نشریه مطالعات سیاستگذاری تربیت معلم
سال چهارم شماره 3 (پیاپی 9، پاییز 1400)

Although the methodology is the foundation of teacher education research, and today the domain of this research has encountered methodological ambiguity, limited studies have been conducted on it in recent years. This shortcoming has led some studies to ignore the theoretical requirements of research and suffer from frequent conceptual fallacies. Therefore, it is necessary to seriously review and rethink the methodological concepts in the teacher education research. In fact, it is necessary to re-conceptualize the method in teacher education research using the fundamentals of this field. In this regard, the present study intends to take a comprehensive look at the developments in the domain of research and the emergence of the third methodological movement, to conceptualize the method versus research method and examine the relationship between the methodology and ontology, epistemology and axiology and then compare the quantitative and qualitative approaches in the teacher education research from a methodological point of view. To achieve these goals, using systematic documentary methods in a regular process, 28 related articles on the educational methodology were retrieved and analyzed, and the selected texts were reviewed and criticized. Findings indicated that the research methodology in the teacher education research has homogeneous philosophical foundations at the ontological, epistemological and axiological levels, which is necessary to be considered to shape the research methods as the operational research techniques.  Also, the qualitative and quantitative research at all the mentioned levels were investigated, and their differences and similarities were evaluated. Using these findings, the researchers in the domain of teacher education could avoid many of the methodological fallacies in the results of the contemporary research on the teacher education and achieve a deeper and more conceptual understanding of the research method.

Knowledge of pedagogical content has a very important impact on the design and implementation of teacher teaching in schools. Therefore, the curnent situation, development and efficiency of this knowledge, its relationship whit the quality of education and it impact on learning processes need to be carefully examined. The purpose of this research was the development and validation scale for pedagogical content knowledge of Primary school teacher training students. The method of the research was descriptive. The statistical society was all of the student teachers in elementary course of the Teachers University that of the whole of the sample with the number of 203 students, 120 female and 83 male filled out the questionnaire online. First, it was proceeded to derivation the components and composition the measure by studying the literature of the research. Then, in order to determine correlation between components and validity of the scale Pearson's coefficient of correlation and factor analysis were used. The results of the research showed that there was a positive and significant correlation between components of the scale and the scale has an acceptable content validity. The validity of the structurewas determined using exploratory factor analysis by principal components. Finally, the scale was determined as the three main components of curriculum knowledge, learner knowledge and teaching knowledge strategies. Then it can be concluded that the pedagogical content knowledge of pre- service teachers- scale has appropriate validity in Iranian society and it can be used inorganizational situations and research related to educational content knowledge.

This study explores the effective factors on teacher students of Farhangian University in Kurdistan province towards teacher career. A total of 258 student-teachers (133 males and 125 females) were selected of the population (N=928) using a stratified sampling method. The data were collected by using a researcher-made questionnaire on five points Likert scale. The validity of the questionnaire was confirmed by employing contact validity index and expert views. The reliability of the questionnaire was assessed using Cronbach’s Alph method that produced a 0.99 coefficient. Exploratory factor analysis was employed first to extract the factors and then multiple regression analysis used utilizing SPSS 25. The findings reviled that the mean interest of teacher students is significantly higher than the average. The findings also show that 52% of the variance in teacher students’ interest in teacher career (the predicted variable) accounted for by the predictors. Among all the predictor variables, conveying the experience of senior students to juniors, the quality of the university staff behavior, interest towards teacher career before entering to the university, salary and allowances, and the advantages of being Farhangian University student yield a significant relationship with the predicted variable and the strength of the relationship is in the order mentioned.

Teacher knowledge is one of the main aspects of teacher competencies. Among various necessary knowledge, pedagogical content knowledge is crucial because of uniqueness and its effect on students' performance. In the present study, it was assessed the pedagogical content knowledge of 330 third-grade teachers of four provinces including Razavi Khorasan, Gilan, Yazd, and Tehran Province by using selected items of TEDS-M. the results showed that the average of pedagogical content knowledge of them is lower than the scale center point. The association of these results with the performance of students in TIMSS supports the likely relation between them. Also, there is no difference between the knowledge of male/female and public/private teachers, but teachers with Bachler degrees or higher showed more knowledge than teachers with lower degrees. Moreover, teachers who educated in primary education revealed lower knowledge than teachers who educated in other disciplines. Finally, there was a negative relation between age and experience of teachers with teacher knowledge. Two last results were considered strange.

The Dreyfus skill acquisition model is a phenomenological explanation of skill development over time. This model has five stages: novice, advanced beginner, competent, proficient, and expertise. The more one increases one's skill, the more one distances oneself from the rules and propositional knowledge and finds a kind of skillful conflict with one's skill. Teaching is one of the most popular professions in Dreyfus literature. This research is qualitative and its method is descriptive-analytical. The main issue of the research is to investigate the implications of the Dreyfus skills acquisition model in the teaching profession. For this purpose, it is necessary to first examine the components of Dreyfus's phenomenological approach to skill acquisition, the most important of which are the relationship between propositional knowledge and skill, the role of following rules in skill development, and the position of position and intuition. Then, according to these principles, the implications of the model of acquiring Dreyfus skills in the teaching profession from the novice teacher to reaching the highest level, i.e. the expert teacher, will be presented. The research finding is that to expertise in teaching practice, the teacher must change her attitude from abstract situations of theoretical ideas to active action in the real space of the classroom. As a result, the expert teacher will be able to rely on her own experiences in real-life classroom situations and be able to plan as she grows in the skill development phase instead of abstract principles.

Successful implementaion of the internship coursesneedshaving positive attitude towards this course. Hence,developing such attitude through training skills such as the entrepreneurial one to the students is a necessity which needs reflection. In this regard, the purpose of this study was to investigate the effect of training skills such as entrepreneurial skill on changing the attitude of Farhangiān University (Ahvāz Campus) male students towards the internship course. It was a semi-experimental study of pre/post-tests with control group design. The research population included all male students of Ahvāz Rasoole Akram Campus (N = 103) who were taking the internship course 3 in October of the 2019 Academic year. The research sample consisted of 40 students who were selected using simple random sampling method and they were assigned into two groups of experimental and control groups. After selecting the samples and randomly assigning them into two groups (experimental and control groups) and conducting the pre-test, the interventions in the experimental group were conducted through training the entrepreneurial skills during 13 sessions of 90 minutes, two sessions per week, in addition to teaching the internship topics. Internship course was taught to the experimental group. To collect the data, after studying the theoretical foundations and literature, a researcher-made questionnaire was prepared. To collect the data, a researcher-made questionnaire with 34 items in a five-point Likert scale (very high, high, medium, low, very low) was used. The reliability of the questionnaire was calculated using Chronbach Alpha (α = 0.86) and the data was investigated using covariance analysis. The results showed that training the entrepreneurial skill has been effective in changing the general attitude of students and the cognitive, behavioral and emotional subscales of attitude toward the internship course.