تدریس

The aim of the current research was to investigate the lived experiences of (government) elementary school teachers in Shiraz about the technique of engaging expression. This research was qualitative and the method used was Husserli's phenomenology. The participants in the research were 10 teachers with teaching experience in the central and suburban areas of Shiraz, and were selected with a purposeful sampling approach. The data collection method of this research was a semi-structured interview. To measure the initial validity of the data, the criteria of acceptability (the alignment method was used and it has been tried to determine this credibility by collecting enough data from multiple sources) and reliability (this criterion actually refers to the stability of the results in refers to different times and conditions and is equivalent to reliability in quantitative research) qualitative data was used. After coding the data, the theme analysis method was used to form a network of interesting fan expressions. In the following, the exploratory pattern was formed in an overarching theme called the attractive art of expression. The organizing themes were 1) related to pre-performance (mastering the content, creating interest, summarizing,…) , 2) related to during performance (creativity, appropriate tone, speed of speech,…) and 3) related to post-implementation (popularity, power of apology, power of leadership,…) was divided and as a result, the exploratory model was formed in an overarching theme called the art of attractive expression.

Ergonomics is a science designed to create equal opportunities by employing and optimizing scientific processes. It ensures that products, places, and procedures align with the physical, cognitive, cultural, and emotional capabilities and limitations of users.  It involves optimizing the interaction between humans and other elements of a system. Ergonomic interventions can occur at three levels: Micro, Meso, and Macro. Macroergonomics, the broadest level, considers the entire system, including its social, organizational, and technical aspects. Microergonomics is about a specific goal and Mesoergonomics is an intermediate point of view that considers the relationships between people, organizations, and socio-technical systems. Numerous studies have explored Macroergonomics in various sectors, with a particular focus on the structural dimensions of systems. Macroergonomics, with its systems-oriented approach, examines work analysis, productivity estimation, and tool design. It is implemented on a larger scale by integrating into broader environments such as organizations or institutions. A Macroergonomic approach emphasizes organizational structure, human-organizational interaction, and motivational aspects of work. Currently, in addition to students, all academic staff are facing challenges that create new demands on management. They are confronted with changes in their workplaces, job duties, and the student body. The simultaneous decrease in hiring and increase in the average age of staff and faculty have led to increased physical and psychological workloads, resulting in decreased capacity and productivity. A Macroergonomic framework can address these issues by providing a structured approach to higher education reform. By identifying and describing the various components of a socio-technical educational system, such as social, organizational, technical, and external subsystems, we can improve teaching and learning efficiency. One of the hallmarks of a modern higher education institution is the extent to which it adheres to the principles and foundations of ergonomics. This leads to improved quality of teaching and learning and, in advanced countries, specific ergonomic standards have been designed and implemented. Attention to educational ergonomics, as an action-oriented framework, improves teaching and learning processes by controlling and designing or redesigning factors that affect learners and instructors in higher education institutions. The use of Macroergonomics leads to the synergization of systemic processes, meaning that by considering common technical and social factors, it can provide greater performance than what can be achieved through ergonomic intervention alone. The shift from first-generation to higher-generation universities has led to a transition from educational challenges to ergonomic challenges. Ensuring the quality of higher education across all dimensions requires a long-term commitment to ergonomics. The aim of the present study is to identify the dimensions of Macroergonomics in higher education (with an emphasis on teaching and learning) based on identified studies in this field, and to provide necessary guidelines for conducting more objective and interventional studies using a mixed (qualitative) synthesis research approach. This research is fundamentally applied, employing a qualitative approach and specifically a synthesis research method. The strategy used is a meta-synthesis approach, involving inductive content analysis followed by meta-synthesis of the analyses. The population of the study includes research conducted in the field of ergonomics in higher education.In this research, studies in this field were used as the population and sample. An initial search yielded 43 relevant articles on Macroergonomics in higher education from various Persian and English databases. A systematic review of the selected documents was then conducted. At this stage, the abstracts of the documents were examined, and 27 relevant articles were purposefully selected. Subsequently, the findings, methods, and research tools were jointly reviewed and examined.The data and results of the research findings were categorized and analyzed into three dimensions: concepts, categories, and main codes. The data and resources used were refined and extracted through several stages and, after analysis and synthesis of the results, were incorporated into a comprehensive conceptual framework or model. Through the classification of the results presented in the extracted theoretical model, 36 key Macroergonomics components in higher education were identified. These categories were grouped into seven main codes, which in fact represent the primary indicators and components of Macroergonomics in higher education, with a focus on teaching and learning. The first main code identified was learning Macroergonomics, which includes categories such as teaching methods, curriculum and classroom design, and the alignment between educational processes and student abilities. The second main code is educational Macroergonomics, which includes categories such as educational facilities, educational technology, educational equipment, educational software, educational research, educational reform planning, and the learning environment, including classrooms and buildings. The third identified main code is individual and social factors, which includes categories such as race and native language, gender, anthropometric dimensions, health, nutrition, substance abuse, academic aptitude, mobility, communication and interactions, and social and family factors. The fourth main code identified is organizational design and management, which includes categories such as commitment of management levels to implementing Macroergonomics, effective Macroergonomics in periodic management evaluation, Macroergonomics in knowledge transfer, macroergonomics in linking the organization or system with its external environment, Macroergonomic organizational design, and Macroergonomics and the design of organizational dimensions (centralization, complexity, and formalization). The fifth main code identified is Macroergonomics education, which includes categories such as Macroergonomics education in schools, teacher training centers, and other universities (as a course, short-term courses), recruitment of ergonomists at various levels, formation of education, evaluation, and ergonomics intervention committees, formation of green university committees with the participation of ergonomists, and the establishment of ergonomics training centers at universities. The sixth main code identified is Macroergonomics and graduation standards, which includes categories such as the quantity and type of skills and knowledge, the duration of the educational program, and the type and number of courses.The findings suggest that implementing Macroergonomics principles in higher education can lead to long-term benefits, such as addressing the needs and expectations of all stakeholders, improving resource utilization and coordination, protecting the environment, enhancing the quality of life and services, and promoting equity in educational opportunities for generations to come. Ultimately, this can contribute to the overall well-being and success of higher education institutions.

The present study was conducted with the aim of investigating the status of attention to the education ethics in high school. The method of this research was descriptive and survey type. The statistical population of high school students in Tabriz is 39,671 students (21,263 girls and 18,408 boys). The sample size was estimated to be 380 people based on the table of Karjesi and Morgan. The sampling method of the current research was in two stages: the first stage using the multi-stage cluster sampling method and the second stage using the proportional stratified sampling method, 204 girls and 176 boys randomly were chosen. The content and form validity of the questionnaire was approved by the relevant experts, and Cronbach's alpha coefficient was used to measure reliability, which was estimated at 0.96. Data analysis was done at two descriptive and inferential levels such as one-sample t-test, independent t-test in SPSS software platform version 26. The results showed that teachers pay enough attention to ethics in education in teaching and evaluation, and students reported it at a favorable level. But in the aspect of interaction between teachers and students, ethics in education has not been paid enough attention. Also, the results showed that there was a significant difference in the amount of attention paid to the ethics of education in terms of gender, and female teachers paid more attention to the components of ethics in education than male teachers. But no significant difference was observed in terms of the type of school(public& non-public).

Religious education plays a fundamental role in nurturing innate dispositions (fitrah) and fostering religious growth. This study investigates the lived experiences of elementary teachers regarding obstacles in teaching the second-grade Hadiyeh-ha-ye Aseman (Heavenly Gifts) textbook. Using a qualitative approach and descriptive phenomenology, the research focused on elementary teachers in Qom City during the 1403-1404 academic year. A criterion-based purposive sampling method selected 21 teachers, with semi-structured interviews conducted until data saturation (redundancy observed by the 19th interview, but two additional interviews were completed for validation). Inclusion criteria included at least three years of teaching experience in second grade and current teaching at this level. Data analysis followed Strabert and Carpenter’s (2003) method. Peer review and member-checking enhanced validity, while detailed note-taking and meticulous data review ensured reliability. Major obstacles were categorized into four themes: Teacher-related obstacles; Student-related obstacles; Parent-related obstacles; Textbook content-related obstacles, further divided into 21 sub-themes. Recommendations include restructuring the textbook’s chapters, making content more practical, employing active teaching methods, reducing teacher-centeredness, and increasing student participation in learning.

The aim of this research was to investigate the relationship between electronic content-based teaching on creative thinking and the mediating role of emotional intelligence in elementary school.The statistical population of the research includes all primary school teachers in Nowshahr city who were teaching in the academic year of 1402-1403, and their number is 345, and finally, based on Morgan's table, a sample of 181 people was used to conduct the research. They are randomly selected. The method of this research is descriptive and correlational. collecting information with the help of three questionnaires; Teaching based on electronic content from Khizrulu (2013), Welch's Creative Thinking Questionnaire (2002) and Schering's Emotional Intelligence Questionnaire (1996) have been accepted, and the validity and reliability of all three questionnaires have been confirmed by other researches. The results of the research showed that the direct effect of teaching based on electronic content and creative thinking is equal to 0.246; Also, the indirect effect of teaching based on electronic content and creative thinking with the mediating effect of emotional intelligence is equal to 0.467; In addition, according to the Sobel test, the effect of the mediating variable of emotional intelligence on the variable of teaching based on electronic content and creative thinking is equal to 7.21 and it is confirmed because it is greater than 1.96. The results showed that teaching based on electronic content is effective on creative thinking with the mediating role of emotional intelligence. Accordingly, teachers who use electronic content-based teaching will clearly witness that the electronic environment provides an environment where students can ask questions with an open mind, think creatively, and listen to their views and perspectives. New motivation is that the mentioned items are in fact the central part of emotional intelligence which also forms the basis of creative thinking.

The present study was conducted with the aim of representing the teaching process through the lived experiences of Iranian students studying in master's and doctorate courses in Australian universities who completed their undergraduate courses in Iranian universities. The qualitative research method was phenomenology. The scope of the research included Iranian students who have master's and doctorate courses in technical and engineering fields in Australian universities (Melbourne, Manash, Swinburne), who were selected by the purposeful snowball sampling method and collected information through semi-structured in-depth interviews became. After the interview, the sample size continued to be analyzed by thematic coding method until complete saturation and finally it reached 10 people, and the validity of the findings was done by the method of reconstructing the reality and using people outside the scope of the research. From the total findings, 167 conceptual codes in 10 main categories (characteristics of the teacher, teaching activity, content of the curriculum, structure of the curriculum, interaction between the teacher and students, evaluation of the curriculum (beginning, formative, final), learning environment , learning activities, educational and research facilities, attention to individual and social life needs) and 35 subcategories were extracted in line with the lived experiences of Iranian students in Australian universities.

Social constructivism, both as a philosophy and a theory, provides us with the most advanced perspective on learning and teaching. To identify the characteristics of a constructivist approach to teaching, a systematic perusal of major data banks (Eric, Science Direct, Elsevier, SID, Noormags & Magiran) was conducted. The result was the identification of 5 general factors, 11 criteria, and 91 indicators. To validate these findings experts’ opinions were sought and a review of the findings conducted. Based on these a framework is proposed in which the following constituents are fundamental: teacher as a facilitator, self-regulated student, safe, open, and flexible environment, and reforming and advancing community. Undertaking a constructivist approach to teaching would lead to responsible learners whose interest in learning makes them lifelong learners.

In rural schools and multi-grade classes, children with special needs are educated with other students in a school and multi-grade class. For this reason, in this research, we are trying to represent the experiences of teachers who taught in multi-level classes in the academic year of 1402-1401, who taught students with special needs at the same time in these classes with knowledge. Other students have taught. Qualitative research and its strategy is phenomenological. The teachers were selected purposefully. A semi-structured interview was used to collect data. Data collection and interview process continued until theoretical saturation. After recording the interviews, their text was prepared and then using Max Kyuda software, open codes, sub-themes and main themes were extracted. 120 open codes were extracted from the interviews, and after the second round of coding, these codes and sub-guarantees were placed in eight main themes. The main themes of the research are: teaching strategies, challenges, administrative-organizational, teacher characteristics for this teaching, university education and environmental conditions. The results of the research showed that due to the special conditions of these classes and the presence of special needs students with other students in a multi-grade class, it has brought special challenges for the teacher and students, and it is necessary to provide training in special needs students should be given to these teachers, points and incentives should be considered for these teachers and also special facilities should be provided to these multi-level schools according to the conditions of students with special needs.

This research aims to investigate the importance of learners' educational needs in the process of lesson planning and teachers' teaching. 

 The approach used in the current research is qualitative and of the synthesis type, which is carried out in 6 stages, and an attempt is made to combine the results and findings of various research regarding the title of the current research. The geographical area the researcher considers in order to investigate the problem includes studies on all continents. Also, the researcher has reviewed Persian and English articles related to the research title to conduct this research.

 The research findings showed that Inclusive education is a complex issue and that lack of comprehensive understanding of their educational needs can create significant challenges for the educational community. Enough about the importance of needs assessment, which is the basis for starting any education. Objectives are determined based on identified needs. The effectiveness of planning depends to a large extent on this. Getting to know the educational needs of students can be fruitful in the direction of educational programs at different levels and ages.

 In general, considering that educational needs assessment is mandatory for both students and lesson planning by teachers and can have significant effects on the learning and teaching process, it is necessary to take necessary measures regarding the importance of studying the learning needs of learners in the process of lesson planning and teaching. Teachers to increase the efficiency of teachers in teaching and achieving educational goals and to see students' progress with appropriate lesson plans.

Teaching English as a mediating and widely used language worldwide has always been necessary. In the current situation and considering the advancement of education technology, designing a suitable space for learning using modern education methods, as environmental factors and components, is an essential matter in education. Active teaching methods significantly improve students' academic performance, and students' interaction, participation, and motivation will be more in such methods.

The qualitative research method is a synthesis research using six stages. The keywords active teaching, English language, and secondary school were used to find sources. Also, 46 articles and two books were used from the databases of comprehensive humanities portal, scientific information database (SID), ScienceDirect, doormats, Google Scholar, civilian, IEEEexplore

The purpose of this research is to investigate active teaching methods for English language courses in secondary school. The results show that five items were found as central themes among the extracted components, and eight were obtained as secondary themes. 

According to the findings, it can be concluded that active teaching methods for English language lessons in secondary school are effective and improve the classroom teaching process.

Student evaluation of professors is one of the common tools of universities to improve the quality of teaching in classrooms. Since in Iran's higher education system, student evaluations are used for annual promotion, contract extension or change of status, and the promotion of professors' scientific rank, the correct analysis and interpretation of the results of these evaluations is of foremost importance. This longitudinal research, which is a panel study, has analyzed the relationship between students' grades and their teacher's evaluation in the following semesters. The statistical population of the research was made up of more than 200,000 pairs of "Student's Final Grade-Teacher's Evaluation Grade" which were obtained from students in the conditions of face-to-face education before the pandemic. After conditioning and sifting the data, the final analysis has been done on the grades-evaluations of 3098 students during four semesters as a research sample. The regression analysis of the random effects model showed that with a one-unit increase in the final grade of the student, his/her evaluation grade of the teacher's teaching in the next semesters increases by about five percent. Additional analyzes showed that the grade can create a special mental attitude in the student, which can affect the student's evaluation of the professor even three semesters later. It seems that university administrators, educational councils, and university admissions boards should revise the guidelines for calculating and interpreting data from student evaluations, taking into account the various consequences of grade inflation at the university level.

The current research was carried out with the aim of identifying and analyzing the key success factors in teaching with divine orientation and Islamic culture in the country's universities. This research is applied in terms of purpose and survey in terms of data collection method. The statistical population of the research is the experts, 25 of whom were selected as sample members by purposeful sampling until the theoretical saturation of the data. The data collection tool in the qualitative part of the research is an interview and in the quantitative part is a questionnaire. To analyze the data in the qualitative part, the content analysis approach and the coding method were used using Atlas-ti software, and in the quantitative part, the fuzzy cognitive mapping method was used. The findings of the research include identifying and analyzing the key success factors in teaching with divine orientation and Islamic culture in the country's universities. The results of the research showed that the policy-making of the educational assistant of the ministers is based on teaching with divine orientation and Islamic culture, producing up-to-date and attractive Islamic content related to each field, and providing points and basis to professors in order to write books and cultural articles with the approach of divine orientation and Islamic culture is one of the most important key factors of success in teaching with divine orientation and Islamic culture in the country's universities.

The aim of this study is to identify the dimensions of the unknown realm of content teaching knowledge and the evolution of its various conceptualizations from the beginning until now. From this approach, the historical research of the seven guidelines of how to do it (Short, 1991/1387) was considered. but this belief was questioned by Lee Shulman with Tassi of Dewey (1902) citing the difference between the logical understanding of scientists and the psychological understanding of teachers. The idea of knowledge of content education by Shulman in the eighties of the twentieth century opened a new window to the unknown realm of teachers' professional knowledge; with the passage of time and as a result Research has been done, this knowledge has been recognized and investigated at the levels of "group content teaching knowledge", "personal content teaching knowledge" and "content teaching knowledge in practice". According to contemporary experts, this knowledge has two general and unique natures is tomorrow The domain of content knowledge helps the teacher to transform the content of the subject knowledge into something that is understandable for the students. The process of developing content education knowledge is beyond content knowledge and requires thinking and reflection on how to form macro and micro cycles at two levels of personal content education knowledge and content education knowledge in practice.

Teaching as an aesthetic art approach enables educators to appear like an artist in complex classroom situations with a set of practical actions based on individual judgments independent of predetermined order. In fact, the main goal of this research is to use three basic terms in science (system, entropy and polymorphism) in order to analyze two important issues in the field of education (teaching and curriculum). In the present research, at first, using the descriptive-analytical method, the relationship between teaching and the curriculum and the roles of the teacher in the effective quality of teaching are examined. Finally, the view of entropy is explained in the relationship between curriculum and teaching and the relationship between polymorphism and entropy. The research results indicate that the relationship between teaching and curriculum has negative entropy. On the other hand, the need for multiple roles of the teacher in the curriculum causes this relationship to be called polymorphism. The result of this research can be used in understanding the relationship between teaching and curriculum and teacher's roles in teaching quality.

Every year, many candidates participate in the experimental group of the national exam (as the most important entrance exam to higher education) to enter the fields of medicine, pharmacy and dentistry, and success in the exam is of great importance and priority for them. The nature of the exam, the preparation process of the candidates and its importance and priority have popularized the phenomenon called teaching for the exam in the secondary education system. Based on this, the aim of the current research is to analyze the phenomenon of teaching for the exam in the biology course.

The current research method is a qualitative method of interpretive phenomenology. The participants were selected from among the teachers of the six districts and school teachers of the biology course in Isfahan city with the purposeful snowball sampling method and a total of 15 people. The measurement tool is a semi-structured interview that is designed and built using theoretical knowledge related to the topic. In order to analyze the teachers' interview, it was converted into text and using Dickelman, Allen and Tanner method, first the basic concepts were extracted, then within the sub-themes and finally within the main themes.

The results of this study showed that teaching for the test is a common phenomenon in the secondary education system, in such a way that all educational activities of the school are focused on the test and the efforts of teachers and students are placed on the success of the test. This phenomenon, while disrupting the teaching and learning process, leads to the prevalence of superficial teaching of concepts and subjects and focusing on testing techniques.

Due to its high sensitivity and impact on the candidates' future, the national exam affects the teaching-learning methods of teachers and the learning style of students, and this influence has led to the spread of the phenomenon of teaching for tests in secondary courses, especially biology courses.

The six-grade classes have the largest number of grades among the multi-grade classes and the most age diversity in terms of the age of the students. For this reason, in this research, we are trying to represent the experiences of teachers who were teaching in the sixth grade classes of Sanandaj city in the academic year of 2022-2021.

Qualitative research and its strategy is phenomenological. The teachers were selected purposefully. A semi-structured interview was used to collect data. Data collection and interview process continued until theoretical saturation. After recording the interviews, their text was prepared and before analysis, the interview text was seen by the interviewee, and then open codes, concepts and themes were extracted using Max Kyuda software.

The findings include three main themes and eleven concepts, which are: the teaching process (classroom management strategies, opportunities, teaching facilitation strategies and challenges), the teacher (obstacles, capabilities, desirable and multi-role issues). being a teacher) and recipients of education (learners, parents, environmental factors).

The results of the research showed that considering the special conditions and multiple roles of the teacher and the lack of facilities and the remoteness of the sixth grade classes, it is necessary to pay special attention to these teachers and to consider special incentives for them, so that teachers capable of teaching this Consider special classes and it is also necessary to increase school facilities. Revising the written content and educational goals of multigrade classes, especially six grades, is one of the things that should be seriously put on the agenda.

Do students, consciously or unconsciously, show biased attitudes in their evaluation of the teacher's teaching in next semesters? The purpose of the present panel study was to test the hypothesis that failed students will give a lower evaluation score to their professors in the subsequent semesters.

In order to test this assumption, the data of academic progress and evaluation of students of a specific entry during two consecutive semesters was checked and after conditioning the data according to the design and purpose of the research, a sample of 268 failed students was obtained.

The analyzes showed that, contrary to the initial hypothesis, the average evaluation scores of failed students in the next semester are significantly higher than the previous semester. At the same time, after applying the random effects parameters model and controlling the variance caused by the teacher factor; on the one hand, it was observed that with a decrease of one unit in student's GPA as the main indicator of academic ability and talent, there is a decrease of thirteen percent in the evaluation of the student. On the other hand, with one-unit increase in the score of failed students, there is a significant increase of one percent in their evaluation of professors.

From the sum of these findings, it can be concluded that although there is a relationship between the academic ability and the grade of failed students with their evaluation of their professors, these students’ evaluations is more influenced by impression and understanding of the professor's educational and professional activities in the next semester rather than their poor grade in the previous semester.

Virtual learning refers to all forms of teaching and learning that are implemented and supported electronically and are based on values such as being student-centered, independent, self-directed, and active. The aim of this research is to examine the challenges in teaching and assessment within the virtual environment. To gather the findings of this research, we used a library-based method, which is classified as fundamental research. The investigations conducted regarding the challenges facing virtual learning showed that in this context, challenges can be observed for both students and teachers and parents. This is because children become overly dependent on visual and smart devices, which reduces learners' motivation and makes it difficult for some families to provide the necessary internet access. The use of this space has caused teachers to spend insufficient time teaching in their classrooms and to use other people's materials excessively, and real assessment in this space is quite difficult and not so widely accepted. Regarding the challenges of assessment, written assessments, classroom Q&A, class presentations, and electronic portfolios can be mentioned, which are all explained in detail in the text.

The Purpose of this research is to identify the individual and specialized characteristics needed by teachers to teach in the critical conditions of Covid-19. This is qualitative applied research with a phenomenological approach. The research community consist of primary school teachers in Fars province in 1401, who were selected as a research sample using a purposeful snowball method. The sample selection criterion was data saturation, which was reached after conducting 27 semi- structured interviews with teachers. The data were analyzed in the MaxQDA2020 software using the content analysis method, which includes 62 open codes, 9 central codes, and 1selective code. Validity and authenticity of the data were confirmed by three education specialists and tow experienced teachers. Examining the result showed that the most important characteristics and abilities that teachers should have in these conditions include media literacy with 8 codes, interactions with 7 codes, the ability to analyze the situation with 7 codes, interest and motivation with 7 codes. The code is effective evaluation implementation with 6 codes, knowledge with 4 codes, management with 4 codes, attitude and awareness with 10 codes, and ability and skill with 9 codes.