نشریه مطالعات سیاستگذاری تربیت معلم
سال چهارم شماره 4 (پیاپی 10، زمستان 1400)

One of the important processes of human resource management in educational organizations is the development of teachers' professions. Professional development can help university professors achieve the goals and effectiveness of the teaching and learning process. Therefore, the present study aimed to identify the factors affecting the professional development of teachers in teacher education centers (Farhangian University) has addressed this important issue. In this research, a mixed method (qualitative-quantitative) with a sequential exploratory approach was used. The research population in the qualitative section was all experts, professors and experts in the field of human resources in Farhangian University, which was interviewed using 18 experts using targeted snowball sampling. The statistical population consisted of all professors and lecturers of Farhangian University who were selected as a sample using cluster sampling method of 251 people. The research tool was a semi-structured interview in the qualitative stage and a researcher-made questionnaire in the quantitative stage. Participant feedback method was used for trustworthiness of qualitative data and retest and agreement coefficient were used for data credibility. In quantitative part, face validity and Cronbach's alpha were used for validity and reliability of the questionnaire. To analyze the information in the qualitative part, open and axial coding methods were used and in the quantitative part, the methods of descriptive analysis, correlation analysis and structural equation analysis (second-order confirmatory factor analysis) were used. The results showed that the effective factors on the professional development of teachers in teacher training centers (Farhangian University) are: Educational strategies and programs, development of creativity and innovation, strategies for improving human resources, career development, development of knowledge management, research orientation and networking. In the quantitative part, the results of the second-order confirmatory factor analysis and the structural equation model analysis with the partial least squares approach confirmed the validity of the model.

The purpose of this study is to investigate the lived experience of Farhangian University student teachers from internships in cyberspace. For this purpose, a qualitative approach and a descriptive phenomenological method were used. The statistical population of this study was elementary school teachers of Farhangian University from Markazi, Isfahan, Ilam, Mazandaran, and Tehran provinces. Were selected as a sample. Necessary information was obtained using semi-organized interviews. The duration of each interview varied from 20 to 40 minutes and after 50 interviews; Information saturation was obtained. After conducting the interviews and coding and analyzing them using Nvivo software, the student-teacher experience of the internship course in cyberspace in 4 main subjects including: interaction and communication, technology and media literacy, teaching, and the structure of the internship course and the following 17 Theme was placed. The results of the study show that virtual internship training has included opportunities for student teachers; Such as benefiting from the teaching of other teachers, archiving the teaching of supervisors, increasing the internship time, increasing creativity in education, promoting media literacy and producing electronic content. There are also shortcomings in these trainings, which include: lack of interaction with students, tutors, and school staff; Lack of experience in classroom management; And lack of familiarity with school rules.

The reflective approach is a new approach in the field of teacher training, especially the practicum program. In this approach, practicum is not a place to practice and repeat the learned techniques, but a process to start and develop the power of analysis, to improve the capacity of judgment through reflection and practice. Farhangian University practicum program has a reflective approach. This research aims to develop an evaluation of the practicum program of Farhangian University (FU) from three perspectives: scientific and theoretical resources in the field of reflection, global experiences, and stakeholders' lived experience. This research can be considered applied because of its purposes and uses mixed methods for data collection. In order to examine and evaluate to which degree reflective criteria have been considered in the planned program, first theoretical resources were documented. Then significations used for reflective practicum by these resources were deductively extracted in order to compare and evaluate the existing program. At the same time, for evaluating the consideration of reflective criteria, 4 practicum programs from Singapore, Australia, Canada, and Finland (countries which are known for their reflective practicum) were chosen and analyzed using George Bereday’s four steps of comparison' model. Furthermore, to deepen the evaluation process, the practicum was examined from stakeholders’ view (i.e., instructors, teachers, associate teachers, teacher candidates, and novice teachers). Stakeholders lived experiences were phenomenologically examined in order to grasp their perceptions on the quality of the practicum program. The results from the evaluation showed that the reflective practicum program at FU has not considered some of the criteria mentioned in the literature for reflective practicum especially in areas of timing, objectives, expectations, program content, regulating the role of associate teacher, and assessment element. Examining the lived experiences of stake holders also showed shortcomings and drawbacks in some areas as well strong points and advantages in some other areas.

Among the components of the curriculum, the teacher is the most important human factor as the interface of the intended and executed program. Epistemological beliefs of teachers in general and science teachers in particular affect their teaching methods and consolidate the teaching process. Phenomenological approach as one of the most important philosophical approaches of the last century in various fields of science, including research methodologies in education And education has gradually gained legitimacy among researchers. The main questions of the present article are: From a phenomenological point of view, what is the idea of ​​nature as a subject of science? What are the basic features of the science curriculum and science teacher training from a phenomenological perspective? The answers to these questions provide an epistemological framework for the consistency of the beliefs of science teachers. The research method of the article is to use philosophical research (conceptualization, concept analysis, evaluation of conceptual structure).The results indicate that the picture of nature that perceived from phenomenology perspective is beyond the subject and object as classical epistemological conceptualization, and based on this, a phenomenological model was presented to train science teachers, which is the overlapping circles at the center, including nature and the next outer circles student, Teacher, approaches to science education and life world .

Teacher training is one of the most important and influential areas in the educational and cultural system of any country. One of the factors that can help the development of the teacher education system is to conduct appropriate studies on the reasons for the success and decline of this system in the historical context. The purpose of this study was to investigate the reasons for the rise and fall of the teacher education system in the historical context. The research was conducted by qualitative method and inductive coding system. The study population was the teachers of Hormozgan province since 1343. Sampling was performed using purposive sampling method by observing the principle of saturation and maximum diversity, which was saturated with 15 people. Data analysis showed that in response to the first question about the reasons for the success of the teacher education system, eleven categories of pragmatism in the field of teacher education, responsibility, motivation, role model set of teacher education factors, healthy human relations, quality, effective and effective supervisory system, Justice-orientedness, unity, and a holistic view and interactive management were included in the collection of teacher training. The three components of quality of teacher training, pragmatism in the field of teacher training and planning of teacher training were the most prominent among them, and other categories were important in the next degrees. In response to the second question, six key categories, including lack of specialization in teacher education, financial weakness, inattention, poor attitude, lack of quality and centralism in the teacher education complex, were identified as the reasons for the decline of the teacher education system. Among these, the component of non-specialization in teacher training and disregard for the teacher training set had the most prominence and other components were placed in the next priorities.

Social capital is a set of social interaction assets such as partnerships that enable student-teachers to work together in groups to improve teaching and learning. Cultural intelligence also refers to an individual's ability to function and manage effectively in a variety of cultural contexts. Despite the cultural diversity of Farhangian University students and teachers and the importance of their social interactions in learning with themselves and their future students, It was necessary to study the relationship between social capital and their cultural intelligence. Therefore the  purpose of this study was to predict social capital based on cultural intelligence among student teachers of Farhangian University of Isfahan.The research method was descriptive-correlation. The statistical population consisted of all students in the last two years of primary education at Farhangian University of Isfahan in the academic year 2019-2010 (379 people). The sample size was estimated based on Krejcie Morgan table 181 people who were selected by stratified random sampling method. The research instruments were the Early and Ang (2003) Standard Cultural Intelligence Questionnaire and the Nahapit and Gushal (1998) Social Capital Questionnaire. The reliability of the cultural intelligence questionnaire using Cronbach's alpha coefficient in cognitive, perceptual and behavioral dimensions was 0.76, 0.71 and 0.74, respectively and the reliability of the social capital questionnaire for cognitive, structural and relational dimensions was 0.68, 0.66 and 0.69, respectively. The validity of the questionnaires was confirmed using the opinion of experts. Data analysis was performed using Pearson correlation coefficient and multivariate regression test. Results showed that there is a positive and significant correlation between the structural and cognitive components of social capital and the motivational and behavioral dimension of cultural intelligence among student-teachers. Findings also showed that the behavioral dimension of cultural intelligence is able to predict social capital.