فصلنامه مطالعات برنامه درسی
پیاپی 56 (بهار 1399)

Narrative inquiry is one of the approaches to the professional development of teachers and student teachers. The purpose of this study was to investigate the achievements of the narrative inquiry program for teachers and student teachers. This study was conducted using a Meta-Synthesis method. Based on the seven-step model, first, the research question is set; and next, the researcher systematically examines the articles published in scientific journals, public sources, and reputable sites, based on specific keywords. The third step is to search and review related texts. At this stage, according to the purpose of the research, related articles are selected and other articles are eliminated. The fourth step is to extract the information from the articles and the fifth step is analyzing and combing the qualitative findings. In the fifth step, the findings are coded and classified. The sixth step is quality control and the seventh step is to provide the findings. An agreement between the two coders is used to control the quality. Based on the above steps, in this study, due to the limitations of internal researches, external databases (Science Direct, Google Scholar, Springer, Taylor & Francis, Eric, and Emerald) were studied. The time period for the publication of studies were from 1980 to 2017. In the first step, the databases were examined using specific vocabulary and keyword phrases, all articles and texts were collected based on the relationship title of article with them. 150 documents (articles, books and dissertations) were found, that out of this number, 60 documents were selected as the final corpus according to the research questions. The documents that did not relate to the questions were removed and finally, the most relevant documents were identified. The findings were coded, categorized and themed. As a result of synthesizing the findings, two main categories and 15 concepts were extracted. After conducting the Meta-Synthesis research, the results of the study showed that: 1) the narrative inquiry allows teachers and student teachers to change their professional identity and become creative, productive, and researcher (by changing the role of the teacher as the creator and maker of knowledge, changing the role of the teacher to the designer and maker of the curriculum, Changing the role of the teacher to the researcher teacher; 2) the narrative inquiry allows teachers to develop their knowledge, skills and professional attitudes (through communication between theory and practice, developing of comprehension, getting teacher knowledge, comprehending teaching, solving problems of teaching, planning for the future based on past experiences, achieving meaningful learning, engaging and success of learners, encouraging self-reflection and helping to professional learning, identifying and understanding people's experiences, developing attitudes, and developing general personal skills).

This article is conducted as a "comparative study" of the teaching of three groups of new teachers in Iranian primary schools who were active in the city of Maragheh in the academic year of 2017-2018. These teachers were employed in three ways: 1) studied in the four-year teacher education course at teacher training university; 2) studied in other universities and participated in contract employment and passing the one-year teacher education course and; 3) having three years of teaching activity in the school temporarily. The research question was whether the method of entering the teaching profession and the type of university where person study has an effect on teaching. The research approach was quantitative. A "questionnaire" was used to collect the necessary data. The research population included primary education teachers, among whom, first, the teachers of Maragheh city were selected and then a sample of 97 people was selected to obtain the data. Through stratified sampling method, the sample for each group was selected and the questionnaire was distributed in their workplace and received in person. The data analysis was performed using frequency, percentage and mean scores and to compare groups, analysis of variance test was performed. The results showed that "teaching" newcomers to primary schools in different ways did not make a significant difference. That is, new-teachers who have completed a four-year or one-year teacher education course were the same as teachers who have not completed formal teacher education courses. This means that the establishment of a special teacher education university has not been able to achieve more than other universities that teach the relevant field. The quantitative research may face some limitations on comprehensiveness and validity. Despite some limitations of this research, what has been achieved reveals a kind of skepticism about the efficiency of special teacher education universities. In Iran, these universities select their students after completing their secondary education and would employ them in educational system. Therefore, this type of training is associated with an early choice of job and payment of tuition fees. Both increase tuition fees. Therefore, the question is whether it is still possible to defend the four-year teacher education course at teacher training university by employing from the beginning of education? Has teacher training university performed effectively? The obtained field data show that the success of a four-year teacher education course is not enough to earn a job in primary education.

The purpose of this paper is to identify and rank the failures in the implementation of the curriculum in the field of "Geography Education" at teacher training university. Since 2011, along the Document of Fundamental Change, the National Curriculum, the Prospectus Document and its Statute, with the mission of human training in education, this university was based on teacher training centers and sought extensive changes in the topics and educational resources of the university with forming 16 disciplines called "education". One of these 16 disciplines is "Geography Education", that were offered for it: 150 courses, including 27 general courses, 19 Islamic training courses, 18 training courses and 86 specialized courses in four years. Therefore, the present study, as a mixed method study in terms of practical purpose and information collection method, has used the qualitative method of case study and open interview tools and abstract quality for the purpose of content analysis. In the quantitative method, the questionnaire tool was used in the statistical population consisting of students, professors and curriculum planners of teacher training university and SPSS and Friedman test were used for prioritization for statistical analysis. The volume of statistical population in the group of professors and curriculum planners were determined as a whole and in the group of students according to the method of theoretical saturation in the interview, 15 people in the form of snowball. The formal narrative method was used to determine the validity of questions (using the opinion of professors and curriculum planners) and Cronbach's alpha method was used to determine the reliability. The reliability of the questions was obtained as 0.832 among teachers, 0.852 among curriculum planners, and 0.763 among students. The obtained results confirmed acceptable reliability for the questionnaire. Although the university's curriculum planners believe that all elements of the curriculum have been properly explored in geography education, the research findings show that in opinion of the three groups of target society, teaching strategies, goals, content, learning activities are the most important elements of the curriculum, which are among the most important failures of geography education curriculum with different values. As a result, according to teacher training university approach to education, including geography education, research findings show that university goals such as: pioneer in education, research, production and promotion of beneficial science required by education, pre-eminent in education and professional and specialized training-oriented, capable of using new educational and training technologies in carrying out missions, based on the criteria of the Islamic system, etc., although could be extracted from the upstream documents such as the document of fundamental change in education, but they still require more efforts from planners, professors and the students to reach the destination and fulfill the goals defined by the university.

This research was conducted with the aim of identifying the shortcomings and the sources of problems in the professional performance of the teachers graduates from of teacher training university. This is a mixed method research with a combined approach and an explanatory plan, including a follow-up model. The statistical community in this study included 228 graduates of primary education from Shahid Sadoughi Campus of teacher training university of Kermanshah, Iran. The sample size in the quantitative research section was 145 according to Morgan's table which have been selected from the members of the community who have been in the field since October 2016. In the qualitative section, the samples are purposefully selected from the participants in the quantitative stage. The data collection tool was a combined questionnaire in the first stage and open interviews in the second stage. The validity of the questionnaire was approved based on the opinions of professors and experts and the reliability was confirmed through Cronbach's alpha (%86). The data collected from open and closed questions were answered in separate tables. Interviews with participants in groups of five, from people who the questionnaire addresses specific issues and executes people who did not have a problem at the time. One group was a more accurate explanation of the heterogeneous data obtained from the questionnaire on the effect of participants' discussion and interaction. In each interview session, in addition to the researcher a faculty member of the Department of Educational Sciences was present as a supervisor. After three interview sessions in groups of five theoretical saturation was obtained. However, in order to increase the validity, the fourth interview was conducted and a total of 20 participants participated in the interview. To validate the validity of the qualitative data, the results of the categorization of the interview data were confirmed by peers and interviewees has taken. The results of the questionnaires and interviews showed that the most important problems were perceived by the participants, In the process of professional performance was mainly in classroom management and administration, multi-grade and first grade teaching, specialized training and effective interaction with colleagues and parents of students. The source of these problems, according to the participants, is the lack of some practical course titles, Incompatibility of educational content with the existing realities in schools, poor teaching of some professors, Lack of connection to some of the courses offered by the university and has had problems in presenting internships at the university. The most important proposals agreed by the participants were general revision of the curriculum and educational content, presentation of practical courses such as classroom management, increasing the time and enriching internship programs and inviting professors with teaching experience in elementary schools.

Learning, and enriching teachers' experiences improve the intellectual capital of the school organization. Continuous improvement of knowledge, along with increased awareness of up-to-date knowledge, helps the teacher in the evaluation process. The aim of this study is to analyze the tacit knowledge of high school English language teachers of objective evaluation methods that its method is interpretive phenomenology. The research population includes selected high school English language teachers of Shahriyar city in the academic year 2018-2019. The number of high school English language teachers in this year were 75 persons (48 female and 27 male). This study is based on the purposeful sampling of selecting the desirable cases and until saturation eighteen teachers (7 males and 11 females) were selected in which we would continue sampling to reach cases which no new information would be obtained. Therefore, the cases were selected who had sufficient experience in the field of objective evaluation. In this study, school attendance classes and direct observation of teachers 'performance and procedures were abandoned due to teachers' reluctance and obstruction of school principals, and only their explicit expression was sufficient through interviews with teachers. The data were collected from teachers through semi-structured interviews and were analyzed by content analysis method. The validity and reliability of the instrument were verified using reliability, portability, verifiability and reliability. Analysis of the data obtained from the interview showed that a significant amount of teachers' tacit evaluation knowledge is formed by objective evaluation and these teachers have great confidence in this type of evaluation and related tests. The results of the analysis of the interviews show that most of the teachers participating in this study think objective evaluation is more important than other types of evaluation and consider it is necessary to do it in the classroom. They have significant empirical and academic knowledge of objective evaluation methods. According to the opinion of these teachers, students are more accustomed to this type of evaluation method and accept and pay attention to this type of evaluation. One of the disadvantages of this type of evaluation is the timing of the tests and their correction by the teacher. The tacit knowledge of the participants in the three areas recognized for this knowledge, which includes individual tacit knowledge, interpersonal and organizational knowledge is noteworthy. The biggest problem for teachers with tacit knowledge is that they do not share it with their colleagues which leads to a lack of expansion of their tacit knowledge. The teachers need to keep up to date and keep up with personal information and continuous learning principles. curriculum planners should evaluate teachers' knowledge in terms of formal and tacit knowledge. This research studied both of tacit knowledge and objective evaluation, both of which are important. So far no research has been done on the combination of them. A few of studies in the field of tacit knowledge and evaluation have been performed by the method of phenomenology (interpretation). In order to use this method, the present study extracted pure information from the mental world of teachers.

The teaching activity today is more than the mere transfer of knowledge and teaching is the center of any curriculum and is considered at all levels of education; therefore, effective teaching has always been a vital element of learning and requires a review of teaching activities. Although education is expected to improve school-level educational activities and teaching methods, there is little evidence to support this claim, and given that teachers are among the key players in teaching, paying attention to the conditions of teachers and the sense of self-efficacy and participation in school decisions and activities could play an important role in teachers' activities and teaching activities. By having a sense of power and confidence in their abilities, teachers are increasingly moving towards new ideas and could affect improving the teaching and learning activities of students in schools. Several factors affect the teaching process. Therefore, it seems important and necessary to study the factors effective in teachers' teaching activities. The purpose of thisstudy was to investigate the role of organizational trust, collaboration among teachers,and participatory decision making onteacher-teaching activitywith the mediation roleof teachers' self-efficacy (Structural Equation Modeling). The research was an applied type and in terms of implementation descriptive-correlativeofstructural equations. Thestatistical population of research included elementary teachers teaching in West Azarbaijan province (n=11522), which among them with Cochran formula and multistage clustering method, 376 people were selected as sample. Data collection tools are questionnaires of trust, cooperation and corporate decision making, teaching, teacher self-efficacy. The research data was analyzed using SPSS and LISREL software. The data analysis showed that non-trust, direct effect of cooperation, participatory decision making, self-efficacy with teaching were significant, non-trust, cooperative decision making with self-efficacy were significant, other than indirect effect of trust and decision making. Collaborative teaching is confirmed by mediating self-efficacy. It can be concluded that in order to improve the teaching of teachers, it is necessary to provide appropriate conditions for establishing and enhancing self-efficacy, cooperation, trust and participation in decision making for teachers in schools. Therefore, it is suggested that principals and educators behave in such a way that teachers feel a sense of self-efficacy and strengthen this sense of self-efficacy by providing opportunities for teachers to participate in decision-making and cooperation in school activities. The results could serve as the basis for taking basic steps for offering improve plans for the teaching activities in schools.

Shahab national program in Iran is currently administered with the aim of identification, guidance and support of supreme talents with the cooperation of national elite foundation and the ministry of education in all primary schools from fourth to sixth grades. In this program, teachers identify students in eight types of talents, including verbal, mathematical, artistic, spatial, motion-sports, social, religious culture, and experimental science, by grading student behavior checklists. Thus Given the key role of teachers in identifying students' talents, it is important to examine their educational needs. The present study was conducted to identify and prioritize the educational needs of primary school teachers implementing the Shahab program. The research method was a descriptive survey. The statistical population included all primary school teachers implementing the Shahab program in Najafabad of Isfahan, in the academic year of 2017-2018 (n=505). According to Krejcie- Morgan's table, 200 of the population were selected by stratified random sampling method as the sample size. The data collection tool was a 45-item questionnaire conducted by the researcher on teachers' educational needs for identifying eight types of talents on a five-point Likert scale. The questionnaire was developed using Gardner's theory of multiple intelligences and its application in the classroom. The validity of the questionnaire was confirmed by 5 educational specialists. The reliability of the questionnaire was calculated through Cronbach's alpha coefficient and the coefficient was estimated to be 0.93. The findings from this study using Friedman's statistical test showed that priorities of the educational needs of teachers implementing the Shahab program in identifying different talents are: motion-sports, spatial, social, artistic, experimental sciences, mathematics, religious culture and verbal, respectively. Due to the high average of educational needs in the field of identifying each of the talents, except for the talent of experimental sciences, there was no significant difference between the opinions of teachers.