مجله راهبردهای نوین تربیت معلمان
پیاپی 7 (بهار و تابستان 1398)

Professionalism is a valuable goal in the training process. Extensive research on the nature and growth of specialization in the last few decades has led to emerge various perceptions, theories and models about this concept that can pave the way for educators to develop the professional expertise of learners. Therefore, the purpose of this paper is to provide an analytical-comparative overview of those theories and models in order to provide a precise definition of their profession and how it is developed and to derive implications for teacher training. According to the findings of articles and books related to this area, Some of the most famous and reputable ones are the five-step version of the Dreyfus Skill Acquisition Model (1869) to the Professional Development according to which individuals They go through five steps: beginner, advanced, expert, profession, and special; Erikson''s (1991) “two-stage allocation” model means reaching from the misunderstanding stage to the understanding and understanding stage through conscious practice; The Experimental Learning Model by David Kolb (1984) or reflection-in-action (1987) by Schon both point to the central role of reflection and metacognitive activities in learning; Brown et al.''s (1989) model with emphasis on genuine situational activity and apprenticeships; the theory of Leinhardt et al. (1995) that consider the theorizing in practice and explaining the theory as keys to the development of dedicated knowledge; Bereiter and Scardamalia (1993) theory that considers problem-solving as a means of integrating specific knowledge, ie the conversion of theoretical knowledge into personal knowledge and skill and finally MDL model that knows quantitative and qualitative changes in the three components of knowledge, strategic processing, and motivation necessary for acquisition in going through three stages of skilfulness, capability, and professionality. Each of these theories and models is based on different and sometimes conflicting assumptions about professionalism. Based on the common features of models and with an emphasis on the domain-based learning model (MDL), as a distinct and comprehensive approach to professionalism, educational suggestions are offered in three areas: development of specialized knowledge, improvement of professional skills and increasing personal motivation in the context of teacher training.

The purpose of this research is Explore the experiences lesson studying teacher In Empirical Science. The present study is based on qualitative and phenomenological studies. The informants were selected among the teachers of the first High school of science in the province of Chaharmahal and Bakhtiari who have been lesson study in the field of experimental sciences in recent years. Two purposefull and snowball techniques with theoretical saturation were used for sampling and 24 people were selected. Data collection was conducted by interviewing The general interview guide approach. Research validity were provided using peer debriefing, Member checking, external auditor and triangulation. Data were analyzed by thematic analysis method. The findings showed that the experiences lesson studying teacher In Empirical Science can be classified into three themes that organize the lesson syudy opportunities, the lesson study damage and the lesson syudy Requirements.the lesson study damage and the lesson syudy Requirements.

Considering the high efficiency and importance of electronic school management systems in advancing the goals, this study aims to examine the status of integrated school management systems with an emphasis on the educational dimension from the educational technology professional’s viewpoint. The method of this research is descriptive survey type. The society consisted of all Ph.D. students of Educational Technology in Allameh Tabatabai University of Tehran which were 60 students. 52 PhD candidates were selected by random sampling as sample of this study. A 25 items questionnaire which was made by researcher was used. It had 5 subscales including lesson module curriculum, student's educational and occupational guidance, teachers` communication with students and parents, intelligent classroom portfolio and intelligent billboard. In order to determine the validity of the questionnaire, the views of professors and experts in curriculum design and educational technology in the field of integrated electronic school management systems were used. The reliability was using Cronbach Alpha which was accord 0.72, 0.76, 0.79, 0.84 and 0.88. Descriptive statistics (frequency and frequency percentage) and inferential statistics (t-test) were used to analyze the data. The results showed that the status of integrated electronic management systems of schools in terms of the module curriculum; student's educational and occupational guidance; teachers` communication with students and their parents; intelligent classroom portfolio and smart boards were in a good level.

The purpose of this research was to investigate the role of Powerful structure of schools and psychological climate at work on the Job optimism of teachers. The method of this research was descriptive and correlational. The research population consists of all teachers of Kohdasht city. The sample consisted of 185 teachers (99 male teachers and 86 female teachers) using the Cochran formula. They were selected by stratified random sampling method. The questionnaires that were used for the present research included, Job Optimism questionnaire by Rotinghus et al (2005), The Hwi and Swatland (2000) Powerful structure of schools' questionnaire, and Quiz and Decotez (1991) Psychological climate at work questionnaire. Reliability was assessed through Cronbach's alpha. The reliability of the questionnaire for job optimism and empowered school structure was 0.86 and 0.89, respectively. Validity was also confirmed by the form of content validity through expert opinions. For data analysis, Pearson correlation coefficient and multiple regression step by step method in using spss.23 software were used. The results of the research showed that there is a positive and significant relationship between the Structure empowering schools and the psychological climate of the work environment with the teachers' job optimism (p <0.01). Also, the results of stepwise regression showed that the Structure enabling schools and the psychological climate of the work had a significant effect on teachers' job optimism and their standard effect coefficients were equal to (β = 0.71) and (β =0.12) And significant at P <0.05 level.

The objective of the present study has been investigating the degree of teacher students’ resilience at farhangian university in the city of Isfahan and offering resilience education in teacher students curriculum. The research method was descriptive- survey in the first stage and the statistical population included all 390 male and female teacher students studying in BA level at elementary education field at farhangian university of Isfahan from whom 104 male students and 167 female students were selected through stratified sampling appropriate for the sample size. The data collection instrument was Conner-Davidson resilience questionnaire with reliability of coefficient of 0.84 and the data analysis was conducted via independent sample t-test. The research method in the second stage was conducted through review method and the analysis of the findings was done via descriptive-analytical method. The findings showed that the degree of resilience among female and male teacher students was above medium level. Moreover the results implied that there is a significant difference among male and female teacher students; that is the degree of resilience in female teacher students is more than male teacher students.

The purpose of this study was to investigate the structural relationship between teacher empowerment and their commitment to organizational change. The descriptive survey method was used for data collection and the structural equation analysis method was used for data analysis. The statistical population of the study consisted of all male and female teachers of sixth elementary and first high schools in Semnan province (309). Of these, 185 were selected for the research sample using the relative stratified random sampling method and completed the "Commitment to Change Questionnaire" by Herzkotich and Meyer (2002) and the Reinart & Schort (1994) Empowerment Questionnaire. The reliability of the questionnaires was estimated by Cronbach's alpha coefficient (0.89) and its validity was assessed by content validity. Analysis of the data obtained by applying the LISREL Factor Analysis showed that: 1) the empowerment of teachers and their commitment to organizational change in different dimensions and components has a high level of internal consistency; Teachers' empowerment has high explanatory power for the commitment to organizational change of the teachers studied. Empowering teachers in a variety of dimensions and through planned and measured actions and strategies will bring responsibility, accountability and internal motivation for effective and effective performance to teachers.

The purpose of this study was to investigate the relationship between emotional, intellectual and physical biorhythms with the quality of primary school teachers in Zanjan. The statistical population of this study consisted of all elementary school teachers in Zanjan with a population of 1655 of two groups of state and non-state school teachers. The sample was 313 people using a stratified sampling method. Measurement tools included a standard 20-question Seraj teaching quality questionnaire and the secret of biorhythm account software. The validity of the research instrument was obtained by face validity and construct validity and its reliability was estimated using Cronbach''s alpha coefficient. Pearson and regression tests were used to analyze the data. The results of this study showed that there is a relationship between intellectual and physical biorhythm with the quality of teaching; the intellectual cycle had a high explanatory power, physical cycle had a moderate explanatory power, and the emotional cycle had a poor explanatory power, respectively. Biorhythm knowledge can also be used to increase the productivity of human resources in organizations, especially in education and training.