نشریه توسعه حرفه ای معلم
سال هفتم شماره 1 (پیاپی 23، بهار 1401)

The concept of globalization and intercultural issues has become so important in today's world that the issue of teacher education is no exception. In this regard, teacher training universities around the world have also turned to international internships. Therefore, this article has been done with the aim of reviewing the published articles in the field of international internship in foreign countries in a review manner. Articles published in Google Scholar, Web of Science, Scopus, PabMed, Science Direct, Emerald, Eric databases were searched using the keywords: Overseas Internship, International Internship, Teacher Training Internship, Student Teacher, Professional Development, Teacher Training . All published articles from 2016 to 2022 were reviewed and analyzed, of which 20 were selected and analyzed. Findings showed that 20% of the articles had an impact of international internships on intercultural competencies, 19% on professional development, 17% on personal growth, 17% on teaching competencies, 8% on language skills, 7% on self-reflection. And 10% of countries spent their internships internationally with interns from different countries, 20% spent internships with the host country, and the remaining 70% of students in one country spent their internships in host schools. As a result, due to the effectiveness of international internships, it is recommended to pay attention to Farhangian University as well.

The aim of this study was predicting the emergence of immoral behaviors in schools based on job insecurity and burnout of teachers and staff. The method of the present study is descriptive-correlational. The statistical population included all primary school teachers and staff in Zanjan, from among whom, based on Morgan table, 200 people were selected using random sampling procedure. In order to collect data, The Job Insecurity (2005), Burnout (1985) and Peterson’s (2002) Immoral Behaviors Questionnaires were used. Pearson correlation, multiple linear regression and one-way analysis of variance were used to analyze the data using SPSS software version 26. Findings from the test of the hypotheses showed that there was a significant relationship between job insecurity and burnout with immoral behaviors. Also, based on the correlation coefficient and the coefficient of determination, there was a strong and positive relationship between burnout and immoral behaviors. Based on the findings, it can be concluded that the emergence of insecurity and burnout leads to the prevalence of unethical behavior among teachers and staff.

This article analyzes the lived experiences of Farhangian University students from living in student dormitories. Living in student dormitories, as a hidden curriculum, can have deep cognitive, emotional, and behavioral effects on students. Analysis of lived experiences of students from living in student dormitories provides valuable information to the educational administrators of universities. The statistical population of this research consists of undergraduate students of Farhangian University of Alborz. The samples were selected based on purposive sampling. The samples examined in this research are 16 students. The number of the participants was determined based on the principle of theoretical saturation. All the studied samples lived in student dormitories. The research method is a qualitative with a phenomenological approach. Data collection was done through semi-structured interviews and the method of data analysis is thematic analysis. Students' lived experiences of living in student dormitories were categorized into 10 categories and 3 main themes. The main themes are student lifestyle, individual learning experiences, and social learning experiences. The study of students' lived experiences shows that living in student dormitories is a kind of lifestyle. This lifestyle has problems and limitations. It has important social and personal learning consequences for students. An important part of students' learning at Farhangian University takes place in student dormitories. Therefore, this part of students' learning opportunities and resources must be paid attention to by managers and educational administrators, and policy makers.

Alfred Adler is one of the leading theorists in the field of psychotherapy, whose approach to social interest has attracted the attention of many people interested in this field. The purpose of Adler's treatment is to help re-orient people from selfish goals to social goals. On the other hand, the development of the theoretical foundations of the document of fundamental change is one of the important measures taken by the Ministry of Education in recent years. Therefore, it is important to study its sociological foundations, which have a special role in educating competent citizens and a healthy society. The present study, which comparatively examines the sociological foundations of formal and general education from the perspective of Adler's approach, examines the commonalities and differences between the sociological foundations of formal and public education and Adler's approach through the method of Beredy comparative research. The results indicate that there are several similarities between these two views; among other things, in both views, society is an integral part of human life. Also, while individuals are unique, they have their own responsibilities to society, and the importance and role of the family is one of the commonalities of both. On the other hand, different aspects such as the difference in looking at human beings, the primary and secondary social instinctual tendencies and the type of looking at the family can be seen in these two perspectives The results of the present study and similar studies that have compared the documents of education and training with accepted theories of psychotherapy, which play an important role in human mental health, can strengthen the scientific foundations and application of these documents open new horizons in front of education experts.

The aim of this study was to examine the structural relationships between cohesive self-knowledge, self-control and basic psychological needs with the job attitudes of primary school teachers. The statistical population included all primary school teachers in Khoy city in the academic year 1399-1400 from among whom 302 people were selected as a sample via relative stratified random sampling method using Monte Carlo simulation method. For data collection, questionnaires of cohesive self-knowledge of Ghorbani et al. (2008), Tangni and Baumistro Boone self-control questionnaire (2004), questionnaire of basic psychological needs of Guardia, et al. (2000) and job attitude questionnaire developed by Yazdanpanah (2014) were used. The face validity of the questionnaires was confirmed by some academic experts and the internal reliability was obtained through Cronbach's alpha coefficient which turned out to be 0.84, 0.78, 0.80 and 0.79. respectively. Kolmogorov-Smirnov test was used to test the normality of the data and due to the abnormality of the data distribution, structural equation analysis via Smart PLS software was used to test the hypotheses. The results of data analysis showed that cohesive self-knowledge, self-control and basic psychological needs have a positive and significant relationship with the job attitude of elementary teachers. The results show that by providing conditions for improving teacher skills in individual dimensions, we can facilitate the quality of teaching process.

The aim of this study was to analyze the perceptions and lived experience of principals and teachers of the opportunities and challenges of the KARAMAD Plan (the empowering school) in primary schools and to provide solutions for effective implementation of the plan and overcoming its challenges. This research was conducted in a qualitative manner with a data-driven approach based. The potential participants included managers and teachers of schools in the West Azarbaijan Provinc. Using the purposeful sampling method, semi-structured interviews were conducted with 10 school managers and 20 teachers who had a history of participating in the project. The data were validated using two methods review of participants and review of non-participating experts in the study. The data were analyzed inductively and with theoretical coding method. The findings obtained from the interviews with the principals and teachers were classified into 5 categories: 1) Scientific and educational needs assessment of teachers, 2) Developing the responsibility of teachers in enhancing their professional competencies, 3) Professional growth and development of teachers, 4) Improving the quality of the teacher education system, 5) Strengthening the identity of the school and its pillars in empowerment. Four central categories were extracted from the challenges and problems experienced by the principals and teachers: 1) The prevailing psychological and environmental atmosphere, 2) Providing various resources, 3) Activity planning, 4) Evaluating project actions. Also, in the analysis of the solutions and proposals of managers and teachers, 4 key categories were obtained: 1) Economic infrastructure; 2) Technological infrastructure; 3) Cultural infrastructure; 4) Organizational support.