یاددهی -یادگیری

The present study aims to explore students' lived experiences of the virtual curriculum offered at Farhangian University. This research was conducted within a qualitative paradigm. The research design is an emergent design, as the components emerge during the study. The statistical sample consisted of 18 students from Farhangian University of Hormozgan, selected through purposive sampling while considering the principle of theoretical saturation. The data analysis approach was descriptive-interpretive, which involves a certain level of interpretation and the prior selection of information. By analyzing participant interviews regarding the challenges of the virtual curriculum, 62 initial codes, 19 subcategories, and 5 main categories were identified: weaknesses in the virtual learning system infrastructure, deficiencies in the teaching-learning process within the virtual system, lack of knowledge about the virtual system, limitations in educational time, and the lack of attractiveness of the virtual learning platform. In the section on strategies to improve the virtual curriculum, an analysis of student interviews led to the identification of 46 initial codes, 23 subcategories, and 5 main categories: enhancing the teaching-learning process within the virtual system, strengthening the infrastructure of the virtual learning platform, supporting the education provided in the virtual system, training students on the proper use of the virtual system, and planning appropriate learning schedules for virtual education.

The third generation university is one of the main ideas of the participation of the university institution in the local and national development process in order to play an effective role in the surrounding environment and the world community. The development of entrepreneurship is one of the key strategies for promoting the social responsibility of scientific institutions and achieving the goals of social transformation and sustainable development. What has been wrongly highlighted by the concept of the third generation university in academic circles is that the university is a one-dimensional organization similar to knowledge-based institutions that focuses solely on economic-technical entrepreneurship. In this wrong perception of the third generation university, the main and inherent functions of the university, including educational, research and social cultural functions, have not been introduced in priority. Therefore, this article shows that innovative and entrepreneurial teaching and learning has a special place in the third generation university.

In this research, the state of innovative and entrepreneurial teaching-learning in the five studied universities has been evaluated in a comparative manner based on the "Entrepreneurial University Guide" and the "Framework of Innovative Higher Education Institutions" in European Commission and in Cooperation Organization for Economic Development.

Based on this research, universities with their general and specific mission to move in the path of entrepreneurship should act simultaneously and balanced in at least eight dimensions: 1) reforming and improving the leadership and governance process, 2) strengthening and completing financial and humanistic capacities 3) improving the level of teaching-learning, 4) preparing and supporting entrepreneurs, 5) exchanging knowledge and effective and complementary cooperation with local, regional and national communities, 6) increasing the level of international mobility, 7) digital transformation, and 8) efforts to actualize entrepreneurial tasks and outcomes. In addition, innovative and entrepreneurial teaching-learning should become one of the main and fundamental dimensions of the entrepreneurial university. This is despite the fact that the level of innovative and entrepreneurial teaching-learning in the studied universities is not at the desired and expected level and there is a significant gap between the current situation and the desired situation.

Based on the evaluation of the studied universities, attention to innovative and entrepreneurial education is not enough, and in the process of becoming an entrepreneurial university, more attention should be paid to the value and importance of innovative and entrepreneurial education-learning. Achieving the third generation university should be concurrent with strengthening the function of innovative and entrepreneurial education as the central core of the university institution and ecosystem. Therefore, it is necessary for the managers of the higher education system and universities to pay special attention to the levels of policy making, planning and implementation to improve the level of innovative and entrepreneurial education in the academic community.

The aim of the current research was to design a teaching-learning model for the students of the second year of elementary school (the case study of Tehran city).The research method is a mixed model (qualitative-quantitative) with an exploratory approach. The method used in the qualitative stage was thematic analysis, in order to collect data using thematic analysis method (Atride-Sterling) and to analyze the data using the coding method and in the quantitative stage to analyze the data descriptively and inferentially. Was performed. The descriptive stage was used for the demographic part and the inferential stage was used for the factor analysis. The potential participants of the research were university scientific experts, 14 of the key experts were selected with the purposeful sampling method. The sample size in the quantitative stage using Cochran's formula and stratified random sampling method was 384 experienced teachers and experienced educators in the field of teaching in elementary school.In this study, the "document review form" tool was used. In the document mining section, out of 48 documents, including articles in reliable databases and websites, books, theses, 21 of which are Persian documents and between the years 1387 and 1401. And 26 cases of English documents were used between 1991 and 2022.The results showed that the validity of the data has been confirmed by using the alignment method. In the first coding, 297 basic themes were extracted, and then in the second round of coding, 25 codes were removed or merged and 272 basic themes were obtained. it placed. The validity of the research was done in the qualitative part by using the alignment of sources, negotiation with professors, the external reviewer's opinion and the content validity ratio of Laushe, and in the quantitative part by using confirmatory factor analysis.The reliability of the current research was done in the qualitative part using Holstein's coefficient of agreement, which was determined to be 0.97, and in the quantitative part, it was done using Cronbach's alpha coefficient, and all organizing themes had Cronbach's alpha coefficient higher than 0.7. Finally, in the mentioned model, there are five overarching themes: 1- goals, 2- knowledge-oriented factors, 3- support-oriented factors, 4- teaching-learning processes, 5- assessment-oriented factors, and 38 organizing themes and 265 approved basic themes. is placedIn order for teachers to adjust their education according to students' needs, they must know about students' interests, age characteristics, and their levels of readiness to understand new material. In a group where different education takes place, learning is social and is accompanied by cooperation, and students' abilities are valuable. Most students are motivated to learn when the teacher presents the topics in ways that the students understand. When the students understand the concepts presented by their teacher, it become responsible for their own learning, and when students consider themselves responsible for their own learning, this has a positive effect on their academic progress, critical thinking skills, and self-efficacy. The designed model was compiled with regard to elementary children and their developmental characteristics were taken into consideration, cognitive, social, emotional dimensions, etc., and this model is suitable for the alpha generation or generation z, and in this model, an attempt is made to contribute knowledge. Students should be given more importance and bring the current situation closer to the desired situation.In this regard, the present research has presented the learning teaching model in the second grade of elementary school in Tehran, and special attention is paid to 5 inclusive themes 1. Objectives (including 4 organizing themes "educational, educational goals, process of individualization and improvement of capacity" and 48 themes basic), 2. knowledge-oriented factors (with 4 organizing themes "content production, cognitive content, conceptual content and value content" and 21 basic themes), 3. support-oriented factors (with 10 organizing themes "factors Attitudinal, affective factors, human factors, teacher characteristics, social factors, cultural factors, improving teacher capacities, interactive factors, types of thinking and learning environment" and 75 basic themes, 4. Teaching-learning processes (with 18 themes) The organizer of "participatory learning, problem solving, virtual learning, skill learning, project learning, exploratory learning, interactive teaching, lecture teaching method, professor's student teaching method, retelling method, question and answer method, practice and repetition method, method discussion, role-playing method, laboratory method, scientific investigation method, legal scientific investigation method and innovation method" and 115 basic themes) and 5. assessment-oriented factors (with 2 organizing themes "formative evaluation and practical evaluation and 6 basic themes) a total of 38 organizing themes and 265 basic themes are shown. It shows the average ranks of each organizing theme, according to the significance of this test, all 38 organizing themes do not have the same rank and they are at different levels in terms of importance, so that the organization themes Attitudinal factors and innovation are the most important, and after that, the organizing theme of problem solving is the second most important, but the organizing themes of value content, social factors, exploratory learning and exploring in a legal way are the least important.In general, it can be concluded that according to the mentioned cases, the performance of students is caused by the influence of various variables, the identification and the amount of their influence can help to improve the progress of students in this field. Therefore, the overall effectiveness of each teacher's teaching is measured and determined in the light of the contrast between general criteria including teaching design, teaching implementation, classroom management, human relations, evaluation and desirable personality traits.

The aim of the current research was to design and validate a value-creating educational model. The required data were collected in two parts: qualitative (based on thematic analysis) and quantitative (based on the survey method). In the qualitative part of the statistical society, including related texts and researches, and in the interview part, there were 18 expert teachers with higher education who were selected by purposeful sampling (snowball). In the quantitative part, the statistical population included all the primary school teachers of Sahne city in the number of 250 people, of which 150 people were selected by stratified random sampling in order to complete the questionnaires. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part, the researcher made a questionnaire with 66 items extracted from the interview. Thematic analysis method was used to analyze and classify the data in the qualitative section. Then, in the quantitative part, the data was analyzed using confirmatory factor analysis in AMOS software. The findings showed that the model of value-creating education has 7 dimensions (goals, instructor, instructor, content, curriculum, teaching-learning, evaluation), 26 components, and this model has a good fit. The general conclusion is that transformation in the education system is an inevitable necessity and values education should be emphasized; Therefore, it is better to implement this teaching and learning model in schools to reduce the gap created between students' and teachers' understanding of Islamic values.

The aim of this study was to discover the philosophical foundations of teaching in teaching-learning strategies to determine the position of identifying these foundations in the field of thought and practice. The research approach was descriptive-analytical and of qualitative and documentary type. Data were collected using text analysis technique and taken from texts of different sources, using form and note taking. To answer the research question, six epistemological questions were asked in line with various teaching models. The results showed that knowledge in the teaching models of information processing is relative and subjective and the type of knowledge in the teaching models of this family can be classified as sensory knowledge, experimental intellectual knowledge and partly intuitive knowledge. The results in the philosophical schools section supporting these models included the classical schools (idealism and realism), the school of pragmatism, naturalism, existentialism, and postmodernism (individual and social constructivism).

Along with other types of education, virtual education has been popular for many years. Presently, due to the global Covid-19 pandemic and the consequent closure of schools and other educational institutions, the need for virtual education has become more and more apparent to everyone. The main challenges facing virtual education in elementary school can be broadly divided into four categories: 1. challenges related to teachers, 2. challenges related to students, 3. challenges related to parents, and 4. infrastructure challenges (Dehghani, Azad Dolabi, & Taamoli, 2021). Different countries have adopted different strategies to optimize virtual education. For example, some elementary and middle schools in Japan have taken steps to integrate virtual education into formal education (Murai and Muramatsu, 2020). In Finland, teachers worked in pairs and shared their work environment (Iivari, Sharma, & Ventä-Olkkonen, 2020), and in China, schools created a database to increase teachers’ information literacy in some primary and secondary schools (JU & YU, 2020). However, according to some teachers, virtual education is very time-consuming and has blurred the line between teachers’ personal and professional life (Anderson & Hira, 2020), leading to teacher burnout. A review ofthe literature revealed that each of the previous studies has addressed only some of the challenges and none has dealt comprehensively with all challenges. Also, the solutions offered to these challenges are somewhat general. Therefore, in the present study, a phenomenological approach was adopted, and in-depth semi-structured interviews with primary school teachers were analyzed to cast light on their engagement with virtual education and their strategies to optimize it.

1. How did primary school teachers engage with virtual education? 2. What strategies did primary school teachers adopt to optimize virtual education?

Given that the present study aimed to investigate primary school teachers’ engagement with virtual education and their strategies for its optimization, a qualitative approach and descriptive phenomenology were used. In total, 15 participants were selected using purposeful sampling, and data were collected using semi-structured interviews until theoretical saturation was reached. Colaizzi’s seven-step coding method was employed to analyze the data.

Regarding the first research question, the results of the interviews led to the identification of six main themes, which indicated different dimensions of primary school teachers’ engagement with virtual education. The themes identified included the following:vocational-technical skills, evaluation of students’ learning, effective interaction between teachers and students, parental involvement in virtual education, and infrastructure challenges. As regards the second research question, the analysis of the semi-structured interviews resulted in the identification of 29 strategies.

The results indicated that elementary school teachers had ambiguous ideas about the role and function of virtual education. Furthermore, the strategies adopted by them to optimize virtual learning reflected their tendency to generalize their understanding of face-to-face learning to virtual learning. Therefore, in this regard, it is necessary to provide a platform for primary school teachers to understand the potential and functions of virtual education as well as its limitations.

The purpose of this research was to identify and explain the requirements of synectics teaching-learning strategy appropriate to the generational characteristics of undergraduate students in 2020-21. ‎ The research design was mixed and of sequential  exploratory type (qualitative-quantitative). The research method in the qualitative part was based on grounded theory and in the quantitative part was descriptive-survey. The statistical population in the qualitative section was the experts in the two fields of educational and social sciences, of which the sample of them continued to be 31 people in a purposeful and snowball manner until the saturation of information. The statistical population of the quantitative section included professors and undergraduate students from the Faculties of Educational Sciences and Social Sciences of Tehran and Isfahan Universities from which a sample of 121 faculty members and 349 students were selected by quota sampling method. In the qualitative part, the semi-structured interview tool and in the quantitative part, the researcher-made questionnaire was used.  The content validity of the questionnaire and interview was estimated according to the opinion of 8 experts and the reliability of the questionnaire was also estimated through Cronbach's alpha with a value of 0.90.  The findings were analyzed in the qualitative part with thematic analysis approach (structural and interpretive) and in the quantitative part by using descriptive and inferential statistics. Based on the findings, the most important requirements of the synectics strategy corresponding to the generational characteristics of the students were:‏‎ preparation of creative and idea-generating activities, abstain from absolutism, encourage innovative ideas, provide multidimensional thinking contexts, using analogy, metaphor and simile techniques, using brainstorming technique, application of artistic and aesthetic models and finally attention to imagination to achieve logical inference. As a result, one can say: the application of these elements leads to academic motivation and scientific growth of today's students. Therefore, it is suggested that the mentioned methods be used by professors in order to make the best use of educational opportunities and effective teaching.

The educators experience different roles in play procedure. They could have more effective presence in children’s play process by understanding the roles. The aim of current research was identifying the role of preschool educators during play recess.

The method was qualitative research with phenomological approach. The research society was the educators of preschool of preschool centers in Tehran city. The method aimed the educators who had requirements of intended samples, and they were interviewed by semi structured interview. By reach to theoretical saturation of data, the number of sample amount14 people. Data were analyzing by Colaizzi (1987) seven steps method.

The analyze of data in the role of preschool educators head to identify 3 role including non-interventional role, interactional role, and the manager of play.

The educators would have different roles considering the type and position of play. The findings of this study could head to a clear perception based on preschool educators experiences of their roles in play based learning process.

The purpose of this study was to analyze the components of the teaching-learning principle with emphasis on Islamic resources in curriculum planning. The teaching-learning strategy has a special place in curriculum planning so that neglecting it and not paying attention to the necessary components to form the desired teaching - learning process will have significant effects on the education and training of students in the community.This research is of applied research type. Data collection was done by fish taking method and descriptive - analytical thematic content analysis method was used to analyze the data. The research community consists of a collection of Islamic and narrative books.Findings of this study showed the components of the principle of teaching-learning for curriculum planning in Islamic sources; A ) The usefulness and value of science b ) Teaching methods c ) Factors affecting learning d ) The process of teaching is learning.

Effective implementation of guided play requires teachers who, with a clear understanding of their role and that of children, know how to begin and interact during play. Such teachers, while paying attention to and supporting learning goals, also provide children with a process of enjoyable playing experience. The goal of the current study was to identify and explain the role of the coach and the child in the guided play process of teaching-learning. The research method was inductive qualitative content analysis in which guided play research studies in the field of children's education between 2000-2020 were identified by purposive sampling and analyzed until reaching saturation. The result of analyzing 17 scientific sources (including 15 articles and 2 dissertations) led to the identification of 6 main organizing themes and 5 sub-organizing themes, which were divided into two comprehensive themes: teacher role (purposeful initiator, a participant in the play, supportive) and child role (intrinsic motivation, active role in the play, dynamic participation). The identified themes were well-received and validated by experts.

To improve teachers’ productivity, factors involved need to be identified and strengthened. To this end a conceptual model was initially constructed and then modified based on the feedback given by 12 experts. The final model consisted of three dimensions or topics, four sub topics, 22 concepts, or constituents, and 79 indices. The input dimension included subtopics of cognitive and behavioral factors. The process dimension consists of concepts such as planning and preparation, training and fulfilling professional responsibilities; while the output dimension contains subtopics of effectiveness with concepts such as teaching effectiveness; and efficiency which includes concepts such as behavioral management and efficient cooperation. Further calculations revealed that effectiveness and efficiency as the first level variables, while planning and preparation, as well as teaching and fulfilling responsibilities as the second level, and finally cognitive and behavioral factors as the third level variables are recognizable.

The purpose of this study was presenting a model of teacher productivity with a positive organizational behavior approach. The research method was mixed that used qualitative strategy; meta-synthesis method then Fuzzy Delphi; and in the second stage that used descriptive-survey quantitative strategy. The statistical population of this study includes faculty of educational sciences, managers and deputies of education departments and school principals and deputies and teachers. In the first stage 12 people were selected purposefully and in the second stage, a sample of 384 people was selected by random cluster sampling. To identify model elements using the meta-synthesis method; 3 categories, 4 subcategories, 22 concepts and 89 indicators were found. To screen and identify the final indices using fuzzy Delphi method, 10 of the 89 indicators were removed and 11 were changed to expert opinion. In the second step, a researcher-made questionnaire was developed to collect the research data that the questionnaire reliability (α = 0.83) was obtained after confirming its face and content validity. The collected data were analyzed by SPSS and AMOS software. The results showed that the factor analysis model of teacher productivity with positive organizational behavior approach, based on the dimensions and components with second-order confirmatory factor analysis, it has a good fit and in determining the importance of the research indices was determined by fuzzy gap method and in investigating the importance of research indices using fuzzy gap method was determined; there is no indifference and waste area, and all the research indicators are important.

If education is to improve, it must transform education, especially teachers who interact widely with learners. In fact, any meaningful and significant improvement in schools and the education system must start from the teacher, and there is a significant relationship between school improvement and teacher performance, and their knowledge, knowledge, attitudes, skills, and practices should change. This requires the professionalization of education and, at the top of it, the professionalism of all teachers, as the teacher is one of the key components of the education system, and the shortcomings and deficiencies of this component are affected. Teachers are seen as the "agent of change" in educational practices, and it is by them that the most important effects can occur. Therefore, it is essential to pay attention to the most important component of the education system and to promote one's knowledge, attitude and skills.  Collaboration is the core of teachers' professional growth and school quality improvement. As teachers grow at school through collaboration, their motivation is to reduce workloads, positively impact teachers' morale, increase productivity, improve communication, improve technical skills, reduce personal isolation, along with other benefits such as educational strategies. , Are moving toward student-centricity and the balance between real and hidden curriculum has increased. A culture of school collaboration enhances opportunities for career development and enhances educational strategies. Collaborative, real and systematic, focusing on student learning, has resulted in high quality solutions to educational problems, increased teacher confidence and significant achievements in student success. If every student is to have a qualified teacher, then all teachers should be learning full time. While learning happens sometimes in courses and workshops, much of it comes when teachers do their lesson plans in collaboration with other teachers, examining their students' work to find ways to improve it. And to teach each other, and finally, to develop methods based on different information to improve their teaching. There is strong evidence that teachers 'participation in purposeful collaborative activities has had a significant impact on improving the quality of schools' education. Teachers learn good things from interacting with each other as well as from a combination of their own and those of their colleagues. This is what Kennedy (2005) refers to as transformational learning that can make a real difference in the education system. When teachers work together, their work patterns encourage students to do the same. Teachers who practice communication skills often use similar communication skills to communicate with their students in the classroom. Also, teachers who feel comfortable working together can usually easily ask their students to work in the classroom. Collaborative learning encompasses a wide range of perspectives and processes: senior teacher and peer interaction, peer mentoring, friendly critique groups, productive conversation, as well as activities such as observation, teamwork on a specific task, sharing ideas, Study groups, research courses, cohesive groups, and specialized / interdisciplinary groups. Although each of the above may involve different activities and processes, it seems that the core view of shared learning value is integrated. This is based on the assumption that each school has experienced teachers whose knowledge and experience are shared. In sharing this knowledge, teachers can collaborate, reflect, and learn from one another. Collaborative vocational learning is different in small and large schools. In large schools, there are more groups and there will be larger meetings. Teachers will work in more than one group. The role of school administrator, teacher supervisor, or supervisor in coordinating and supporting groups will also be greater. Communication between groups will be more challenging and will require more team effort. In large schools where teachers work less together, it may be challenging to create a sense of community, although this is not necessarily related to the size of the school, but rather to the internal culture of the school. Even larger schools can have successful joint vocational learning groups.  The purpose of this study was to investigate the impact of collaboration between school teachers on improving the quality of teaching and learning process. In terms of purpose, it was practical and in terms of descriptive-correlational research. The statistical population was 6000 primary school teachers in Tehran (N = 6000) and 361 individuals were selected by using Krejcie and Morgan table and were selected by multistage cluster sampling. The city of Tehran was divided into five clusters of north, south, east, west and center and one cluster was selected from each cluster and 73 primary school teachers were selected from each cluster. To investigate the effect of teacher collaboration on improving the quality of the teaching-learning process, the standard questionnaire 41, Safari 1396, was used. The questionnaire measures subscales of experience sharing, interdependence, responsibility, shared values and vision, co-decision making and control, and supportive conditions. In order to measure the quality of teaching and learning, a researcher-made questionnaire with 36 questions assessing the quality of teaching and learning process was used. The questionnaire has five dimensions of teaching design skills, teaching skills, teacher quality, learning assessment skills, and communication skills that receive individual responses through the five-point Likert scale. The validity of both questionnaires was confirmed by experts in the form of face validity. Reliability of both questionnaires was determined by means of Cronbach's alpha coefficients among 30 individuals. In order to use inferential statistics, the hypothesis of normality distribution of each component was analyzed using Kalmogorov-Smirnov test. The results showed that the distribution of scores of all components was normal. The results of the present study and the backgrounds can be explained in such a way that the accelerating changes of the present era have posed some problems and challenges to this system, in particular the quality of education and the teaching and learning process, which has reduced the level of its impact on learners. Has been. Therefore, recognizing the current status of the quality of teaching and learning process and acquiring knowledge about the factors affecting it, is the first and most important component that should be taken into consideration by educational managers in general and educational planners in particular.

Effective teachers in the teaching process are not born, but to be effective must master knowledge and skills required to achieve educational goals and to be aware of them at the right time and in the manner least be required and expected. This study aimed to identify the components of effective teaching fifth grade of primary school were teachers. This study aimed to identify the components of effective teaching fifth grade of primary school were teachers. Views of individuals through semi-structured interviews to obtain and analyze data colaizzi (1987), which led to the identification of 421 initial code; 36 sub-themes, categories or sub-themes and 6 central theme of moral qualities and personality features specialized teaching skills, educational assessment, psychological and management act was class.

The current investigation is a pathological study of the teaching–learning system in Tehran technical and vocational colleges.This is a descriptive study using survey as the data collection technique. The statistical population included 17437 students in the stated colleges, of which 376 students were selected as a sample using Cochran’s formula and systematic random sampling method. Data collection involved employing the comprehensive teaching–learning system scale, designed based on five-point Likert scale. It included conceptual, structural, and functional dimensions to examine the comprehensive system of teaching–learning in the stated institutes. The conceptual dimension included “subject and content of the teaching learning, nature of teachinglearning, teaching–learning style and teaching–learning principles"; the structural dimension comprised “strategic orientation, teaching learning system design, and teaching–learning culture”, and the functional dimension encompassed “the implementation of the teaching–learning process, leadership, management of teaching– learning process, and evaluation of teaching–learning effectiveness”. Having used Kolmogorov–Smirnov test to test the normality of the data, one sample t–test was employed to analyze the data using SPSS. The results demonstrated that such factors as teaching–learning style and teaching–learning principles (conceptual dimension), strategic orientation, teaching-learning system design, and teaching–learning culture (structural dimension), and the implementation of the teaching–learning process, leadership and management of teaching–learning process, and evaluation of teachinglearning effectiveness (functional dimension) are not in a desirable condition. The finding accentuates the presence of defects in the aforementioned dimensions. It was only in the conceptual dimension that the components of "subject and content of the teaching-learning, and nature of teaching-learning" were in an acceptable condition. This highlights the presence of deficiencies in the three conceptual, structural and functional dimensions of the teaching-learning system in Tehran technical and vocational colleges.

Evaluation is one of the important elements of the curriculum and the educational system, which is a means to achieve educational, training outcomes. Teachers’ lived-experiences about the recent changes in the quantitative and qualitative evaluation system in the elementary period, while representing the strengths and weaknesses of learning processes, provide a good ground for improving the quality of the evaluation system. In the present study, it has been attempted to understand and reflect the impact of changes in the system of evaluation in the learning process by examining the experience of elementary school life. To this end, based on the interpretive phenomenological method and using a semi-structured interview technique, data were collected from 14 male and female teacher participation in the Tehran-Tehran region selected by purposeful sampling method of the criterion type. Collected data has also been analyzed using the Kolaizi’s seven-step strategy. The findings show that teachers’ perception of changes in the evaluation system can be classified into two categories: “critical look” and “positive look”. An in-depth analysis of teachers’ narratives contradicting the changes in the elementary education system has led to the identification and classification of three main reasons, including the “subjective evaluation of oral and written lessons,” “lack of adequate monitoring and follow-up” and “lack of attention to the teacher’s position.” Also, a deep analysis of the narratives of the advocates of the changes in the evaluation system has led to the identification and classification of three main reasons, including the “necessity of applying new methods”, “not paying much attention to the final tests” and “having a positive attitude in students”. Finally, the reasons for agreeing and opposing the implementation of changes in the evaluation system from the teachers’ point of view are classified in four main themes and thirteen sub-themes.

The goal of this article is to study the trend of  teaching -learning from the viewpoints of different episteme- methodological perspectives. It is expected that analyzing of the perspectives would help to promote the level of ecology of sciences, enriching feed back to the activities opportunities of learning and time- management according to the  selected learning   styles by  the students – teachers .
 Reflective approach, individuals and societies may be aware about different consequences of technology. The minute points are that the determinations role depends to a reflection and life- long relationship of the learner with him (her) self, with the perspectives, teacher, environmental and the universe.