نشریه توسعه حرفه ای معلم
سال دوم شماره 1 (پیاپی 3، بهار 1396)

The study aims to evaluate Farhangian university curriculum in terms of education office’s high level documents. The research employed CIPP model of evaluation. The sample (i.e. 80) was randomly chosen from 100 faculty members and invited instructors of Sistan and Baluchestan branches of Farhangian University. The data was collected from a researcher-made questionnaire with satisfactory measures of Cronbach Alpha, .87 for the factor of instructors’ contribution in curriculum development and .84 for the factor of the assessment process of teacher-students’ learning. The data analysis and Chi-squared test revealed that the measures for retrospection in the factor of instructors’ contribution in curriculum development corresponding to the standards of high-level documents were relatively high. However, the estimates for the factor of the assessment process of teacher-students’ learning corresponding to the criteria in high level documents were unsatisfactory. Accordingly, the findings suggest that the authorities in Farhangian University, considering the education office’s high level documents and the university statute, should
take further actions concerning.

The study aims to investigate the primary teachers’ teaching qualities from the viewpoint of teacher training college mentees in Hamedan by using a descriptive survey. The participants included 129 subjects, divided into 65 male and 64 female mentees who study primary education and have passed all the four apprenticeship courses. They were chosen from the two Farhangian university branches of Shahid Bahonar and Shahid Maghsudi. The data collection instrument was a 38- item researcher-made questionnaire measuring the TTC students’ opinions regarding primary teachers’ teaching qualities. The data was analyzed through descriptive and inferential statistics, namely the mean, standard deviation, single-group t-test and MANOVA. The results showed that the estimated teaching qualities of female and male teachers were average and above average, respectively. However, their overall teaching qualities were assessed to be average regardless of their gender. More specifically, gender played a significant role in the different areas of effective teaching. The male teachers demonstrated high measures in the variables of human relationship, personal attributes and evaluation and average measures in lesson planning, lesson implementation and teaching learning strategies.Nevertheless, the female teachers displayed low estimates in the variables of lesson planning, lesson implementation, human relationship and personal attributes and average estimates in the variables of evaluation and strategies-based instruction. The article ends with some suggestions about the improvement of primary education teachers’ and student-teachers’ professional qualities.

Burnout refers to negative changes in an employees’ attitude and behaviour reflecting work tensions. It mostly appears in jobs which involve close human relationships between people in most work hours. The present study with a descriptive and correlational design aimed to identify factors affecting teachers’ burnout. The population comprised all teachers working in four areas of the city of Karaj. A sample of 180 Teachers chosen through cluster multistage random sampling participated in this research. The instruments include demographic questionnaire, Maslach Burnout Inventory (1981) (MBI) and a researcher-made inventory concerning factors affecting burnout. The data were analyzed using Pearson correlation and path analysis. After establishing the validity (i.e. the correlations between the components) and reliability (i.e. Cronbach α) of the researcher-made questionnaire through exploratory and confirmatory factor analysis, the proposed model was tested. Accordingly, job stress and job attitudes directly affected teacher burnout. In addition, work-family balance, professional development, management support and spousal support affected teacher burnout through job attitudes. This model could explain 35 percent of variance of teacher burnout. The goodness-of-fit indexes were satisfactory. All variables had significant correlations with teacher burnout. It is suggested that teacher burnout can be avoided by implementing programmes concerning the improvement of teacher attitudes if the individual, family and organizational characteristics of the model are considered.

One of the most important goals of educational and psychological research is the investigation of factors affecting the decrease in school and university students’ academic performance. One of the psychological factors influential in their performance is academic burnout. The aim of the present endeavour is to study the role of emotional, cognitive and behavioral eagerness to learn in predicting student teachers’ academic burnout. In this cross-sectional, descriptive/correlational study, the data was collected from 331 subjects chosen from the statistical population of student teachers in Hamedan’s Farhangian University (i.e. 2460) in the academic year of 1393-1394 by using available sampling on the basis of Morgan Krejcie table. The instruments were the scale of emotional, cognitive and behavioral eagerness to learn and academic burnout inventory. The data was analyzed using Pearson correlation coefficient and regression analysis. There was a significant negative relationship (01/0> p) between emotional, cognitive, and behavioral eagerness to learn and academic burnout. In addition, emotional, cognitive and behavioral eagerness accounted for about 11% of the variance in academic burnout.

The present research aims to study and analyze the theoretical and practical aspects of narrative research. Currently, there has been a tendency of alternation in the epistemological direction of teacher training college curriculum from technological to reflective models along with the changes in the concepts and meanings concerning teacher training college. In the reflective models, there is such a close relationship between a teacher’s knowledge and practice that curriculum development undergoes teachers’ daily experiences and reflections. This is realized in the mentoring courses of Farhangian University, in which the student teachers are required to describe, analyze and share their daily experiences by conducting narrative research. Following such a research method, teacher researchers investigate others’ and their own narrations of biological experiences by listening, observing, living, writing and interpreting. With reference to the significance of the issue and lack of relevant Persian sources, the researcher intends to investigate the various aspects of narrative research by studying the relevant documents. Accordingly, the purpose is to study the literature, features and key elements of such a research in the first place. This is continued with an analysis of narrative types, procedure, data analysis, validation and ethical issues from the viewpoint of the experts. The article ends with the discussion of the criticism levelled against the research method and its limitations.

Promoting the quality of teaching is made possible through teacher-initiated research and the improvement of educational factors. “Teacher” as a reflective agent can’t properly react to the educational problems merely through academic research. Some of these problems can be solved through teachers’ research which can be of use to resolve real problems of education and classroom. The action researcher as a third grade teacher in the 92-93 educational year in Hazrate Roqieh (R) elementary school of Sarpol Zohab ( a town in Kermanshah province) encountered students’ weakness in dictation. The weakness in the skills of reading and writing caused disappointment, hopelessness, impatience and, finally, retrogradation of education. Therefore the researcher collected information by studying, investigating documents, observing and doing interviews to treat this weakness. Afterwards, the correct forms of the students’ spelling mistakes were used as a solution. To this end, the teacher taught the letters of alphabet, the correct letter clusters, the convey of messages by sentences, meanings, synonyms and opposites. It was followed by the teacher’s request from the students to construct a meaningful text from the correct forms of spelling mistakes and to draw pictures on the basis of the relevant topics in order to create a funny and amusing atmosphere. The results showed that the students’ spelling and composing abilities were improved by resorting to appropriate solutions.