نشریه علوم تربیتی
سال بیست و هفتم شماره 2 (پاییز و زمستان 1399)

The professional identity of teachers is affected by many factors and conditions inside and outside the educational environment. Teacher professional identity is a fundamental issue that encompasses the overall career advancement of teachers. Professional identity is a teachers' interpretive framework that is created through different interactions of teachers with different working conditions and their fields of work. Professional identity is considered to be a dynamic thing that develops over time, which is why many factors affect the development of teachers' professional identity. Identifying these factors and paying attention to them will improve the efficiency of teachers. The present study aimed to identify the factors affecting the growth of a teacher's professional identity.

The method of this research is based on studies conducted by a narrative-research method, which has been done with studying their autobiographies. According to the research method of the society and the research sample, the life stories of the narrator (researcher) are formed. Data collection tools in this study are researcher’s narratives from his/her life, education and working life, which are based on the principles of narrative research by Clandin and Conley (2000). These principles are based on the focus of narrative on three elements of time, place and interaction, and through this, the life story of the storyteller is re-told. In this approach, researchers collect descriptions of events or happenings and present them as a story using a plot. To evaluate the validity and reliability of the findings, two methods of triangulation and group-evaluating have been used.

The study of the course of narratives showed that the formation of the teacher's professional identity from the following stages: individual negativity, zigzag, social negativity and affirmativeness. Also, factors affecting the development of teacher professional identity were organized in the following four dimensions: Individual and family (including components of education, personality, life events, family atmosphere, beliefs and interactions), factors related to the educational life (including components of interactions, behavioral, contextual, formal curriculum and unknown curriculum), factors related to the employment life (behavioral-managerial, contextual, supervisory and educational components) and socio-political dimension (including social and political components).

The formation of professional identity is a complex and long process that is full of challenges and problems. This process takes place in a specific cultural context and is influenced by personal, social, cultural, political, professional and global factors.

Education is in a deep relationship with our perception of science and philosophy of science is a knowledge which shapes our perception of the nature of science. Different points of views in philosophy of science like positivistic views, critical rationalism, and after them the historical –sociological views of Thomas Kuhn and Paul Feyerabend, lead to different requirements and consequences in education. This paper studies Feyerabends views in philosophy of science and education and the consequences of his ideas.

The method in this paper is philosophical-analytical based on Feyerabend writings.

Although Feyerabend points of views are not weak, but he does not present any mechanism in order to make his suggestion practical. Until the time of introducing the methods to make his ideas practical, if assuming it possible ,the most important factor in realization of educating critical thinking and nurturing the modern and free thinker human being, which is considered by Feyerabend, is the characteristics and personal capabilities of teachers.

Paul Feyrabend is famous for his controversial views on philosophy of science. Two of his points of views are believed to be the most important ones: One is the incommensurability of scientific alternative theories and the other one is the negation of exact method in science production. There is another important aspect in Feyrabend’s views which is as important as the mentioned views. This important aspect is desacralizing of science and the denying of exclusive authority about new science. Denying of exact methods for new science, the incommensurability of theories, and the acceptance of knowledge relativity set the ground for all scientific claims.But Feyrabend thinks that the domination of science does not let the other epistemological traditions to express themselves.Almost all of the science philosophers ,except positivists such as Francis Bacon,believe that creation of scientific theories is not methodical,but for evaluating the theories both the positivistic inductive and Popperian non-inductive approaches see the science methodical. Feyrabend sees both the inductivism and Popperian non-inductivism unsuccessful in explaining the ups and downs of science and his famous quotation that “Anything goes” is a representative for his notion. He thinks that science is affected by the non-scientific factors .The hegemony of science,which has made the science as a sacred ideology,does not allow the other traditions to be seen.He looks at the nowadays educational institutions as the guards of the sanctity of science and the barriers of expressing other traditions. By elaborating on the aforementioned points, this paper aims at studying Feyrabend’s critiques about the educational system and his suggestions to improve the system and leads to a comprehensive philosophic evaluation of his suggestions.He imagines a free society in which,all of the traditions have equal rights and people choose based oncritical thinking and arguing rather than propaganda and under the authority of science and scientists.It can be said that he desires an utopian society than arealistic one. This paper illustrates that although his ideas are logically strong, there are lots of barriers to implement them in the society.

COVID-19 as a new coronavirus emerged in Wuhan, in December 2019. The disease has become a global health emergency with high speed and transmission. It risks public health and imposes high pressures on the government and providers of medical services and also, it may lead to several forms of psychological distress, including anxiety, fear, depression, insomnia, post-traumatic stress disorder. It is important to maintain public mental health, especially teachers, as they interact with their students and affect their education. This study aimed to investigates teachers’ generalized anxiety disorder during the COVID-19 pandemic.

The population of the study was all teachers of elementary, middle and secondary school in Iran which 407 teachers were selected with use of virtual snowball sampling. An online survey was conducted that consisted of two anonymous questionnaires: one was designed to collect participants’ personal information (sex, age, geographical position of residence, area of residence, teaching in elementary/ middle /secondary school, life with the family, family income stability, family infection to COVID-19, friend infection to COVID-19, underlying disease, family underlying disease, ease of internet access, acquaintance with: SHAD, teaching method in cyberspace, the preparation of electronic content, follow up the negative news, awareness of the curriculum future & using social and mental support); the other was the Generalized Anxiety Disorder Scale(GAD-7), which assess participants’ generalized anxiety referring to the pandemic. Statistical analysis was performed using SPSS 22.0 and univariate analysis (Nonparametric) to test whether differences in demographic characteristics effected on experiencing GAD; and multiple linear regression analysis (enter) was conducted to identify the impact factors for GAD.

GAD prevalence among the teachers 3 month after the COVID-19 pandemic was 9.6%. Multiple linear regression analysis revealed that teaching in elementary/middle/secondary school (p < 0.00, β=-0.14), family infection to COVID-19 (p < 0.02, β=-0.12), acquaintance with the preparation of electronic content (p < 0.01, β=-0.12), follow up the negative news (p < 0.00, β=0.17) & awareness of the curriculum future (p < 0.00, β=-0.23) could be regarded as predictor factors for GAD among teachers during the COVID-19 pandemic.

The results indicate that some teachers showed GAD during the COVID-19 pandemic and underscore the importance of attention to the mental health condition of teachers and measures to reduce anxiety factors during the pandemic by the education system. In order to better understand pandemic effects on mental health of teachers, in the field of coping strategies & education system approach to reduce negative educational & psychological effects is needed further research.

Academic performance is a complex phenomenon that is influenced by the interaction of various factors that one of this factors is self-efficacy. Self-efficacy may be defined as an individual’s belief in his or her ability to succeed in a specific situation or accomplish a specific task. Over the past two decades, many researchers have examined the relationship between self-efficacy and academic performance, which yielded different results. According to this, the purpose of the present study was to analyze and combine the results of the researches in this field and reach a general conclusion and resolve the existing contradictions and discover possible moderators. According to the purpose of this study, the present study was conducted by meta-analysis method. The statistical population of the present study was all research published in scientific valid journal which was available in computer databases and examined the relationship between self-efficacy and academic performance. The extracted data were analyzed with CMA software. From selected studies as sample, in total, 146 effect sizes were extracted which 9 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 137 effect sizes. The value of “fail-safe N” statistic was obtained 4848, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size calculated 0.384 in fixed model and 0.390 in random model that both of them were statistically significant (p < 0.001) which indicated that the positive and significant relationship between self-efficacy and academic performance. The results indicated that the effect size of relationship between self-efficacy and academic performance in researches that used of female sample is more than to the other researches. Also the results indicated that in researches the subjects of the research were university students the effect size of relationship between this two variable is more than to the other researches. The results indicated that the relationship between self-efficacy and academic performance in type of math self-efficacy is more than to the other types of self-efficacy. The results of the study showed that self-efficacy had a significant effect on the academic performance and based on cohen's criterion, the effect size of this relationship was found to be moderate (ES=0/390).it has been assumed that self-efficacy is one of the most important factors or predictors for learners to achieve learning success. .

Distorting evaluation results is one of the most devastating damage that it threatens the dynamism of any system. The main purpose of this study is to design a Pseudo Evaluation Questionnaire (PEQ) for elementary schools. Identifying and measuring the factors that lead to Pseudo evaluations in school is very important. We conduct two studies for the structure of the PEQ. In the first study, we demonstrate the possible causes of pseudo evaluation in elementary school. In the second study, we use exploratory and confirmatory factor analysis methodologies to examine the factor structure of the PEQ.

In order to achieve research goals, we use exploratory mixed method. In the first study, 30 individuals were selected through Purposeful Sampling and in the second study, 714 teachers were selected through cluster sampling from elementary school teachers in Tehran. We also check its reliability and validity in different ways. For reliability, omega, alpha and marginal coefficients were estimated.

Qualitative data led to the identification of 4 main factors using the Colaizzi method. These main factors are: Teacher professional agency, management and planning, evaluation tools and techniques, interpersonal relationships. In the second study, results of exploratory and confirmatory factor analysis confirmed the structure of Study 1, in addition to providing evidence for the PEQ’s predictability. In the next section Graded Response Model (GRM) used to examine the characteristics of items and data fit. The result of this section was that 2 items were removed due to inappropriateness. After a thorough examination of the items, 35 items remained .

Overall, the results indicate that the PEQ measures the factors of pseudo evaluation which can help to identify possible causes of pseudo evaluation in elementary schools. By identifying these factors, its consequences can be prevented as much as possible.

The study aimed to investigate the critical foundations of Illich from school education and to examine the nature and dimensions of learning networks as a new educational system. This research has been done with a qualitative approach. The research describes and analyzes the learning networks proposed by Ivan Illich and their elements and dimensions through documentary-analytical research method. The research results showed that: Learning networks due to the emphasis on individualism; Organizing based on the needs of learners; Utilizing the expertise of a wide range of people as educators; Relying on specialized and applied knowledge instead of theoretical and school knowledge; Ability to learn always, for everyone, by everyone and everywhere; Use a variety of learning resources instead of limited school content; Extent and variety of forms of interaction between learner, teacher, educational content and media; Provide a platform for utilizing online and virtual capacities to provide educational services and Transforming society into a learning society in the shadow of transferring education and learning from the four walls of the school to the heart of society, can meet the educational needs of today's society. The findings suggest that learning Webs are due to the emphasis on: individualism; self-control and self-direction; human resource empowerment; availability always, everywhere for everyone; reduction of the power of bureaucratic influence; intermixture of learning with real business environments. Rather than rebuilding them in schools; combining learning with the needs of learners and society; reviewing the role of inclusive and teacher; transferring the responsibility of learning from the educational institution to the learner; keeping learners in the learning process to exchange their skills with others; utilizing communication spaces Available as Internet; Expanding the concept of materials. The synchronization of the traditional educational system with the change of information and technology is difficult and requires huge expenditures and in some areas impossible. Hence, as Illich says, instead of establishing schools, we must transform society into a learning and learning Society. A society whose most important features are individualism, independence, pragmatism, unpredictability, and hope. The time has come for the educational institutions to return the responsibility for learning to the people themselves, and only seek to pave the way for learning and providing the tools, knowledge and skills needed to learn. The use of learning Webs allows the educational community to take advantage of all its financial,

Introduction:

 Autism is a disorder that is affecting more and more people during the first three years of life. People with this disorder have difficulty retrieving information due to problems with working memory and, in scientific language, have difficulty transfer of learning. Today, computers and multimedia are widely used to educate these people, but what is neglected in the design of these environments is the lack of attention to the effective components in improving the transfer of learning in this group of learners.

The aim of this study was to construct a descriptive graph grading scale to measure the learning transfer components of learners with autism spectrum disorder in the design of multimedia learning environments using a mixed research method(qualitative-quantitative-qualitative). In the first qualitative part, valid and relevant sources were studied to find effective components in improving learning transfer. In the quantitative section, the appropriate components and strategies of each component were provided to 27 specialists in the field of educational technology at the doctoral level and doctoral students. After collecting the answers of the experts, a content validity index called CVI was used to analyze the answers.

 Results:

 86 items or strategies were designed for the 12 extracted components and provided to 27 educational technology specialists at the doctoral level and doctoral students. The content validity index (CVI) was used to analyze the responses. The I-CVI index of the tool items, with the exception of 5 items rated at 0.78, had a score higher than 0.79 for the other items, as well as the value calculated for the S index. -CVI was 0.89, which is considered a good value.

Based on these results, the grading scale produced in this study is a good instrument to measure the desirability of components effective in increasing learning transfer using educational multimedia environments and researchers recommends it to design or evaluation stages of learning Multimedia environments for people with autism spectrum disorder.

Corruption in general and academic corruption in particular have always had alarming effectandconsequences for both the organization and society, and many structures and institutions areaffected by its effects and consequences. In such a way that not only does corruptionreducethequality, equality and accessibility of higher education, but it also reduces itscomprehensive economic returns and cultural capacities.

Considering the important roleand proper performance of universities in society, the aim of this study is to investigate the structural roots of academic corruption in the Iranian higher education system from the perspective of experts andprofessors with an interpretive approach.

The research approach used in this research is qualitative and the Foundation's data theory method based on Emerging Design was used to perform research operations. Data from this study were collected using open interview method. The sampling method used in this study is a targeted sampling method and snowball, and using the theoretical saturation index, 15 professors and experts were interviewed as the study population. Their attitudes and views on how academic corruption occurs in Iranian higher education were examined.

Background theory has been used to analyze the data and draw conclusions from the research findings. The main findings of this study using contextual theory included structural roots such as economic, managerial, cultural, social and political roots. Finally, using research findings, a model called the Structural Factors Model of Academic Corruption was presented.

The data of this research is important from the perspective of analysis and it is from the pathological point of view of policy making. What can be seen in the organization and in our country's social system in general is that most anti-corruption and anti-corruption policies are focused on the corrupt person, and even politicians who have very benevolent attitudes about promoting social and academic affairs. Most attempts have been made to address the issue of corruption among individuals, as if the issue of corruption is being addressed by removing or removing them from the page of social and academic activities. Unaware that there are more roots of corruption in social and cultural, political, economic and other structures. So until those structures are identified, discovered and controlled, the removal and settlement of large-scale accounts with people suspected of corruption, including academic corruption, is a pounding of water in the mortar. Keywords: Academic Corruption - Higher Education.

Faculty members in the field of Curriculum Studies as the experts in the humanistic and educational sciences, are the main agents of development in the curriculum field according to their philosophical orientations or paradigmic interests. Therefore, recognizing their paradigmic interests and approaches can determine their educational, research, and publication orientations. It can also define the paradigmic direction of science development in the field of Curriculum Studies. Methodology The aim of this descriptive-survey study was to recognize the paradigmic interest of the faculty members in the field of Curriculum Studies. After calculating the reliability and validity of the instruments, paradigmic interesst of faculty members wre studied based on the five Critical, Interpretative, Post-modern, Positivist, and Islamic paradigms with regard to the six paradigmic assumptions about Ontology, Anthropology, Epistemology, Methodology, Education and Curriculum .The participants of the study were included all the faculty members of the field of Curriculum Studies in all Iranian state universities, 58 of whom chosen by a convenience sampling method . Results Analyzing the results by using the Friedman inferential tests revealed that in the five paradigmic assumptions,Islamic paradigm had the highest mean, and in content and ontological assumptions, Critical paradigm had the highest mean, and in the dimentions of teaching strategies and aims, Interpretative paradigm had the highest mean among the faculty members of Curriculum Studies. Moreover, the results and analysis of variance of repeated measures showed that although there was a significant difference between the approaches of faculty members toward the five paradigms, they did not have a dominant paradigm orientations. Conclusion Based on the research findings , it can be claimed that there is no paradigmic coherence among the faculty members of curriculum studies , and they have not a fixed approach in their paradigmic assumptions with regard to ontology, epistemology, anthropology, methodology , education and curriculum elements. Therefore , it can lead to some contradictions in the faculty members theoretical viewpoints , research and educational approaches. The findings also showed that faculty members do not have a dominant paradigm and one paradigm cannot be selected as the main paradigm with certainty. However, it can be generally stated that the faculty members mostly tended to adhere to Islamic and Critical paradigms. Anyway, the final conclusion is that Curriculum studies teachers lack coherence in their paradigmatic intereste.

Education is one of the basic pillars of any society and the survival, permanence and progress of any society depends on the quality of its education. The educational organization, through its individual and collective mission, guides development and progress. In recent decades, managers of organizations have recognized the role of professional ethics and consider the element of ethics as one of the factors in the stability of the organization and achieving its ultimate goals. Method According to the research statements, the method of this study is mixed (qualitative-quantitative) and in terms of the type of application and the way of data collection; It has been descriptive and survey. This research has two exploratory sections including; Identifying the process of future research model of professional ethics development and also extracting the most important components affecting this process by using three-pronged theory, has provided a conceptual framework. The proposed framework for professional ethics for managers is to gather the opinions of a dozen individuals from the field of educational sciences; The researcher was analyzed based on the answers to the research questions obtained by Delphi method and the data obtained from the agreement of experts with Dimethyl method and interpretive structural modeling were analyzed; Then, in a quantitative section, the model obtained on the studied managers was processed by structural equation modeling method. Results The findings showed; Future research studies have been effective in identifying terrestrial, structural, and content factors with the aim of developing professional ethics. Content factors have the greatest impact on the development of professional ethics. Structural factors: Strategic control and organizational policy; Content Factors: The compilation of the Charter of Professional Ethics was Cultural, Organizational, and Organizational. The results show that the application of professional ethics requires the provision of a systematic structure and process with executive capabilities that can be provided to managers as a suitable foundation. Discuss The aim of this study was to develop the professional ethics of education managers using future research knowledge and using a three-pronged model; The most important results showed that future research studies have been effective in identifying terrestrial, structural and content factors with the mentioned purpose and then the impact, importance and priority of each identifying, determining and determining factor based on future research studies were designed. The use of this model as an intellectual framework and guide to implementing professional ethics is recommended for managers of the organization

The present study is aimed towards identification the indices of desirable teaching and learning content in regard with the Humanity Courses for universities and the extent to which these indices are attention.

In the present study, exploratory mixed-methods research was used. For the qualitative section, we underwent quasi-structured interviews with twenty distinguished and qualified experts and faculty members of universities having their expertise in teaching and learning content and curriculum design. Also, 360 of the students of universities comprised the quantitative statistical population and the questionnaire extracted from the qualitative section was distributed among them. All the questionnaires were received and are employed as the basis of qualitative analyses. In the quantitative section, a descriptive-survey method was employed. This number of participants was selected using multistage cluster sampling method. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed descriptive and inferential statistics to wage on analyzing the data.

The results indicated that the interviewees outlined twelve indices as the salient indices of teaching and learning content. The quantitative data also indicated that the range and degree of implementing and corresponding to the indices of teaching and learning content seem to be less than desirable. Therefore, it necessarily requires far more significant attention. Discussion and

In consequence, it can be argued that the recognized indices can be recruited to assess and revise the content of courses in different majors of the humanities. In order to enhance and promote the quality, then, particular heed has to be paid to student-centrism; in the sense that the development of the content for university curriculum and educational planning would be enriched with students' ideas and recommendations. Key words: learning, teaching, , content; curriculum; the Humanity Courses in universities. . .

The current process of evaluating the promotion of faculty members is not in line with the higher education literature and the world's top universities' experiences. Accordingly, this study was conducted to develop and validate a model of the evaluation process of the promotion of faculty members.

In this study at first, using a comparative study of the evaluation process in the world's top universities and reviewing the research literature, the initial model was developed. Experts in higher education modified the model. Then, by conducting a survey research, the validity and reliability of the model were assessed using an electronic questionnaire in sampling from faculty members of humanities and social sciences, which constitute this study's statistical population.

The results of the comparative study showed that in most of the top universities studied, there are several points: 1) the basic role of in-university institutions in evaluating faculty members 2) choosing the best source of evaluation and emphasizing in-depth evaluation 3) the importance of transparency and accountability in evaluation. Quantitative research findings showed that faculty members approve the proposed model for evaluating faculty members' promotion at three levels of department, college, and university and 10 actions.

The proposed evaluation process begins with an annual review to identify strengths and weaknesses in the proposed model. But in the proposed model the formal evaluation process of promotion starts from the department level and by internal and external peer rev iews as the most important source of evaluation. Then, the college committee's evaluation of the promotion at the college level is done, and finally, the evaluation of the faculty promotion is done by the university committee. In this model, the college and the university committee have a more supervisory role in the evaluation process. Besides, the proposed model emphasizes the writing of teaching and research Statements by the candidate and the reporting of written and detailed evaluation results by evaluation committees to increase transparency and accountability in evaluation. Also, in the proposed model, faculty members have the opportunity to appeal to promotion decisions after the evaluation of each committee. In general, the proposed model of the promotion evaluation process emphasizes peer evaluation, transparency, and accountability in the evaluation process.