نشریه تدریس پژوهی
سال نهم شماره 3 (پاییز 1400)

The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.

The evolution of teacher training for third millennium universities depends on interdisciplinary teacher training. Teaching in interdisciplinary disciplines requires qualified instructors for this purpose. That is, they have the ability to understand the teaching of such disciplines. As for teaching in interdisciplinary disciplines, instructors who are normally selected for pure disciplines do not have the capabilities of interdisciplinary instructors. Understanding interdisciplinary teaching is a phenomenon that has been referred to in this research as wisdom. Therefore, the present study has been constructed and standardized with the aim of obtaining a scale to evaluate teachers in relation to the level of familiarity with the wisdom of interdisciplinary teaching. The aim of the present study is to construct and validate the Perceived Wisdom Scale for teacher training for interdisciplinary teaching. This research has been applied in terms of purpose and in terms of exploratory approach and in terms of method of collecting descriptive information of survey and cross-sectional type. The statistical population of this study included all professors of educational sciences in Isfahan province (112 people (including professors of Islamic Azad, non-profit universities and public universities) in the years 2020-2021. Due to the limited statistical population, sampling was done by census method. Finally, 78 people (29 from Islamic Azad universities, 12 from non-profit universities and 37 from public universities) responded to the distributed questionnaire. Female and 62% of them were male, 38% of the respondents had 1 to 10 years of service, 34% of the respondents had 11 to 20 years of service and 28% of them had more than 20 years of service. The study of articles and research background was prepared by analyzing the content of the items obtained in relation to the perceived wisdom of teacher training for multidisciplinary teaching and then to ensure the validity of the items provided to 3 faculty members of the Department of Educational Sciences. The city of Isfahan was located. After eliminating similar and duplicate cases, 52 items were provided at first. After reviewing and finalizing them by expert professors, 35 items were agreed upon. Cronbach's retest) and concurrent validity were used to analyze the data b Using SPSS software version 12 was used. The questionnaire items were arranged on a five-point Likert scale (strongly agree, agree, almost agree, disagree, disagree). The minimum score of this questionnaire was 35 and the maximum score was 175. Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. Exploratory factor analysis test was used to identify the number of common factors that affect a set of variables, determine the intensity of the relationship between each factor and each observed variable, and the large number of variables observed to a smaller number than Agents are summarized. Also determine the divergent validity and convergent validity of the reflective items classified in each factor. Then, confirmation factor analysis test was used to achieve the validity of the structures. In this regard, a factor matrix was formed to determine the factor load of each component or item with each factor. Factor load can be considered as correlation coefficients between factor and variable. Factor loads less than 0.3 can be ignored., the results showed that in the initial factor analysis, four factors with eigenvalues higher than one were obtained and the subsequent factor analysis was limited to these four factors. Based on the content of the relevant articles, four factors were named as follows. "Simple understanding of concepts", "Mastery of fundamental research methods", "Understanding the expansion of the fields of scientific disciplines", "Elimination of reductionist thinking".The highest correlation coefficient was related to factor 4 "reduction of reductionist thinking" (r = 0.88), and the lowest correlation coefficient was related to factor 1 "simple understanding of concepts" (r = 0.74). The correlation coefficient of factor 2 was equal to "mastery of basic research methods" (r = 0.87) and the correlation coefficient of factor 3 was "understanding the expansion of the fields of scientific disciplines" (r = 0.81). Finally, the fourth factor in the Teacher Training Wisdom Scale for interdisciplinary teaching has been the "elimination of reductionist thinking." These correlation coefficients were significant at the level of P <0.01 The scale also had good internal consistency (Cronbach's alpha was 0.94 and retest reliability at two weeks was 0.91). The results also showed that the scale of dimensions of perceived wisdom of teacher training for interdisciplinary teaching has a suitable structure, validity and reliability for Iranian society. Therefore, it seems that this tool is a suitable scale for the purpose of research, which is to train teachers for multidisciplinary teaching. According to (Hatami & Roshan cheshm, 2012) Habermas believes that in the age of modernity, part of the capabilities of the human mind has been subjected to natural sciences, and this prevents the real knowledge of the world and the contrast between quantitative and qualitative methods in the humanities. Has been. Criticizing the positivist method in the humanities and in the next stage by presenting the theory of communicative rationality and communicative action, he emphasizes the multidimensionality of human problems and human knowledge and seeks to solve complex human problems through convergence and consensus from the ideal situation. The scale tested in this research, which has a relatively proportionate validity, can be provided as a tool to identify the wisdom of teacher training for interdisciplinary teaching. Therefore, it is suggested that this scale be used to select and hire teachers to teach in universities and higher education centers. The limitations of this research include Not using close interviews due to coronary restrictions, lack of necessary cooperation of respondents to distributed questionnaires.

Considering the corona pandemic and changing the teaching environment and implementation of the curriculum of students with special needs, the present study was conducted to investigate the lived experience of teachers of these students from the challenges of virtual teaching. The research is methodological, qualitative and descriptive phenomenology using the method of data analysis of experimental and transcendental phenomenology Moustakas. Participants included all exceptional primary school teachers in Yazd province in the academic year 2020-2021. Sampling was performed by purposeful criterion-based method to the extent of data saturation. The interview data collection tool was semi-structured. All interviews were subject to the interviewee's permission and ethical considerations, recorded and then accurately written and analyzed and coded using the seven-step Moustakas method. After analyzing the data, a total of 426 significant terms were identified. In the next step, the obtained phrases are classified into 6 themes and 24 sub-themes and two categories of textural and structural categories, and by combining the results, a comprehensive description of the lived experiences of students with special needs of virtual learning challenges in the environment. New offered. Findings show the experienced challenges of teachers in the category of textural conditions in three central themes: education, emotions, and relationships and interactions. In the category of structural conditions, the challenges experienced by teachers refer to three main themes: the requirements of exceptional / special education, the implementation of the curriculum, and the support needed by teachers and families during the coronation period. Based on the findings, it is suggested to pay attention to the support needed by teachers and students' families with special needs in reducing the virtual teaching challenges of exceptional teachers and compensatory programs for students. The special educators in this study, at the beginning of the Covid 19 epidemic, described the underlying conditions in the initial exposure to the corona in such a way that in the first months, their relationship with students and colleagues and other staff was more or less sudden. As a result of unpreparedness for such situations, teachers reported different and often negative feelings and emotions under these background conditions, which were a kind of confusion and ambiguity due to the inability to predict the situation and the duration of the current situation and the inconsistency of this. The conditions were similar to the previous conditions of teaching and learning environment. Most of these teachers were not prepared for this situation and their families and students were in the same situation. Teachers in this new ecosystem, after a bit of delay and confusion, developed tools to communicate with students and their families, although there was no ready-made and interactive platform and even minimal telephone and WhatsApp communication between teachers and family and knowledge. Students often did not replace face-to-face training, and on the other hand, ready-made content for these students was less available in groups and networks. In the secondary encounter, other feelings and emotions such as hardship and the feeling of tiredness and pressure, imposition and coercion, and even fruitlessness and fruitlessness were experienced by the participating teachers. Teachers faced multiple directives and unstable working conditions, and on the one hand, due to the unpreparedness and training for virtual teaching on the other hand, and on the other hand, the individual conditions and differences of their students, they felt left alone and without support. They have to endure this hardship and pressure alone. Although the time for direct e-learning was reduced, teachers needed much more time than before to prepare content to meet the different needs of their students, sending content and uploading it, which prevented them from communicating well with their own family members while at home. They were present but they were practically doing their job. On the other hand, in order to better cover the educational needs as much as possible, and the protocols and circulars and the school principal allowed, the face-to-face education of the students was also on the teacher's agenda. After a while, the teachers felt tired and difficult. The principals 'insistence on loading the production of teacher-made content also added to the feeling of compulsion and imposition of conditions, and the feeling of fruitlessness and ineffectiveness of this type of education for such students and uncertainty about students' learning and learning rate also reinforced undesirable feelings. Only one participating teacher reported feeling happy and satisfied with the students' progress. Teachers acquired relative distance learning skills along the way, but all teachers in the study in all groups with impaired vision, hearing, learning disabilities and autism believe that despite this, self-empowerment with technology and software The tools are much more effective in face-to-face education for these students, and they feel self-sufficient when they experience the classes in person and in direct, immediate, continuous, and close contact with their students. In structural themes, the participating teachers paid attention to the requirements of exceptional / special education in order to create a more effective teaching experience in this course, and to the cooperation or non-cooperation of parents and family in the student education path as the main factor in advancing the learning process in pre-school. Corona and Corona spoke about their experiences of parental cooperation and non-cooperation due to cultural, educational and economic poverty. On the other hand, the participating teachers in their experiences stressed the need to pay attention to individual differences and to have flexibility in time and content in the programs, even in the corona period and the new ecosystem. They talked about their creativity in implementing the curriculum under Corona conditions due to the short time and compactness of the content, and the dynamic identity of the curriculum by teachers with new goals and selective attention to the content and its integration. Teachers in this new environment needed professional, administrative, technical and technological, economic and social support, and also explained the support needed by families in these dimensions. The result of this study shows the attention to the support needed by teachers and families of these students in designing programs and policies according to the requirements of special education in the event of such crises. Although teachers in the new ecosystem have been creative in implementing the curriculum, the content received by students in this course requires careful assessment in the post-coronary course and compensatory training. Life skills and self-help and social skills that are required for special education training are marginalized in this course and training is often superficial and evaluation of results requires retesting. Cooperation between the rehabilitation and administrative teams in education needs to be improved and expanded.

Despite the great emphasis that the educational system has on the use of curriculum, studies indicate its lack of acceptance and low application in the educational system; This lack of acceptance is more evident when most of the activities carried out in the field of study in our country's educational system are based on homework and are not at all commensurate with the standards of study and do not have the necessary quality. Therefore, considering the importance of study and its quality, it is necessary to study the factors affecting the improvement of study quality; Therefore, the present study seeks to answer the question of whether school culture has an intermediary role on the components of effective school with the quality of research among elementary school teachers?In terms of purpose, the present study is part of applied research, in terms of the nature of research is part of descriptive-survey research and in terms of data collection method is part of field research. The statistical population of the present study consists of teachers of Marand city who have done research in the last three years. To determine the sample size of the study, Krejcie Morgan table was used. According to this table, for 95 people in the statistical population, 74 people were selected as the sample size. After determining the sample size, a simple random sampling method was performed. Three questionnaires were used to collect data: 1- Effective school questionnaire Imani, Bagheri, Gorchiyan & Jafari (2019): which includes 16 dimensions and 64 items and is in the five-point Likert scale (1 = very low, to 5 = very high). Be. The reliability of the questionnaire in research (2019) Imani et al through Cronbach's alpha of 86 /; And its validity in terms of form and content has been confirmed by several experts. 2- School Culture Questionnaire (2007) Salfi & Saeed: which includes 5 dimensions and 29 items in the five-point Likert scale (5 = strongly disagree to 1 = strongly agree). The validity and reliability of this questionnaire was guaranteed by experts and experimental tests in this field in 2006 and the reliability coefficient was set at 0.96 based on Cronbach's alpha. Thus, using Cronbach's alpha, the reliability coefficient of the teacher professional competency subscale is 0.83; Teachers' interaction with staff and management, 0.93; Teachers' interaction with each other, 0.79; Parents' participation in school activities was 0.87 and school physical facilities was 0.92. In the study (2020) Tahmasbzadeh Sheikhlar, Taghipour, Qureshi & Imannejad, to determine the validity of the questionnaire, the opinions of supervisors and consultants were used and to determine the reliability, Cronbach's alpha was used and its value was calculated to be 0.78. Which has 24 items and is in the five-point Likert range (5 = strongly disagree to 1 = strongly agree). The validity of this instrument was confirmed by the professors specializing in the field of education of the university and Cronbach's alpha coefficient was used to determine the reliability of the research, which was 0.73. Descriptive statistical methods as well as Pearson correlation coefficient and structural equation modeling were used to analyze the data.The results showed that there was no significant relationship between effective management and the quality of the course, while there was a significant relationship between school culture and the quality of the course. The results also showed that school culture has a mediating role on the components of effective school with the quality of teaching among elementary school teachers and the indirect effect of effective school on the quality of study through school culture is more than its direct effect. Consistent with the results of this study, (2016) Abdullahi & Ashrafi also cultural aspect (teamwork, school culture, belief and commitment to the impact of study, family cooperation, research spirit of teachers and principals, cooperation of teachers instead of competition in effective study) But research (2017) Soleimani & Ahmadi have mentioned the organizational culture of the school as a barrier to conducting research in schools.Explaining this finding can be said that because each school has its own culture that is formed under the influence of the thoughts and actions of former principals, teachers and students and affects new members. This legal culture is unwritten, but it really reflects the personality and identity of the school, and it is this feature that distinguishes one school from another. School culture influences how students are taught and how they learn and how parents support the school's educational programs. The school culture consists of the beliefs, attitudes, attitudes and attitudes of educational leaders, ie principals and teachers about why, what and how to educate and the reasons for the student's existence in the school as a learner and is a set of assumptions of school members on how to deal with problems. , Feeling, perceiving and analyzing issues, and making decisions to achieve specific goals. In other words, school culture inspires the ways of feeling, perceiving, thinking, dealing, behaving and acting of all the people who are members of that culture. School culture is a system of norms, meanings and values that are shared between members of a school, including students, teachers and other staff. The basic characteristic of culture is its very high stability; It is very resistant to the effects of the environment and rarely changes. This feature causes the culture to have a strong, wide-ranging, and to some extent equal effect on different groups of students entering a school. lessandro & Sadh divide school culture into four dimensions. The first dimension, normative expectations, refers to the alignment of school rules and regulations with students' expectations. The second dimension, student-teacher relationships, refers to the quality and manner in which students interact with teachers. The third dimension, student relations, refers to how students relate to each other, and the fourth dimension, educational opportunities, refers to how educational opportunities and facilities are offered at school.Considering the need to increase the quality of curriculum and also the role that school culture plays in increasing the quality of curriculum, it is suggested that school principals provide conditions to optimize the culture of collaborative work among teachers to provide a suitable platform for quality curriculum. School principals can also provide a supportive atmosphere for teachers, accept the independence and individual identity of each colleague, provide incentives and align with teachers' research activities, to help them provide better study.

The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources.

Attention-deficit/hyperactivity disorder (ADHD) is a persistent condition associated with impairment in educational functioning, professional position, and social relationships (Fabio and Caprì, 2015). The disorder is determined by three basic symptoms: inattention, hyperactivity, impulsivity (APA, 2013). The disorder is closely linked to a series of neuropsychological deficits such as executive functions, working memory, and cognitive processes.  Problem-solving is one of the areas in which ADHD students experience problems as a result of deficits in attention and working memory. Although normal developing children may easily learn problem-solving skills; Children with ADHD need help to learn these skills, and instruction must be provided in a controlled manner for this purpose. However, flexible learning environments in terms of content and presentation time can be helpfull to reduce the problems of these children. For example, the Attention of ADHD students can be improved when doing teacher-led homework, instead of independent tasks. However, due to the short range of attention, assignments should be presented in small pieces with just-in-time feedback on how to do it (Brock, Grove & Searls, 2010). Although the presence of a teacher and the provision of guidance can be a positive aspect of face-to-face education, the need to spend special guidance, and personalized instruction according to the needs of these children, requires another solution. The purpose of the present study was to investigate the role of the intelligent pedagogical agent on complex problem-solving ability and duration of task engagement in students with attention deficit disorder in the e-learning environments.

Entrepreneurship education is one of the issues that has been paid more attention in recent years at different universities, and educators and planners have always been in the process of discovering and selecting more appropriate approaches in this field to develop entrepreneurial culture. They work through higher education. Entrepreneurship is important from this point of view, which can be effective in terms of society's progress and economic growth, and its expansion will result in increased production and consequently higher levels of per capita income in the community. The present study aimed at combining quantitative results of researches carried out in the field of entrepreneurship development with the use of meta-analysis and comprehensive CAM2 meta-analysis software. The research has examined 10 studies in this field in Iran. The result of the meta-analysis of factors affecting the development of entrepreneurs showed that: training with an effect size of 0.67, Infrastructure with the size of effect of 0.623 and the relationship with industry and university with the effect size of 0.563 have had the most effect on entrepreneurship development in universities.Entrepreneurship education is one of the issues that has been paid more attention in recent years at different universities, and educators and planners have always been in the process of discovering and selecting more appropriate approaches in this field to develop entrepreneurial culture. They work through higher education. Entrepreneurship is important from this point of view, which can be effective in terms of society's progress and economic growth, and its expansion will result in increased production and consequently higher levels of per capita income in the community. The present study aimed at combining quantitative results of researches carried out in the field of entrepreneurship development with the use of meta-analysis and comprehensive CAM2 meta-analysis software. The research has examined 10 studies in this field in Iran. The result of the meta-analysis of factors affecting the development of entrepreneurs showed that: training with an effect size of 0.67, Infrastructure with the size of effect of 0.623 and the relationship with industry and university with the effect size of 0.563 have had the most effect on entrepreneurship development in universities.Entrepreneurship education is one of the issues that has been paid more attention in recent years at different universities, and educators and planners have always been in the process of discovering and selecting more appropriate approaches in this field to develop entrepreneurial culture. They work through higher education. Entrepreneurship is important from this point of view, which can be effective in terms of society's progress and economic growth, and its expansion will result in increased production and consequently higher levels of per capita income in the community. The present study aimed at combining quantitative results of researches carried out in the field of entrepreneurship development with the use of meta-analysis and comprehensive CAM2 meta-analysis software. The research has examined 10 studies in this field in Iran. The result of the meta-analysis of factors affecting the development of entrepreneurs showed that: training with an effect size of 0.67, Infrastructure with the size of effect of 0.623 and the relationship with industry and university with the effect size of 0.563 have had the most effect on entrepreneurship development in universities.Entrepreneurship education is one of the issues that has been paid more attention in recent years at different universities, and educators and planners have always been in the process of discovering and selecting more appropriate approaches in this field to develop entrepreneurial culture. They work through higher education. Entrepreneurship is important from this point of view, which can be effective in terms of society's progress and economic growth, and its expansion will result in increased production and consequently higher levels of per capita income in the community. The present study aimed at combining quantitative results of researches carried out in the field of entrepreneurship development with the use of meta-analysis and comprehensive CAM2 meta-analysis software. The research has examined 10 studies in this field in Iran. The result of the meta-analysis of factors affecting the development of entrepreneurs showed that: training with an effect size of 0.67, Infrastructure with the size of effect of 0.623 and the relationship with industry and university with the effect size of 0.563 have had the most effect on entrepreneurship development in universities.Entrepreneurship education is one of the issues that has been paid more attention in recent years at different universities, and educators and planners have always been in the process of discovering and selecting more appropriate approaches in this field to develop entrepreneurial culture. They work through higher education. Entrepreneurship is important from this point of view, which can be effective in terms of society's progress and economic growth, and its expansion will result in increased production and consequently higher levels of per capita income in the community. The present study aimed at combining quantitative results of researches carried out in the field of entrepreneurship development with the use of meta-analysis and comprehensive CAM2 meta-analysis software. The research has examined 10 studies in this field in Iran. The result of the meta-analysis of factors affecting the development of entrepreneurs showed that: training with an effect size of 0.67, Infrastructure with the size of effect of 0.623 and the relationship with industry and university with the effect size of 0.563 have had the most effect on entrepreneurship development in universities.Entrepreneurship education is one of the issues that has been paid more attention in recent years at different universities, and educators and planners have always been in the process of discovering and selecting more appropriate approaches in this field to develop entrepreneurial culture. They work through higher education. Entrepreneurship is important from this point of view, which can be effective in terms of society's progress and economic growth, and its expansion will result in increased production and consequently higher levels of per capita income in the community. The present study aimed at combining quantitative results of researches carried out in the field of entrepreneurship development with the use of meta-analysis and comprehensive CAM2 meta-analysis software. The research has examined 10 studies in this field in Iran. The result of the meta-analysis of factors affecting the development of entrepreneurs showed that: training with an effect size of 0.67, Infrastructure with the size of effect of 0.623 and the relationship with industry and university with the effect size of 0.563 have had the most effect on entrepreneurship development in universities.

The present study is designed to compare the impact of two creative teaching models, namely Flip Classroom and Lesson Study on increasing the creativity of students of Farhangian University. This Research, by selecting one of the genres of literature, namely Prose poetry that is in the title of the creative writing course of educational sciences of this university, compares the effect of these two creative methods on the creativity of learners in this genre. The statistical population of this study is Farhangian University's students and teachers and the statistical sample includes two groups of 35 people who were identified as students of educational sciences of this university.The present study first provides a model that measures different dimensions of creativity in different components of the literary genre and measures each of the two groups by causal and comparative methods before and after the presentation of the independent variable; then the final results of both groups is compared. The result of this study shows that the methods of lesson study had a greater impact on the creativity of students in comparison with flip classroom, and the average scores obtained in the lesson study group were significantly higher than the group of flip classroom. The comparison of the level of creativity in this research has been done according to all the components of the prose poetry and all four elements of creativity from Torrance's point of view (fluidity, originality, flexibility and expansion). And the results shows that the lesson study group, in the language component and the flip classroom in the literary array, achieved the highest score and the effect of both methods on literary acquaintance, literary deconstruction and poetic thought has been very low. Also, in both methods, the fluidity element was achieved with the highest average score and the element of originality and initiative was achieved with the lowest average score.Keywords: Lesson Study, flip classroom, Literary Creativity, Prose Poetry, Creative WritingAmabile, Tresa, M. (1989). Personality Process and Indivisual Difference. Journal of Personality and Social Psychology, 2)45)Chilingaryana Kamo & Zvereva Ekaterina. (2017). Methodology of Flipped Classroom as a Learning Technology in Foreign Language Teaching, 7th International Conference on Intercultural Education “Education, Health and ICT for a Transcultural World”, EDUHEM 2016, 15-17 June 2016, Almeria, Spain.Gardner, H. (1993). Creating Minds: An Anatomy of Creativity Seen Through the Lives of Frued, Einstain, Picasso, Stravinsky, Eliot, Graham and Ghandi. New York: Harper Collins.Guilford, J. (1962). Creativity It's measurement and Development, In Parnes S. J., Harding, H. F; A Source Book In Creative Thinking, Scribner Sons, New York.Hantla, B.F. (2014). The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: a qausi-experimental, mixed-methods study, Doctoral Dissertation, Faculty of Southeastern Baptist Theological Seminary Wake Forest, North Carolina.Hiebert, J. & Morris, A. K. (2012). Teaching, rather than teachers, as a path toward improving classroom instruction. Journal of Teacher Education, 2(63), 92-102.O'Flaherty, J., & Phillips, C. (2015) The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.See, S., & Conry, J. (2014). Flip My Class! A faculty development demonstration of a flipped-class. Currents in Pharmacy Teaching and Learning, 6(4), 585-588.Smith, R. R. (2008). Lesson Study: Professional development for empowering teachers and improving classroom practice. Dissertation Submitted to the Department of Educational Leathership and Policy Studies in partial fulfillment of the Florida State University.Torrance, E.P.(1988). The Nature of Creativity as Manifest in its Testing. In R.J, Sternberg (Ed) The nature of Creativity (pp. 43-47) UK: Cambridge University Press.Torrance, E. P. & Goff, K. (1989). A quiet revolution. Journal of Creative Behavior. 23(2), 136-145. Abstract:The present study is designed to compare the impact of two creative teaching models, namely Flip Classroom and Lesson Study on increasing the creativity of students of Farhangian University. This Research, by selecting one of the genres of literature, namely Prose poetry that is in the title of the creative writing course of educational sciences of this university, compares the effect of these two creative methods on the creativity of learners in this genre. The statistical population of this study is Farhangian University's students and teachers and the statistical sample includes two groups of 35 people who were identified as students of educational sciences of this university.The present study first provides a model that measures different dimensions of creativity in different components of the literary genre and measures each of the two groups by causal and comparative methods before and after the presentation of the independent variable; then the final results of both groups is compared. The result of this study shows that the methods of lesson study had a greater impact on the creativity of students in comparison with flip classroom, and the average scores obtained in the lesson study group were significantly higher than the group of flip classroom. The comparison of the level of creativity in this research has been done according to all the components of the prose poetry and all four elements of creativity from Torrance's point of view (fluidity, originality, flexibility and expansion). And the results shows that the lesson study group, in the language component and the flip classroom in the literary array, achieved the highest score and the effect of both methods on literary acquaintance, literary deconstruction and poetic thought has been very low. Also, in both methods, the fluidity element was achieved with the highest average score and the element of originality and initiative was achieved with the lowest average score.

The concept of metacognition was introduced by Flowell in the 1970s. He defined metacognition as "having knowledge (cognition) and the ability to understand, control and use this knowledge or cognition properly". Metacognition can generally be defined as an individual's awareness of his cognitive skills and his ability to monitor and control his cognition. Researchers distinguish between two main components of metacognition, namely metacognitive knowledge and metacognitive regulation. Metacognitive knowledge is the information that a person has about their cognition and learning strategies. Today's accepted theories of metacognitive knowledge encompasses three categories of knowledge: expressive knowledge (knowledge of things), procedural knowledge (knowledge of how to do it), and conditional knowledge or situational knowledge (knowledge of why and when to do it). But metacognitive regulation refers to the steps that an individual takes to regulate and refine the process of cognitive activity development, taking into account the curriculum and current or intended outcomes of learning. Although a relatively large number of metacognitive regulation skills have been described in the research literature so far, three concepts have been frequently mentioned: design or planning, monitoring, and evaluation.Being equipped with metacognitive strategies is one of the topics that is widely discussed in the field of academic and professional performance psychology today, and the teaching job is no exception to this rule. The teacher's metacognitive knowledge of the teaching, refers to strategies and techniques in teaching that are used in educational situations and in order to achieve teaching goals. Teachers' knowledge of what they know about their teaching is the starting point for a change in the development of the teaching profession, and research acknowledges that the teacher teaching metacognition can have a profound effect on the teacher teaching and student learning process.Given that the subject of teachers' metacognitive awareness is a new field for research and has been less studied, conducting scientific research in this field is important, and to do this, the existence of appropriate tools is a prerequisite and initial step. But, a review of the global research shows that so far little effort has been made to develop a special tool for measuring teachers' metacognitive knowledge of teaching. based on this, Jiang, Ma & Gao (2012) developed a tool called the Teachers' Metacognition Questionnaire. For this, They first reviewed the research literature related to the definitions and structure of metacognition and developed a three-component model of teachers' metacognition. The first component, the teacher's metacognitive knowledge, included personal knowledge, homework knowledge, and strategies knowledge. The second component was the teacher's metacognitive experiences and refers to those emotional experiences that are related to the teacher's cognitive activity in teaching. The third component was the teacher's metacognitive skills, which includes four sub-components: planning, monitoring, evaluating, and modifying teaching activities. After considering these theoretical foundations, they built the initial version of the tool and implemented it in two separate studies. Finally, after modifying the tool, the validity and reliability of the 28-item version were confirmed by identifying a general factor (teacher teaching metacognition) and 6 subscales including: 1- Teacher metacognitive experience, 2- Metacognitive knowledge about themselves, 3- Metacognitive knowledge about pedagogy, 3- Teacher metacognitive planning, 5- Teacher metacognitive monitoring, 6- Teacher metacognitive reflection. The same research gap exists in Iran, and so far no tool has been translated, made, or validated to measure the metacognitive awareness of teachers in the country. Therefore, the main purpose of this study was to introduce the Teacher Metacognitive inventory (TMI) and translate and validate this tool in order to assess its usability among Iranian teachers and provide a basis for measuring a range of metacognitive knowledge of teachers in the country.

The method of the present study was a survey research. The statistical population of the study included all primary and high school teachers in Sanandaj. For sampling, 284 (121 primary school teachers and 163 high school teachers) were selected by cluster random sampling as the research sample. Due to the fact that tool makers have validated its factors using exploratory factor analysis, In this study, confirmatory factor analysis and criterion validity were used to evaluate the validity of the inventory. Cronbach's alpha method and test retest method were used to evaluate the reliability of the inventory.

Finally, the data were analyzed using AMOS 18 and SPSS 22 statistical software.The results of the validity test using confirmatory factor analysis showed that the data are consistent with the model and factor structure determined by its makers and the model shows a good fit with the data. In addition, the study of criterion validity with Metacognitive Awareness Inventory(MAI) showed that there is a significant correlation between the subscales of these two instruments, which indicates the appropriate criterion validity of the instrument. In the reliability test, Cronbach's alpha coefficients obtained for its various subscales ranged from 0.75 to 0.82, which indicates the high internal consistency of the inventory subscales. The reliability coefficient of the retest obtained for different subscales as well as the whole inventory also showed that this instrument has a high retest ability to run on the sample of Iranian teachers.

Findings of this study are very important in research and educational activities related to metacognitive learning and teaching. Firstly, the present results are useful for helping teachers to create a more effective interaction between learning and teaching. Secondly, this questionnaire plays an important role in helping teachers identify their strengths and weaknesses in teaching activities. Thirdly, the availability of such a multidimensional metacognitive scale may have important practical implications for more specific teacher training. In general, validation of this inventory in Iran, in addition to providing the opportunity to measure and describe the level of teachers' teaching metacognition in various dimensions of metacognitive experiences, metacognitive knowledge about themselves and their pedagogy, planning, monitoring and metacognitive reflection during educational activities and teaching , can provide the basis for further research to determine the important variables related to teaching metacognition and finally design effective interventions and applications to improve the metacognitive abilities of Iranian teachers.

The purpose of this study is to study the principles and methods of teaching monotheism in the teachings of the Holy Quran and the ( Ahl al-Bayt (as). Teaching monotheistic concepts is of great value due to the importance of the subject and its profound impact on human life .We have studied this issue in the Holy Quran and the teachings of the Infallibles (peace be upon them) and we have achieved principles and methods in this regard. This research has been done with a qualitative approach and by using the method of library data collection in data collection and analytical-inferential method in data analysis. Among the principles that have been considered in the doctrine of monotheism, the principle of central monotheism, human dignity, audience, dealing with the interior, maintaining the appearance, motivation are among the principles that can be seen in the teachings of Islam. These principles can be offered by the method of questioning, rewarding, paying attention to non-cognitive factors, needs assessment, symmetry, and arranging and categorizing educational contentMonotheism is the basis of the invitation of all divine prophets and the end of every human path. Knowledge and faith in the one God transforms the whole human being and gives meaning to human life. This statement of Amir al-Mu'minin (as) who says: "The first religion is knowledge" (Nahj al-Balaghah / Sermon 1), that the beginning of the religion is knowledge and knowledge of God, shows the importance of this matter.Therefore, considering the position of theism and the effect it has on human destiny and happiness, addressing this issue is important for the whole life of a human being. PBUH is in line with the realization of monotheism in human society. Based on this, we have referred to the texts and teachings of Islam and we have extracted these principles and methods.According to Marshall and Rasman, there are four types of data collection methods participatory observation, direct observation, in-depth interview, and document review (Marshall and Rasman, 2016: 139). The method of data collection in this study is one of the four main methods mentioned in the study of documentsExperts consider this method to be the most comprehensive method because it is a kind of analytical strategy and more objective than other qualitative methods. Therefore, the documents in this study are examined. In order to have a deep understanding of the issue, this study has carefully studied the documents and documents including the Qur'an and authentic hadiths and books and scientific articles related to the subject and has examined the principles and methods of teaching monotheism.. Due to the genesis of the present research design and the fact that in the extraction and analysis of research data, the method of continuous data comparison is used, the approach used in data analysis in this research, citing the views of Strauss and Corbin It is a descriptive-interpretive approach. The present study is a qualitative research based on Creswell's view. Explaining the qualitative research design, Creswell (1995) believes that how data collection, analysis, and reporting methods are effective in determining the research design. Therefore, the present study falls into the paradigm of qualitative research.Due to the nature of the subject of the present study, the research design is non-natural. The method of building trust in this research is the audit path method during which the researcher has recorded the steps he has taken in the research and provided them to the readers.The Holy Quran and the Infallibles (peace be upon them), according to their accurate and conscious anthropology, are the best source for knowing man and how to teach him in the field of beliefs. In the field of teaching monotheism and theism, numerous and effective principles and methods have been left for human beings that the discovery and extraction of these principles and methods will enable us to provide the right context in this field.In all the words and deeds of monotheism, the central pillar is the pillar of religious deeds and duties, and this principle is present in all human deeds. Paying attention to human dignity is one of the principles of religious education and especially monotheism in the lives of the infallibles and the Holy Quran. Motivating the audience to better understand monotheistic issues is another principle of religious teachings in this field. Audience is one of the principles governing the teachings of the Holy Quran and the Ahl al-Bayt (as). Needs assessment and recognizing the sensitivity of the audience are among the most important factors in giving an answer in this field.. In this regard, they have presented various methods, including proving God, paying attention to some non-epistemic factors, rewarding, questioning the audience, informing the audience of the amount of abilities and blessings that God has given him, and These methods include human dignity in existence, punctuation, and organizing and categorizing educational content.One of the tenets of Islam is theism, which is superior to the knowledge of God and theology. In the stage of cognition, one acquires only one religious teaching, but in the stage of belief, one reaches the high level of cognition, which is certainty. Theism is of fundamental importance as the principle of belief on which other principles are formed. For this reason, in the Holy Quran and the hadiths of the( Ahl al-Bayt (as), more attention has been paid to this basic principle.In the Holy Quran, the word of God is mentioned about 2700 times with additions. This is while the word Lord has been mentioned 973 times and other divine names and attributes in the Qur'an many times. This shows the importance of this fundamental principle in Islam. In the narrations of the Infallibles (peace be upon them) there is also an important chapter of the narrations in the field of monotheism, theism and theology and the denial of polytheism, atheism and heretics. Only the book of ( Al-Tawhid by Sheikh Saduq consisting of 583 hadiths (Khorami, 2004) has been written in various monotheistic chapters and nearly five hundred pages in this field.

Designing a model of professional competencies for instructional supervisors in the primary educationAbstract In today's world, the emergence of transformational technologies has caused education to have a special place. As a result, the teaching-learning process and the education process, in general, are the main factors in developing countries and lead to their success in national and international competitions. On the other hand, developed countries believe that one of the most critical factors for their success is paying particular attention to the development and empowerment of human capital, especially instructional supervisors at schools. Thus, they have made it a priority in their strategic and development plans. However, the review of previous research shows that to design human resource empowerment mechanisms, and it is necessary first to identify their competencies and use this model not only in needs assessment, training design, development and empowerment but also in All human resource management processes should be used optimally. In this regard, it can be acknowledged that decent human resources will lead to the creation of a decent school, and a decent school will lead to the creation of proper education and training, and proper education will lead to the creation of a decent society. Studies show that identifying the competencies of human capital and designing a development and empowerment system based on it has an essential role in improving the quality and increasing the effectiveness of educational systems, especially schools. Furthermore, when the system undergoes fundamental changes and transformations, other programs such as; Educational supervision and guidance more than any other factor can effectively improve the quality of the teaching-learning process and adaptability. So, this study aimed to identify and validate the model of instructional supervisor competencies. The research approach was applied in terms of objective and the data collected using the mixed-method approach. The research method in the qualitative part is descriptive phenomenology. In the second part, the qualitative section uses a quantitative approach and descriptive-analytical research method, using non-probability sampling method and snowball, 19 instructional supervisors and teachers with more than five years of experience were selected as critical participants. In the quantitative section, 248 people were selected as the research sample using the cluster sampling method. The data collection tool in the qualitative section was a semi-structured interview and in the quantitative section was a researcher-made questionnaire based on the results of the qualitative section. To analyze the findings obtained from the qualitative part, the 7-step analysis method was used and, for the analysis of quantitative data using AMOS software, the confirmatory factor analysis method was used.Furthermore, to verify the qualitative findings, the methods of long-term engagement, member review, and external audit were used to ensure the agreement method's reliability between the two coders. In the quantitative part, to evaluate the validity of face and structural validity and the reliability of the questionnaire, Cronbach's alpha coefficient was examined. The research results in the qualitative section led to the identification of 35 primary and seven organizing themes. Finally (based on the competency model) in 5 general categories of broad themes, including; knowledge (specialized and organizational knowledge), skills (skills related to the teaching-learning process and psychological support), characteristics (psychological characteristics), ability (perceptual-cognitive ability), and attitudes (attitudes related to optimism and self-development). The results of the quantitative analysis also showed that the model has a suitable and desirable fit.In summary, as noted earlier in the Research Background section, although at the national level the identification of competencies of some critical stakeholders in the education system such as teachers, senior and middle school principals, and school principals has been neglected, critical competencies of instructional supervisors are rarely investigated. Most of the existing documents in this field (mainly published by the Ministry of Education and Farhangian University) do not provide a comprehensive model, model, and framework for the competencies of supervisors and focus more on their duties, functions, plans, general and specific conditions of employment. Using the results of quantitative and qualitative analysis of the present study and the need to pay attention to the new method of monitoring and leadership, it is possible to design and implement research to identify the factors affecting the success and effectiveness of instructional supervisors. According to the results of the present study and field observations by the research team, the following practical suggestions can be provided. Since the design and validation of the professional competency model, instructional supervisors are the main findings of the present study. Therefore, the designed model can be used in processes such as; Recruit, employing, developing, empower and motivating instructional supervisors. On the other hand, The findings of the study can be used as a suitable scientific basis for selecting qualified educational supervisors and giving them a certificate of competency.In order to design good training programs (in-service) for supervisors, it is necessary to identify their learning needs. In this regard, the findings show that one of the original and reliable sources for needs assessment is the professional competency model, so in this regard, the designed model can be a practical guide.Considering that the research skills are the most important skill of educational supervisors, designing and conducting them using scientific methodology such as; Action and study research are necessary.The present study results show that creative thinking is considered one of the most critical professional competencies of supervisors. Therefore, it is suggested that senior education management can convert this ability into an organizational and individual value by encouraging behaviors such as presenting suggestions and criticisms without fear, exchanging ideas, and creating two-way communication channels in the organization.Education policymakers must transform the existing organizational structure from a barrier to an enabling one by designing appropriate mechanisms. This change gives necessary authority to supervisors for performing their professional duties.Education policymakers must transform the existing organizational structure from a barrier to an enabling one by designing appropriate mechanisms. This change gives necessary authority to supervisors for performing their professional duties.

L2 Teachers' Pedagogical Knowledge Base (PKB) has a prominent place in teacher cognition research. A gap that has not yet been clarified in this strand of research concerns variations in relation to individual difference variables despite indications that PKB is likely to differ as a function of individual differences. To contribute to the body of knowledge, the study investigated how teachers' PKB—conceptualized as the frequency and dominance of pedagogical thought units/categories—vary as a function of teachers’ passion. After administering the passion scale to a larger pool of teachers (N = 72), eight English as a Foreign Language (EFL) teachers were purposefully selected as the target participants. Based on their performance on the passion scale, four teachers had high levels of harmonious passion, whereas the other four demonstrated high levels of obsessive passion. According to Greenberger (2016), passion orientation refers to the predominant form of passion that is present for teaching by modality at the time of instruction. The gender composition of the two groups was identical: each group consisted of two male and two female teachers. Furthermore, the two groups were kept as homogeneous as possible in terms of the academic degrees (three M.A. and one B.A. degree). Both groups had almost the same teaching experience (H-HP group: M = 8.50, SD = 2.64, and H-OP group: M = 8.00, SD = 2.16).Initially, each teacher's 90-minute classroom teaching was videotaped, resulting in 720 minutes of recorded data from the study. At the end of class, a meeting was scheduled between the teacher and one of the researchers performing the interview. While conducting the stimulated recall interview, the researcher initially showed the video in the teacher's presence and paused it after each instructional move to allow the teacher to express the thought(s) that led to that particular move. To code and segment the verbalizations into PTUs, the researcher had first to transcribe them. These PTUs were then classified into a general category of thought categories known as PTCs. Furthermore, following Akbari and Dadvand (2011), the aim of the verbal protocols and the related method was discussed with teachers to reduce the likelihood of teachers' unwarranted interpretations into their pedagogic behaviors.The results revealed that, HP teachers produced more PTUs (an average of 3.14 per minute) than OP teachers (with an average of 2.75 thoughts per minute), as evidenced by the results. Self-reflection, Affective, Decisions, and Planning Acts were the essential thought categories that differed significantly across HP and OP teachers. The dominant thought categories for harmonious passion teachers were Language Management, Progress Review, Procedure Check, Affective, Problem Check, Self-Reflection, Beliefs, Knowledge of Students, Comprehensibility, and Decisions. However, the most frequent pedagogical thought categories for OP teachers were Language Management, Procedure Check, Progress Review, Problem Check, Comprehensibility, Beliefs, Knowledge of Students, Self-Reflection, Affective, and Planning Acts.In education, passion for teaching is an important notion to examine (Carbonneau et al., 2008). Hargreaves (1997), highlighting the connection between learning and education, contends that all pedagogical approaches would fail without classroom passion. Teachers who are passionate about their work are cognizant of the impact that passion has on student performance. The impact of passion for learning and teaching is undeniable, which is why passionate teachers are always on the lookout for methods to improve student accomplishment. Teachers who are passionate about their work are driven to participate more in teaching, and if their passion is harmonious, they experience job satisfaction, good affect, self-efficacy, strong desire, and a high level of propensity to utilize of a range of teaching techniques (Moe, 2016). Passionate teachers exert a significant influence in the classroom. Students gain from the motivating, enthusiastic, and caring instructors (Montalvo et al., 2007). The need for passionate teachers who are devoted to their job stays critical and relevant in today's demanding public education sector. Thus, administrators and teacher educators must prioritize retaining passionate teachers in the classroom (Phelps & Benson, 2012). HP might be considered the elements to help instructors avoid stress. Indeed, passion, specifically HP, is a job-related emotional reaction that influences work commitment instead of avoidant responses, negative thinking, adverse effect, and resignation associated with OP.Based on the research conducted in this area, improvements in HP for teaching predicted increases in job satisfaction and reductions in burnout symptoms over time, but changes in OP had no effect on these outcomes. Additionally, rises in HP and OP indicated an increase in teacher-perceived adaptive as evaluated over time.Therefore, it can be suggested that improving teacher passion contributes to teacher career development since this component will significantly contribute to implementing teachers' beliefs in their classroom practices. Consequently, it is recommended that teacher professional development initiatives focus on fostering teachers' passion. Generally, this research reveals that L2-teacher passion is an individual difference worth considering in language teacher education.Moreover, teacher preparation programs should place a greater emphasis on passion for the profession. Teacher educators should focus on passion by implementing this subject into an institution's structure and aid candidates in forming a commitment to the profession based on actual preparation experiences. According to the study's results, professional education courses focusing on L2 teachers' PKB are needed.Thus, new insights seem to have arisen about the recruitment of teachers by institutions in the field. Passion can be considered critical components of the teacher recruitment models and policies. Language teacher educators and policymakers can employ the insights obtained from this study to make language teachers aware and pave the way for them to enjoy teaching English and be passionate in their lifelong journey of learning.In the light of the findings of this study, there are some directions for future research. First, the focus of the current study was kept on the EFL teachers of language institutes. The reality that the current study results coincide with and simultaneously vary from those of previous studies indicates that further research in this area is necessary. Future studies should video-record a higher number of instructional sessions per teacher. Second, collecting more data over a more extended period will surely yield a more reliable interpretation and classification of instructors' pedagogical thoughts and any possible differences due to contextual/personal factors.Last but not least, the coming future inquiries can potentially replicate the design of the present study and try to reconsider the limitations.