نشریه تدریس پژوهی
سال پنجم شماره 2 (تابستان 1396)

The current study tries to explore some Iranian teachers’ understandings of the multicultural education and to depict their point of views over this type of education in Iran.
To this reason, the study follows a quantitative approach in a descriptive phenomenology form of research and a semi-structured interview to collect the data. 34 Iranian teachers from Alborz and Tehran provinces have been interviewed and with their permissions, the interviews have been taped recorded and transcribed to be analyzed through a content analysis approach.
Findings: The result shows that in spite of teachers’ interests in multicultural, they have a limited knowledge and understanding over the topic which make their teaching a really challenging process. Lack of the educational teacher training over the multicultural concepts, changes in the school textbooks, and ignorance of the present diversity in schools are among the majority of points that the teachers know about the multicultural education in Iran.

This study wastry to explore the lived experience of learners from teachers on their teaching experience.
This approach was mixed (exploratory-sequence of The type of instrumen) and with phenomenologica –descriptive. In the first, Data was extracted through group interviews among four groups of 10 to 12 people in the varidity of grades in the students school boys shahid Hashemi Nejad (gifted) ( Number1) in city of Mashhad at the 2015-2016. The sampling was targeted sampling of criterion. In the second part of the study, the population was 443persons. Krejcie-Morgan table based on a sample size of 201 was determined. Research tools, in-depth interviews was in the first part and the second part a questionnaire was designed. The Data analysis in the first phase was colaizzi method, and the second phase was Friedman test.
Findings: The findings showed that from the perspective of learners, teacher's skills in teaching topics as skills (sufficient explanation and a variety of subjects, according to homework and proportionate, having a lesson plan and the use of equipment and facilities available for teaching better) skills in classroom management (good use of time and teacher accountability); knowledge creation skills (specialized knowledge of the field of teaching) and character competencies include ethics(Good morals and honesty, humor, fairness and nondiscrimination among students) and interactive categories (how to interact and respect) were classified. Also from the perspective have ethics and character their competence rather than on other skills and teachers that in their behavior to respect and listen to the sound of the symphony, are considered Students.

The purpose of this study was to explain the challenges of using cooperative learning approach in higher education.
This research is a longitudinal study that has been conducted for two years on the experiences of an academic lecturer. The data of this research were gathered through reflection on the action and lecturer's autobiography and discussions with students who attended in the classroom, in three periods, before, during and after action, and were analyzed by coding and categorization. Data analysis revealed five main challenges in the areas of balance between content and method, academic space controversies, difficulty in learning assessment, increasing lecturer's duties, and lack of support and student’s role.
Findings: The results of this study can clarify that if university lecturers want to use cooperative learning method in their teaching, they should prepare themselves to meet the challenges. Also, the results of the research show that if higher education policy makers and planners want to develop a cooperative approach in higher education, which problems they should support in practical ways.

The aim of this study was identifying the process factors of professional development for elementary teachers of special schools of students with mental retardation in Tehran.
The Mixed method was used. In the qualitative study, the population was consisted of all the education experts. A purposive sampling of 15 experts were selected. The statistical population in the quantitative study was all elementary school teachers who were in Tehran (N=347). Cochran formula was used, and 200 teachers (n=200) were selected by simple random sampling. To collect data, semi-structured interviews and questionnaires were used. To analysis of qualitative data, thematic analysis, and for quantitative data partial least square method were used.
Finding:The results showed that the process of teachers professional development consists of 7 factors (components). Among these factors, the factor of school-based teacher traininghad the highest factor loading (.86) and the factor of in-service training courses, had the lowest factor loading (.72).Totally, the process factors explained 90% of the changes in the teachers’ professional development.

E-learning has beenable to address many of the inadequacies of educational systems by creating fundamental changes in the concepts of traditional education and create fundamental transformations in education and learning. But pure e-learning always addresses the problems of human and emotional interactions, face-to-face communication In the classroom, there is a lack of proper understanding of virtual learning spaces, so that learners work alone with no teacher or other learners. The purpose of this study is to investigate the effect of Blended learning on the level of learning of technical and vocational students
The method of this research was quasi-experimental. In order to measure the learning variable, a pre-test post-test design with control group was used. The statistical sample consisted of two groups of students in technical and vocational schools participating in the Blended learning program of Khodabandeh city. Using available sampling method, one of these groups was selected as the experimental group and the other as the control group . The number of students in these groups was 30, which were divided into two groups of 15 (control and experimental group). The instrument of this research was a researcher-made questionnaire to measure learner's learning. To determine the validity of the tool, content validity was used and for reliability, the Cronbach's alpha method was used which was calculated to be 0.96. In order to analyze the data, one-variable covariance analysis was used
Findings: The results of the research showed that the implementation of the combined training program in the training of technical and vocational students will increase student's learning.

The purpose of this study was to conceptually analyze the heuristic nature of teaching.
In order to achieve this purpose, a conceptual analytical method was used. In this way, first through identifying the main approaches in explaining the nature of teaching and the most important elements of it, the role of situation was explored. Then based on research synthesis about heuristic and conceptual map around it, the scholars presented their definition of the heuristic concept, and explicitly explained the nature of teaching from this perspective.
Finding: The findings show that "heuristic" as a concept, which includes important features of action in changing situations of decision-making, can be used to explain many teaching tasks. Accordingly, the important components of the teaching as a heuristic action are identified and introduced. The “emergence of new social relationships”, “past experiences”, “interactions and conflicts” and “knowledge as the source of authority” and “the flow of infor mation” have been identified as partsof complexities in teaching, which forms the heuristic nature of teaching.

The present study aimed to explore the faculty members’ experiences on the competencies and dynamics of teaching and research in the internationalization of higher education as a process at Shiraz University.
The present study employed qualitative research method based on Case study. Theoretical saturation index was employed to select the participants who were 15 university professors including assistant professors, associate professors and full professor in Shiraz University. Data were collected through semi structured audiovisual recording interviews and their content was transcribed. The interview data were analyzed in three stages, including open, axial and selective coding steps, and categorized as concepts and themes network.
Findings: The analyses of the present study indicate 17 basic themes and the main themes from interviews are: academic motivation, ability to use new technology in teaching, use of new resources in teaching, attention to self-professional development, Ability to train specialist workforce and commitment and professional responsibility. Based on these factors, given from the experiences of faculty members in research competences the findings of the study explored 8 basic themes, some of which include the publication of an article and other scientific works of the professor in English, an attempt to cooperate in the knowledge production in international arenas and academic and research ability of professor.