mohammadreza emamjomeh

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 aim of this study will be to investigate predicting academic optimism and engagement in school in female students based on hidden curriculum dimensions.

The quantitative- correlation method was used. The statistical population consists of all female students in Sarpolzahab city in academic year 2021-2022. In this study, according Convenience sampling method, 100 female students were selected as samples and they were asked to fill in academic optimism scal of Tschannen‐Moran and et al (2013), student engagement in school scale of Wang and et al (2011) and hidden curriculum questionnaire of Imani (2012). The collected data was analyzed using Canonical correlation.

Findings showed that there was positive and significant correlation between hidden curriculum dimensions with academic optimism and engagement in school (P<0/01). The results Canonical correlation showed that common variance of academic optimism and engagement in school with academic optimism and engagement in school was 87/6%.

Based on this, it seems that the informal and intangible text of the system of values, norms and perceptions and non-curricular aspects of educational centers and informal aspects of schools can leave relatively stable effects on their academic optimism and engagement in school.

The aim of this research was to compare the approaches of High Scope, Reggio Emilia and Waldorf in order to provide guidelines for the training of pre-primary teachers in Iran. The research method is comparative qualitatively using documentary and Bereday methods for data collection and analysis respectively. The research findings showed that all three educational approaches in cases such as acceptance of sequence and child's developmental tasks; unique role of the coach as a guide and facilitator; following the basics and principles of child psychology; attention to the physical, mental and emotional aspects of the child; and attention to the famous principles and theories of learning are similar to each other. In terms of differences, the "high scope" approach emphasize on components of special needs of the child, dialectical education, technical coach and reverse education; Reggio Emilia's approach highlights multicultural components, technical training situation, implicit values and Waldorf's approach persists the components of curriculum integration, artistic method of imaginative play, classroom with natural materials and trained teachers. The findings of the present research can be a good guide for experts, executives and decision makers in the field of preschool education in Iran to identify and pay attention to the characteristics and elements of an effective educational model for the training of preschool teachers.

The purpose of the present study is to design and validate a model of extracurricular activities in the field of primary education at Teacher Training University. The research method is mixed including qualitative research method (Grounded Theory) that was used to identify extracurricular principles and quantitative method which was used for validation. The statistical population, corpus, sample size and sampling method in the qualitative section include: (1) transformation document; All the provisions related to teacher training and extracurricular transformation document (society is equal to the research sample). (2) Teacher Training University documents; three purposeful documents and (3) comments of the key readers. To this aim, 12 people were selected by purposive sampling method. And in the quantitative part of the group of experts; 14 people were purposefully selected. The data collection tools involved the qualitative section including checklists and semi-structured interviews. The methods employed for analyzing data included open coding, axial coding and selective coding. For content validity, Glaser and Strauss evaluation criteria were used and for increasing the reliability, self-assessment was performed by researchers. A researcher-made questionnaire was used in the accreditation section. The content validity of the questionnaire was confirmed by the tutor and consultants and the reliability coefficient was 0.91 by Cronbach's alphabet method. The obtained quantitative data were analyzed by using descriptive and non-parametric statistics. The findings showed that the extracurricular activities of Teacher Training University have 18 characteristics. After extracting the principles, the dimensions of the extracurricular activities were designed based on Acker's view, and the experts approved the model to a high degree. Based on the results, it was suggested to integrate formal curricula and extracurricular activities in primary education; and part of the design and implementation of activities should be entrusted to student-teachers.

The major purpose of this research was to develop a theoretical model that would formulate Farhangian University's current curriculum in progress. This is a qualitative study that used grounded Theory technique based on Strauss and Corbin's systematic approach.  The statistical population of the study was all the primary agents participating in developing Farhangian University's curriculum, including student-teachers, teacher- supervisors, and student supervisor of Farhangian University of South Khorasan Province. The study sample were 16 student- teachers, 12 student-supervisors from Farhangian University's internship program, and 15 assistant teachers from the internship program, who were purposefully selected. Semi-structured interviews were used to collect data, which were then evaluated in three stages: open coding, axial coding, and selective coding. Lincoln and Guba criteria, as well as Rao and Perry, were used to ensure validity and reliability. The research results were organized in the form of a paradigm model with the following components : Educational discontinuation in Farhangian University internship program as a central category, causal conditions (characteristics of the intended, implemented, and acquired curriculum), and contextual factors (macro-policy making, contextual factors of Farhangian University) Facilitator intervention conditions (competencies of teacher-supervisors and supervisors), restrictive intervention conditions (organizational challenges, behavioral factors), proposed strategies (renovation of the planning approach in the intended curriculum, execution appropriateness of the curriculum and attention to the areas of improvement of the curriculum obtained) and finally current consequences (reduction of the effectiveness and efficiency of the curriculum).

Curriculum development is one of the basic pillars of the teaching-learning process. Teachers and educators can have  prominent roles   in curriculum development e and their functions in every stage of curriculum development process, i.e.  from design to evaluation, can have positive or negative effects on learners' performance. Decentralization is one of  the major challenges in curriculum development. Indeed, there has been a tendency to decentralize and delegate more authority to learning centers in the Public Education System with the aim of improving the quality of education in recent years. Decentralization in the curriculum development process can be considered as a kind of strategy to adapt the national curriculum to the conditions and characteristics of the areas and environments in which the curriculum is implemented. School–based curriculum development, which can be considered as a route to decentralization, requires that decisions about curriculum design be made, implementation of curriculum be considered, and evaluation of the curriculum be carried out inside, rather than outside, of learning and community centers. By developing a school-based curriculum, the teacher or instructor, themselves, can design, implement, and evaluate the curriculum. Considering the importance of  the necessity for specialized content knowledge for teachers and primary school students and with regard to the lack of a specific program and framework for developing this type of knowledge in our country's mathematics curriculum, especially in the area of division of fractions, development of specialized content knowledge of division of  fractions in primary school students through the development of a school–based curriculum can be of crucial importance.

 The main question of the present study is whether the implementation of the curriculum for the development of specialized content knowledge of division of fractions based on school-based curriculum development in recent years has been effective in developing knowledge and skills and improving attitude of primary school student teachers?

This study which benefits from a mixed methods approach to research has been conducted  in two phases. First, the qualitative phase was done through the use of exploratory research design and a case study method.  Then, the quantitative phase was conducted using instrument development design and a quasi-experimental research method. Participants in the qualitative phase included math education specialists, faculty members in mathematics at Farhangian University, curriculum specialists, and researchers interested in this research area. After reviewing the resources and interviewing the experts, the present researchers developed a model of specialized knowledge development curriculum for division of fractions. The statistical population in the quantitative section were primary school student teachers at Farhangian University, of whom  were selected through convenience sampling. Next, the findings of the qualitative phase was used to design a curriculum model in form of an educational program. Now,  primary school student teachers’ specialized content knowledge of division of  fractions was assessed by administering both a pre- and a post-tests, designed by the present researchers. , Participants' attitudes towards division of fractions were then sought using the newly designed Fraction Division Attitude Scale and the primary school student teachers’ skills in division of franction were assessed through carring out formative assessment.

In the first phase of this study, the present researchers used a case study method and four elements of purpose, content and learning activities, teaching-learning methods and evaluation methods to design a curriculum model for the development of specialized content knowledge of division of fractions of primary school student teachers . In the second phase, the designed curriculum was implemented on primary school student teachers in form of an educational program and it was tried to evaluate the extent in which the curriculum objectives were achieved. , the pre- and post-tests, the Fraction Division Attitude Scale and formative assessment were accordingly used here. An independent samples t-test was next run to analyze participants’ pretest scores and the results revealed no statistically significant difference between participants in experimental and control groups in their pretests results. In other words, participants of both the experimental and control groups had almost the same level of knowledge  division of fractions - before the administration of the treatment, i.e. training through the use of the designed curriculum. Analysis of participants’ postscores was done by using analysis of covariance. The results revealed that participants in the experimental group, who were trained through the use of the newly developed   conventional methods of teaching. In addition, it was revealed that implementation of the recent designed curriculum had a positive effect on the attitudes of participants in the experimental group. Moreover, classroom observations by the researchers during the process of formative assessment revealed that participants in the experimental group were more skilled at doing division of fractions than participants in the control group.                                                                                                                      

The findings of the present study showed that the implementation of the newly designed specialized knowledge development curriculum for division of  fractions  based on  school–based curriculum development  led to improvement of students and  teachers’ knowledge and skills in dividing fractions, increase their interest and promote their attitude towards teaching and learning division of  fractions. Development of school-based curriculums, l can help decentralize centralized curriculums, which usually exist in form of general curriculums in educational centers.  Therefore, it is recommended that the curriculum designed in this study canbe used in teacher training centers involved in teaching primary school student teachers.

This study aims at examining the roles of academic burnout and academic resilience as mediators in the relationship between academic vitality and quality of life in schools.This descriptive research enjoyed a correlation methods of assessment (path analysis). The 354 samples were selected among 4570 high school students in Savojbolagh County, Karj, Iran in the academic year of 2017-2018. These samples were chosen based on Korjesi and Morgan table (1970) through randomly-multi clustering sampling. Data were collected using Marsh and Martin Lifelong Learning Questionnaire (2006), the Button and Williams's Quality of Life at Schools Questionnaire (1981), Bressu, Salonova and Schiofili's Educational Burnout Questionnaire (2007) and Samuels'Academic Resilience (2004). The reliability of the questionnaires was assessed using Cronbach's Alpha Test. Data were analyzed through Structural Equation Method (SEM). The results showed that academic vitality, academic burnout and educational resilience had a direct effect on the quality of life at the school. It can also be concluded that the variables of academic burnout and academic resilience played as a mediator among the academic vitality and quality of life in the schools.

The purpose of this study is to explain the views of the experts on the elements of arts curriculum at teacher training (Higher Education) level in order to design a model of a competency-based curriculum for arts. Therefore, 15 experts in arts curriculum and arts education were selected through exploratory qualitative approach and Grounded Theory method based on anowball sampling. These samples were subjected to semi-structured interviews with content saturation. The content validity of the interview questions was confirmed by experts. The initial data were analyzed with MAXQDA software version 2011 through three open, axial and selective coding steps. The findings of the research as well as the implications of ten elements of Akker curriculum model were explained by the analysis of the interviews as the basis of the conceptual model of the curriculum. The curriculum proposed in this research relies on teaching the principle of integration and composition, pluralism and the field of revelation to the teachers. The logic of this pattern includes (artistic revelation, learning in action, specialist credentials, communication, participation and active role of the teacher) and the nine elements of the curriculum has been designed proportional to the results of the conducted interviews The presented pattern could be used as a basis for designing an arts curriculum for teacher training at the higher education level as well as teacher training centers and institutions.