farhangian university

The present research is related to the accuracy of report writing by student teachers of Farhangian University of Tehran province in the days of Corona. In the current research, the amount of knowledge about spelling of student teachers in the report of their internships during two years during the Corona period is investigated. The research method of the present study is a qualitative type of phenomenology; Among 20 student teachers entering 2018-1397 in Tehran province, who were selected by non-random sampling method and an in-depth and structured interview including 8 descriptive questions was conducted with all student teachers; The questions of this interview were also approved by the expert. The results of the present research showed that the frequency of student teacher internships (entry 2017) whose internship reports were completely accurate is 0.6% and the percentage of student teachers whose internship reports lacked validity and accuracy was 0.4%. Also, the number of trainee teachers 2 (entry 2018) whose internship reports were completely correct is equal to 0.1% and the frequency of student teachers whose internship reports lacked validity and accuracy was 0.3%. One of the factors that create the accuracy of report writing is as follows: The components of technology, saving time, gaining different experiences and familiarity with virtual teaching and virtual management and the obstacles of inaccurate report writing are as follows: lack of direct supervisor supervision, lack of time, lack of direct communication with students, strictness of professors, passivity of student teachers, lack of proper understanding of the.

This research was conducted with the aim of designing the conceptual and process models of the science and technology curriculum in the primary education field of Farhangian University. In order to achieve this goal, a qualitative approach of the phenomenological research method was used. Using the purposeful sampling method, a semi-structured interview was conducted with 15 experts and experts for the model presentation stage and 9 of them for the model validation stage and the model form (conceptual and process) proposed in the research. In the present study, interview tools and questionnaires were used, and for the validity of the tools, face validity, believability criteria, review by members and multi-sidedness of data sources were used, and for the reliability of the tools, Scott's method, audit method and the agreement method between coders (kappa coefficient) were used. The results showed that the most important components of technology-related competencies were identified for the intended curriculum of Farhangian University's primary education field, and the proposed (conceptual and procedural) model for the technology knowledge curriculum of Farhangian University's primary education field was designed and approved.

The present study aimed to investigate the role of academic stressors and educational atmosphere on academic burnout as well as academic procrastination of student teachers at Farhangian University. For this purpose, descriptive analytical method of correlation type, in the form of structural equation modeling was used. The statistical population of this research included all student teachers of Farhangian University in Arak Province in the academic year of 2023-2024. From this society, 100 student teachers were selected as samples using random sampling method. In order to collect information, questionnaires related to academic procrastination, academic burnout, academic stressors as well as perception of educational atmosphere were used. The statistical method of structural equation modeling and Smart PLS software were used to analyze the collected data. In examining the external models, three criteria of reliability, convergent validity, divergent validity, and combined reliability were used, as well as to examine the mediating effect, the bootstraping test and coefficient of determination were used to evaluate the internal model. The results show that procrastination has a positive and significant effect on academic burnout. Also, academic stressors have positive and significant effect on procrastination and academic burnout. Also, creative atmosphere has a negative and significant effect on academic burnout and academic stressors have negative effect on creative atmosphere.

The process of training teachers and its quality depends much on the professionalism of its instructors and the curriculum for their development. To improve this curriculum, its comparison to that used in advanced countries can be useful. Considering the goals, content, and ways of implementing the curricula for development of teacher educators in Finland, Singapore, and Iran, their similarities and differences were identified using the Bereday model. Although in all three curricula future oriented research, pedagogical content, electronic content productions, and the use of traditional methods are emphasized, it is the contrasts between the Iranian curriculum and that of the other two countries that seem to deserve closer attention. Emphasizing Islamic values, as well as articles, books, and instructional instruments production in both goals and content areas, the Iranian curriculum lacks approaches that emphasize integration, research, inquisitiveness, multidimensional thinking, interactive methods of sharing, cooperation, networking, and methods of combinatory learning that are based on the work environment and social interaction. The other two programs are similar in content and implementation method as they both emphasize integration and national development while protecting their native culture.

To conduct an opinion survey on the virtually implemented math curriculum during COVID-19, a group of 25 student teachers at the two extreme ends of activity continuum from among 310  individuals who took a course on teaching mathematics at one of the campuses of Farhangian University in Mashhad was selected and then interviewed in a semi-structured setting. The collected data were validated through member check and peer debriefing. Situational analysis of the data is indicative of a difference between the opinions of student teachers with different areas of study (humanities, sciences, and mathematics) and yet similar learning situations on different aspects of math teaching curriculum. Student teachers with previous knowledge on math teaching and a positive attitude towards mathematics experienced a narrower gap between the intended and implemented math curricula.

The current study on the subject of choosing a teaching profession and entering Farhangian University, looking at the interactions, motivations, and previous experiences of student teachers, was analyzed on 35 student teachers, including 17 men and 18 women, in the campuses of Razavi Khorasan Farhangian University. This research was conducted with a qualitative approach, in which semi-structured interviews were used to collect information, and the interviews continued until theoretical saturation. The population of this research included all students and teachers of Khorasan Razavi-level campuses. In this research, purposeful criterion sampling was used and sampling continued until theoretical saturation. In the end, the results of this research show that the extrinsic motives of the students prevailed over their intrinsic and altruistic motives in choosing the teaching profession and entering the Farhangian University and the formation of this concept, because out of the 5 main themes of the research findings, 2 theme is covered by extrinsic motives, while each of the intrinsic and altruistic motives have assigned 1 theme, and one theme was influenced by the past experiences of the participants.

The current research was written with the aim of providing a model of student recruitment in Farhangian University according to the lived experiences and motivations of one of the students along with looking at the statutes of this university. The method of conducting this qualitative research is narrative research or in other words biography in which the subject was selected through purposeful sampling. The tool of data collection in this research was an unstructured interview that led to the generation of categories and themes. Coding was done according to Strauss and Corbin method. The narratives were analyzed based on the theme analysis method. In order to ensure the validity of the researcher's self-review methods, data analysis, negative or contrasting case analysis, as well as external observers, such as the help of colleagues and supervisors, were done. The findings indicate 9 themes and 18 central categories that played a role in the selection process of the studied subject in his orientation to Farhangian University and show the motivations. These 9 themes and 18 categories were extracted from the subjects through interpretation and coding of unstructured interviews. According to the motivations extracted from the narrative analysis of the subject's lived experiences and combining them with what is considered in the statutes of Farhangian University, a student recruitment model was presented.

The purpose of this research was the internal evaluation of the department of educational sciences of Farhangian University and ways to improve the quality of its education in the academic year of 1401-02.

This research is applied in terms of purpose and quantitative in terms of the type of data sought, which was conducted with a cross-sectional survey method. The statistical population of the research included all faculty members, student teachers, and graduates of the Department of Educational Sciences. The sampling method in the faculty members section was a complete census, but in the Students section, using stratified sampling and based on the sample size determination table of Karjesi and Morgan with alpha (.05), 145 students were selected as the research sample. A standard questionnaire and checklist were used to collect data. The collected data were carried out using descriptive statistics methods.

From the total of six investigated factors, the factor of teaching-learning strategies was evaluated at a favorable level, three factors of goals and organizations, student teachers and fields of study were relatively favorable, and two factors of faculty members and facilities and equipment were evaluated at an unfavorable level. In general, the educational science group was in a relatively favorable situation.

The highest internal evaluation score was given to the factor of teaching-learning strategies and the lowest score was given to the factor of educational facilities and equipment.

The aim of the present study was to investigate the degree of compliance between the intended and implemented curriculum of Islamic education courses in the field of educational sciences at Farhangian University from the perspective of professors and student teachers. The research method was based on an applied objective and based on the data collection method, a descriptive survey type and the statistical population included all professors of Islamic education courses and student teachers entering 2019 and 2020 in the field of educational sciences at Shahid Beheshti Eqlid Farhangian University. In the professors' section, census sampling method was used and all professors (12 people) were selected for the sample. In the student teachers' section, 200 people were selected for the research sample from 425 student teachers studying in Islamic education courses by simple random method. The status of the implemented curriculum was examined using a researcher-made questionnaire and a form for observing the behavior of instructors. The collected data were analyzed with the help of descriptive and inferential statistical indicators. The results of the data analysis showed that, overall, the degree of correspondence between the components of the objectives, content, teaching methods, and evaluation method of the intended curriculum of Islamic education courses with the implemented curriculum from the perspective of professors and student teachers was below average. From the perspective of professors and students, the evaluation component in the course of documents, laws, and the organization of education in the Islamic Republic of Iran and the component of objectives in the course of the social role of the teacher from the perspective of Islam showed an average above average. Also, in the course of the philosophy of formal and general education in the Islamic Republic of Iran, from the perspective of professors, only the content component showed an average above average. Considering the results obtained, Farhangian University can achieve the goals outlined in education courses by developing a more coherent intended curriculum and holding effective training courses for professors.

This research aims to evaluate the revised curriculum of Farhangian University in light of the needs and expectations of the educational community. The focus is on assessing the alignment of the curriculum with the real-world requirements of the educational system in Iran.

The study followed a quantitative approach, utilizing a descriptive survey method. The target population was categorized into five groups: teachers, education administrative staff, school executive staff, faculty members, and student teachers, totaling 5,000 individuals. Based on Morgan’s table, a sample size of 350 was selected. The data was collected through a researcher-designed questionnaire, which was validated for content and face validity. The reliability of the questionnaire was confirmed with a Cronbach's alpha coefficient of 0.92.

Data analysis revealed that the curriculum’s goals and content met only a small portion of the expectations of the target community. However, in the area of new teaching strategies and methods, the curriculum effectively addressed the needs of the educational community. Furthermore, problem-based learning activities were recognized as a strong aspect. The evaluation structure of the curriculum was found to have adequate coherence, although the assessment of students’ learning in real-world educational settings was less emphasized.

The findings underscore the importance of adapting Farhangian University's curriculum to the genuine needs of the country's education system. While some elements, such as teaching strategies and learning activities, were well-aligned with educational expectations, other components, particularly goals, content, and evaluation, require further enhancement to better serve the educational community.

The main objective of this study was to investigate the mediating effect of intrapreneurship on the relationship between the learning organization and job performance of Farhangian University employees.

The type of research was descriptive and its method was correlational. The statistical population included all employees of the central organization, 285 people. Data were collected from a sample of 144 employees of the central organization of Farhangian University in a simple random manner. Structural equation modeling (SEM) was used to investigate the relationship between the dimensions of the learning organization and job performance, as well as the mediating effect of intrapreneurship on the relationship between the learning organization and job performance.

The findings showed that there is a significant, linear, and positive relationship between the dimensions of the learning organization and job performance. In addition, intrapreneurship can have a mediating role between the dimensions of the learning organization and job performance.

This study helps managers and policymakers at Farhangian University to understand the characteristics of the learning organization and its relationship with job performance and the importance of the mediating role of intrapreneurship, and to employ the necessary programs and tools to improve employees' job performance.

The study aimed to investigate the effect of self-regulation learning training on academic engagement and positive emotions of basic science students of Farhangian University in West Azerbaijan. To conduct this research, two classes and 30 students from each were randomly selected from among students of basic sciences by cluster random sampling and were placed in two experimental and control groups. Frederick et al.’s academic engagement questionnaire and Pekran et al.’s positive emotions questionnaire were used to collect data. The method of this study was quasi-experimental with pre-test-post-test design with a control group. After randomly selecting the experimental and control groups, self-regulation learning training intervention was performed on the experimental group for eight 100-minutes sessions and two sessions per week in cyberspace. After the end of the training program, post-test was performed in both groups. Data analysis based on analysis of covariance showed that self-regulation learning training significantly increased the academic engagement score and positive emotions of the experimental group students compared to the control group.

This research was conducted with the aim of investigating the influencing factors on the strategies of the comprehensive cultural-educational system in Farhangian University. Factors affecting the strategies of the comprehensive cultural-educational system were identified and categorized from the point of view of cultural experts of the university. The statistical population of all the cultural experts of the campuses and centers of Farhangian University across the country is about 126 people. 74 people participated in the process of answering the questionnaire. The data were checked using the presuppositions of parametric tests such as sample size, univariate and multivariate normality, multiple non-collinearity and linearity of the relationship of the variables with appropriate tests. At the inferential level, pairwise correlation of variables was analyzed with Pearson correlation test and spss26 software. The results of the Pearson correlation test in order to measure the paired or pairwise relationship of the variables showed a significant relationship between all the variables, i.e. causal conditions, background conditions, intervening conditions and strategies with the dependent variable of the results, and also according to the findings of the research, all the variables of the research had relatively high averages according to the respondents. which showed the relative agreement of the respondents with all the variables. The average range of variables was obtained from a minimum of 4.16 for the component of how to attract student teachers to a maximum of 4.57 for the strategies variable.

The aim of present study was identifying the implications of the connectivism theory in the internship curriculum of Farhangian University and designing a suitable model using a mixed method of exploratory sequential type. In the qualitative part, Mayring's inductive qualitative content analysis method and in the quantitative part, the survey method were used to model the structural equations. In the qualitative section, authentic documents and researches on the topic of connectivism, of which 14 studies were selected through purposeful sampling. The statistical population in the quantitative section was 70 trainee teachers of which 59 were randomly selected according to Karjesi and Morgan's table. The research tool in the qualitative part was a checklist based on curriculum elements, and in the quantitative part, a researcher-made questionnaire. The results showed one of the most important implications of connectivism theory in the goals of the internship curriculum was the ability to direct the instruction in a face-to-face and virtual form and collaborative teaching. The most important category in content was the knowledge of content analysis and action research. The most important category in teaching methods was discovery and problem solving method and in evaluation methods was observing performance of student teachers in class.

In line with university expectations to produce, commercialize, and transfer technological products, this study aims to identify and analyze the requirements and obstacles for developing a technology market at Farhangian University and to provide an appropriate model.

The research is applied and employs a mixed-exploratory method. In the qualitative section, 15 experts (managers of science and technology parks, innovation centers, knowledge-based companies, and Farhangian University managers and professors) were purposively sampled. In the quantitative section, cluster sampling was used to select 378 managers, professors, and students from Tehran, Khorasan Razavi, Zanjan, Isfahan, and Khuzestan.  Research tools included semi-structured interviews for the qualitative part and a researcher-made questionnaire for the quantitative part. Qualitative findings were analyzed using content analysis and MAXQDA10 software, while SPSS26 and AMOS24 were used for the questionnaires. Tool validity was confirmed by 10 experts, with interview reliability verified through intra-subject agreement and triangulation, and questionnaire reliability calculated with a Cronbach's alpha of 0.95.

In the qualitative section, 3 axial codes for requirements with 35 open codes (infrastructure and resources, policy-making, and research and development) and 6 axial codes for obstacles with 49 open codes (cultural, informational, educational and curricular, policy and legal, structural/administrative, and facilities and services) were extracted, and the conceptual model was drawn. The quantitative analysis indicated the model's appropriate fit.

Given the significant impact of the identified requirements and obstacles on the development of the technology market, Farhangian University needs to consider these factors in its policy-making and planning.

Students' self-efficacy plays a decisive role in their academic and career success. Lack of attention to this important factor in universities, especially Farhangian University, whose main mission is teacher training, can challenge the education system. Therefore, it is necessary to study the factors affecting students' self-efficacy in various dimensions, including academic, emotional, and social. The present study aimed to investigate the role of university human resource development (HRD) functions in the self-efficacy of students at Farhangian University, Shahid Chamran Campus, Tehran.

The research method was descriptive-correlational and based on structural equation modeling. The statistical population included all male students at Shahid Chamran Campus of Farhangian University in the academic year 1401-1402, with 1243 students in the fields of elementary education, counseling, and physical education at the undergraduate level. Data were collected from a sample of 284 students of Farhangian University, Shahid Chamran, Tehran, using simple random sampling. Structural equation modeling (SEM) was used to investigate the role of human resource development functions in self-efficacy.

The findings showed that the obtained model has a good fit and that HRD functions play an important role in students' self-efficacy in academic, emotional, and social dimensions. In other words, there is a linear and positive relationship between HRD functions and students' self-efficacy.

By understanding and effectively implementing HRD functions, Farhangian University can significantly affect the self-efficacy of its students and improve their performance in academic, emotional, and social dimensions. This research can help policymakers and educators to improve the quality of education, create an environment in which students feel capable of achieving their goals. Future studies should examine the long-term effects of HRD functions on self-efficacy and help them achieve career success after graduation.

The present research has explained and analyzed the teaching strategies based on the training of the research teacher in the dimensions of knowledge, attitude and ability in Farhangian University. The research method, mixed of the exploratory type, includes two qualitative and quantitative stages. In the qualitative stage, the phenomenological approach has been used. In this regard, through purposeful sampling and semi-structured interviews with 15 teacher education experts, theoretical saturation was achieved in the data. In the quantitative stage, 274 copies of the questionnaire created by the researcher were distributed among the professors of Farhangian University by using the descriptive survey method and through multi-stage cluster sampling among the campuses and centers of the provinces. In the results of the teaching methods of the curriculum in the dimensions of knowledge, ability and attitude, it was explained that the field of knowledge includes; Strengthening the ability to solve problems, the ability to criticize and analyze, research skills such as questioning, the field of ability: connecting teaching with research, providing opportunities for problem solving, the use of active teaching, and the field of attitude including not acting in stereotypes and avoiding prejudice, respecting students and believe in students' abilities. The quantitative results of the research also showed that the components of providing correct answers to students in the field of knowledge; providing opportunities to speak, describe and write within his ability; And the students' interest in communication and group work in the field of attitude have the most attention in the eyes of the faculty members. The evidence indicates the usefulness of teaching methods in Farhangian University for the training of teacher researchers in the dimensions of knowledge, ability and attitude from the professors' point of view.