philosophical foundations of this Curriculum, from the ontological point of view, that is, the school of Emergentism, quite novel results were obtained in relation to learning and consciousness such as Jones & Nimmo, Stasey

The aim of this study was to identify, explain the dimensions, components and indicators of research performance of faculty members of the Islamic Azad University of Tehran.

The research was conducted with a qualitative approach, using content analysis method. Purposeful sampling, and interviews with experts continued until theoretical saturation was achieved. To determine the logical framework of the data, the steps of identification, note-taking and classification of concepts were performed. Categories were reviewed and duplicates were deleted, similar items were merged, and subject dimensions were identified and leveled. Data analysis method was performed by thematic analysis technique of open, axial and selective coding. Then, in order to assess the validity of the model, an agreement was reached with ten faculty experts in the form of a focus group on the dimensions, components and indicators of the model.

The results showed that the extracted model has 9 dimensions, 25 components and 80 indicators to evaluate the research performance of faculty members. The results showed that the indicators of creativity, initiative and innovation are among the components and characteristics of personality and are in the individual dimension.

The proposed model can be desirable in evaluating the research performance of faculty members of the Islamic Azad University and eliminating possible problems and obstacles and promoting its creativity and initiative

In today’s competitive world, those universities and organization manage to succeed which try to employ their knowledge in action. Therefore, many universities and educational systems have started to shift toward knowledge orientation based on teaching entrepreneurship. The researcher in this study try to investigate and analyze international models of entrepreneurial education in the field of higher education and formulate the pattern of entrepreneurial education elements in the major of entrepreneurship education. This project is done with quality approach to recognize local pattern of educational entrepreneurship, where content analysis is used. the software of  Max QDA is used to analyze quality data with data encryption method, offer categories and extraction of relevant topics and expression and interpretation of findings. Therefore, at first 50 international standard models of entrepreneurial education were selected by the researcher and then all key words in the patterns was coded and 735 open source extraction separately were sent for the people who are considered as experts. The amount of Cohen’s kappa was calculated by SPSS software. Research finding shows that international patterns of entrepreneurial education could be grouped into three categories of usability, personality-oriented, and subject-oriented. Given the frequency of components, it can be used in designing an indigenous pattern of entrepreneurial training for students in the field of entrepreneurship education.

The purpose of this study was to present a model of cultural knowledge based on indigenous of student-teachers training at Farhangian University of Kurdistan. This study was a qualitative research that was done using grounded theory method. Fourteen people including teachers and professors of Farhangian University were purposefully identified and selected by snowball method and were interviewed. The obtained data were analyzed using continuous comparison method of Strauss and Corbin. Data coding was performed using Maxqda software. Kappa index was used to measure the reliability of the designed model. The value of the index was equal to 0.776 and was recognized at a valid level. The results led to the identification of 58 open codes out of 334 concepts and 17 main categories from findings. Categories  were included: allocating optional courses to teach the components of indigenous culture, understanding local history, understanding indigenous geography, understanding local community, understanding indigenous literature, teaching mother language, knowledge and skills of teachers in curriculum design and its implementation, understanding business practices indigenous, knowledge of indigenous arts, knowledge of local games and entertainment, preservation and development of indigenous culture, effectiveness of the teaching-learning process, cultural identification, religion and customs, decentralized curriculum planning, selection of native teachers and legal requirements.  Finally, the categories were presented in the form of a systematic paradigm model.

This study aims to explain the requirements of a multicultural curriculum based on the objectives of primary education and answers to this question that regarding the multicultural nature of Iranian society, which features should this curriculum contain and to what extent the current curriculum is based on these features.

 This was a qualitative content analysis (inductive-deductive). The statistical population included authentic (valid) documents, including national curriculum, specialized texts, and theses related to multicultural curriculum and the educational package for primary school curriculum. Research sample included the national curriculum, related studies in multicultural countries, and the educational package for the course of social studies in the primary school. Purposive and criterion sampling was used by giving priority to the articles that were up to date and have a profound connection with the study subject. To collect the data, national and international sources in the area of multicultural education within the years of 2009 to 2020 were used. Finally, unrelated sources were excluded and 86 sources were analyzed. The social studies educational package was selected because it is more expected to contain multicultural components.  Research data were collected through documentary research and were analyzed through a qualitative (descriptive-interpretive) method. 

In terms of the first research question, five components were extracted as the multicultural curriculum, including the observance of educational justice, acceptance of cultural pluralism, interest in peaceful coexistence, respect for divine religions and a combined approach in curriculum content. Based on the content analysis of these five themes, findings related to the second question showed low interest in multicultural curriculum components at all levels. However, the themes were not equally considered.

Low overlap between the book content and the course design guidelines, and the unbalanced, non-targeted, and inadequate distribution of multicultural curriculum components were among the results of this study. Based on the results, dominancy of exploration skill training approach, problem-solving, and critical thinking to present curriculum content are suggested.

This research was conducted with the aim of designing and validating the local model of entrepreneurship education in technical and vocational education centers.

The purpose of this research is developmental-applied type of mixed studies (qualitative-quantitative). In the qualitative part, the theme analysis method was used to identify and the fuzzy Delphi method was used to summarize the indicators, and in the quantitative part, the descriptive-survey method was used. The statistical population in the qualitative part included experts (university faculty members) in the fields of entrepreneurship, educational management and human resource management, managers of technical and professional centers, entrepreneurship lecturers who reached theoretical saturation with eighteen interviews and in the quantitative part with Cochran's formula. A total of 384 center managers, part-time and full-time academic staff, and entrepreneurship course instructors were selected as samples. In the qualitative part, 5 dimensions, 16 components and 63 indicators were identified. In the second part, the number of indicators was reduced from 63 indicators to 60 indicators in two rounds with the fuzzy Delphi method. Finally, the validity of the questionnaire was confirmed by the Cvr method. Cronbach's alpha with a coefficient of 0.868 was a high reliability of this questionnaire.

According to the results of the research model, it showed that among the identified factors, the educational dimension with a coefficient of 0.932 has the highest importance and priority in entrepreneurship education, and the economic dimension with a coefficient of 0.755 is the least important and the last priority from the point of view of the employees and teachers of technical and vocational schools has it.

Therefore, we come to the conclusion that entrepreneurship is a relatively acquired process, and teachers are considered a key element in promoting and teaching entrepreneurship.

School as an institution that has the most valuable time of human life is very effective in the emergence of creative behaviors. Therefore, creating a suitable environment and a good environment for the growth and creativity of learners is felt as a necessary need more than before in our country, especially in the elementary school. The aim of this study was to design a creative school model for the elementary school and to validate it from the perspective of specialists. The research method was a combination of sequential exploratory (qualitative-quantitative).The research method in this qualitative phase was comparative-documentary and in the quantitative phase was descriptive-survey research using Delphi technique. Sampling method was purposeful in both phases. Therefore, in the first phase of the research, 283 written documents (documents, articles and books) related to the subject were analyzed based on inductive content analysis using ATLAS.ti software and the approach of NCT. In the second phase, a questionnaire containing 12 questions which was designed by the researcher was distributed among experts in the curriculum and creativity field. Data were analyzed using Excel 2010 and SPSS 19. The results of the study showed that the creative school has six dimensions and three components. The dimension of creative curriculum contained nine components, the dimension of creative students contained three components; the dimension of creative family had five components; the dimension of creative teacher contained five components; the dimension of creative principal contained four components; the dimension of creative culture contained four components. Moreover, the results of model validation based on the opinion of curriculum experts and the creativity was desirable.

The main purpose of this study is to explain the components of the curriculum for job empowerment of mentally retarded children. The applied approach is qualitative and research synthesis, which was done. The results of this study showed that the general objectives of teaching mentally retarded children can be categorized into four categories: the comprehensive development of mentally retarded children; the establishment of useful and effective relationships with others; the acceptance of social responsibility; the economic adequacy; and, consequently, the content of the curriculum content for children Subjective mental retardation was presented. Also, the results showed that only one teaching method cannot meet the needs of the mentally retarded children in a comprehensive manner, so teachers can use different teaching methods and the method of functional measurement with the evaluation of effective reference criteria is the most effective method of evaluating the knowledge gained by these children.

The concept of “synergy” initially emerged in bioscience and management science accordingly followed by its success in behavioral, social, political and relation science, synergy was applied in curriculum development. The concept of synergistic curriculum was formed which covers curriculum in a wider aspect. The so-called consept provides school educationalists with opportunities to put curriculum concept into practice which go beyond the conventional curriculum. The synergistic curriculum focuses on two sections of the curriculum: The silent and talking curriculum. The present article elaborate these points as well as the achivments of synergistic curriculum.

The purpose of this study was to investigate the concept of the homeschooling, its place inside and outside the country, and the aspect of the opportunity or threat thereof in Iran. To achieve this explanation, using a synthesis research methodology, a total of 127 studies were studied. Afterwards, 95 works including books, essays and theses were selected through systematic selection, content analysis and categorization. The criteria for selecting these studies were to study the above components for 1976-1976 for 60 external documents and 1991-2017 in 35 internal works. Then, a combination of findings was presented in accordance with the principles of integration, rethinking and re-mapping of data. At the end of each section, aggregate findings and general conclusions are presented as needed. The results showed that due to some educational factors such as lack of facilities, memory, lack of creativity, Axial book, etc., as well as value factors such as conflict of religious and social values, attention to the interests of children, the love of the homeschooling, and the use of This approach is an educational opportunity; it's over its threatening dimensions, such as lack of legalization, time consuming, lack of control tools, and so on. Considering the new educational approaches, breaking the monopoly of formal education and conducting applied research in this field, is presented as a suggestion.

The purpose of this study was to investigate the gaps and needs in the undergraduate nursing curriculum in Iran as a logical prelude to design a competency-based curriculum model.

The present study was a qualitative study consisting of two parts: needs assessment and comparative study. Delphi technique was used for the needs assessment and Bereday model was used for comparative study.

After prioritizing the information obtained from the needs assessment, finally the 8 main axes of "student competencies", "content", "content organization", "Educational methods", "student assessment", "time", "community needs" and "overall curriculum" were extracted, each of which focused on the most important issues separately and a total of 35 statements as gaps and needs in the undergraduate nursing curriculum was considered. Also, according to the findings of the comparative study, the status of the undergraduate nursing curriculum in Iran compared to similar curricula in the top universities of the world, in addition to confirming some similarities, suggests significant differences in the curriculums. The main concern of the participants was the lack of skills of nursing graduates. They believed that, despite the efforts of nursing authorities, the curriculum could not motivate students and to provide graduates with the necessary understanding, attitude, and skills in their careers.

The present study explored the needs and gaps in the undergraduate-nursing curriculum of Iran and can be used by decision makers in nursing education in the country.

From time immemorial, various experts have emphasized the role and place of nature in education, especially in childhood. One of the practical experiences in using nature to learn children is the experience of establishing nature schools. The school of nature is similar to the idea of ​​experienced forest schools outside of Iran. The first Iranian nature school, "Kaveh Konj", was launched in 2014 in Mashhad. According to statistics provided in February 2019, 61 nature school are working in our country. Considering the fact that the establishment of nature schools in Iran is a new and different experience with the official education system of the country and has been less studied in academic studies, this article aims to provide learning resources, teaching-learning features, Evaluation methods and the role of children and facilitators in nature schools. The present study was carried out using a qualitative method of phenomenological type. In order to carry out the research, among the nature school facilitators who were engaged in the academic year of 2018-2019, 12 were selected as samples and semi-structured interviews were conducted; besides collecting data through interviews with facilitators, the observation and visiting of the nature schools of the sample member and the study of previous studies and related resources existing in relation to the nature schools were also used. The purpose of this research is to answer the following questions: 1) What is the nature of materials and learning resources in nature schools? 2) What are the characteristics of teaching-learning in nature schools? 3)What role do facilitators play in the learning process of nature schools learning? 4) What role do children play in the learning process of nature schools learning? 5) What are the assessment methods of how children learn in nature schools?  Summary of the answer to the first question: The nature of the learning resources that exist in the schools of nature, with the idea that there are traditional schools, varies greatly. The learning resources used in nature schools are more natural than natural materials such as wood, rope, wood part of a tree, sand, and so on. Though in cases of abnormal materials such as hut, magnifier, magnets, computers, books, but they decide on their use of their children. Summary of answer to second question: The use of experience, multiple senses, and the use of games in learning, interacting with non-aged children, the lack of emphasis on learning learning and teaching directly from teaching-learning features in nature schools.  Summary of the answer to the third question: A good facilitator in the first stage should be a strong and sensitive observer in order to be able to see the child well and see and record his changes and activities, and then adjust his actions based on what he has seen and experienced. A facilitator is sometimes required to observe for a long time patiently the behavior of a child and have no intervention, and Sometimes it may be his thrill and play with him and in some situations it is possible to disclose that by providing data the window opens the window of information for children. In other words, facilitating the role of not giving information but providing opportunities for children to experience the richness of their environment. He listens carefully to the advisor, hears heartily and responds to their questions as indirectly and as straightforwardly as possible. Summary of the answer to the fourth question: Children an important role in the school of nature, because all activities of the children are carried out by themselves; They are free from judgment by anyone, so that they can execute, discover, touch, and experience what is in their minds. Summary of the answer to question 5: The method of evaluation in the schools of nature varies with the evaluation method in the traditional schools. The results of an interview with facilitators can be found that there are no examinations and grades in the nature school, and therefore there is no competition and ranking among children. In a conclusion, according to the results of this study, it can be seen that the school of nature is a place where children from 3 to 12 years old can spend time from nature to the observation of their time from day to day of the week. According to some facilitators of these schools, in the interviews conducted, nature schools do not have an approved educational program, and there is no curriculum there. In these schools, there are people who have an eye on observing children's environmental experiences and contributing to their experience in nature. Recent research results suggest that the school's nature is working to provide a rich platform for creating diverse and varied experiences for Helping to boost children's talents, although the vacancy of this issue is felt strongly in current school curricula, but the lack of presentation of specific curriculum areas, especially for children using these schools as alternative to traditional schools, can be It will challenge these children in the future. It's also a meme The position of these schools simply because extra-curricular activities are reduced. In order to overcome this concern, joint training of specialist education specialists, in particular curriculum studies with school principals and the use of global experiences, especially the experience of forest schools, can be effective in developing a curriculum and improving the quality of these schools. Given the fact that the establishment of nature schools in Iran has not been taking place for a long time, this could be the subject of research for future researchers. Examples are the comparison of nature schools with traditional schools, the impact of these types of schools on children's learning and the comparison of nature schools and schools Forest and comparative studies in this field can be the subject of future research. In this study, as in any other research, there were some limitations. A summary of this limitation could be as follows: - The lack or lack of research and the lack of similar work on nature schools - Distribution of nature schools and access problems - The lack of cooperation of some schools

The purpose of the present study was to design a model for sharing teachers' lived experience in the form of autobiography using virtual social networks. This study was conducted using grounded theory research method. The required data were collected by field notes from teacher discourse communities. The data analysis was performed through the process of comparison and continuous fine-tuning according to the Strauss and Corbin (1998) method and open, axial and selective encoding. The collected data were organized in the form of 116 key points and themes, 42 concepts and 20 categories. The results showed that by employing the teachers’ shared autobiographical model on virtual social networks, the practical and personal knowledge of teachers, is shared and will led to results such as the free expression of the inside truth, the development and broadening of thought, the fostering of cooperation, and the rebuilding of experiences.