نشریه توسعه حرفه ای معلم
سال هفتم شماره 2 (پیاپی 24، تابستان 1401)

The purpose of the current research was to study the effect of cooperative teaching method on the feeling of belonging to the school and the quality of students' teamwork. The method of the current research was semi-experimental (unequal control group). The research population consisted of all the male students of the first year of secondary school of Bagheral Uloom School in Karaj, from whom 30 people (15 people in the experimental group and 15 people in the control group) were selected as a sample. The tools of the present research consist of the school belongingness questionnaire by Berry et al. (2004) and the quality of teamwork scale by Tsang et al. (2009) . The Jigsaw method was used to hold participatory learning sessions. Covariance analysis was used to analyze the data via SPSS version 25 software. The results showed a significant difference in the sense of belonging to the school and the quality of teamwork of the students who received training in the form of cooperative learning (experimental group) and the group that did not receive any kind of cooperative learning training in this field (control group) (p<0.05). Based on the results, it can be said that by using the collaborative learning process, schools can provide the necessary ground to increase the quality of teamwork and students' sense of belonging to the school.

The present research was conducted with the aim of prioritizing the factors affecting the effectiveness of internship courses in Farhangian University. The method of this research was quantitative and its statistical population included graduates of Farhangian University campuses in Alborz province, 250 of whom were selected as a statistical sample. The data was collected using a researcher-made questionnaire and they were analyzed using a one-sample t-test. The validity of the questionnaire was confirmed by two methods of content validity as well as construct validity and its reliability was estimated with Cronbach's alpha (0.989). The findings of the research showed that according to the priority of the factors; Educational characteristics (3.44), individual characteristics (3.38), communication (3.2), organizational characteristics (2.54) and target schools (2.45) had an effect on the effectiveness of the internship course, and among all the factors, the memorandum of understanding, individual characteristics of the intern, guidance teacher and the professor had the highest average. As a result, in order to increase the effectiveness of internship courses in Farhangian University, paying attention to these factors based on the presented prioritization can be helpful.

The current research was conducted with the aim of investigating and comparing the effectiveness of virtual and face-to-face in-service training based on the Kirkpatrick model. in terms of purpose, this study an applied research and in terms of the method, it is descriptive. The statistical population included all secondary school teachers of Birjand city (N = 601) from among whom, based the table of Krejcie and Morgan and using the random sampling method, a sample of 225 people was selected and studied. The data collection tool was a researcher-made questionnaire. The construct validity was confirmed by factor analysis and the face and content validity of the questionnaire was confirmed based on experts’ opinion. The reliability of the questionnaire was also estimated by referring to the Cronbach's alpha coefficient which was 0.983 for the virtual education questionnaire and 0.979 for the face-to-face education. SPSS software and descriptive and inferential statistical methods of paired T-tests - Wilcoxon - independent T-test, and one-way ANOVA were used for data analysis. The findings of the research show that there is a significant difference between the methods of training in the levels of reaction, learning, behavior and organizational results. It was found out that there was a significant difference between the face-to-face training and the virtual training in these four levels and be effective in improving job performance, learning, behavior and organizational results.

The present research was conducted with the aim of investigating the effect of knowledge leadership on the professional development of teachers through the mediation of the learning capacity of secondary school teachers in Ilam city. In terms of the purpose, it is an applied study, in terms of the method of data collection, it is descriptive of the correlation type, and in terms of time, it is cross-sectional. The statistical population of the current research includes all the teachers of the second secondary schools of Ilam city (N = 576), from among whom 231 participants were selected via stratified random sampling method by referring to the Morgan table. To measure the variables of the research, the 15-question questionnaire of the professional development of teachers (Ayubi, 2013), the knowledge leadership questionnaire (Vitala et al., 2004), and the Organizational Learning Capacity Questionnaire (2006). In order to analyze the data in the descriptive part, mean and standard deviation and in the inferential part, structural equation modeling was used, using SPSS software version 22 and Lisrel software version 8/8. The results of the research showed that the variable of knowledge leadership has a direct effect on the professional development of teachers. It also affects the professional development of teachers through organizational learning capacity. Considering the impact of knowledge leadership and organizational learning capacity on teachers' professional development, schools and educational organizations can strengthen knowledge leadership among school administrators and teachers. Also, they should pay attention to the organizational learning capacity as one of the important elements of the school in facilitating the relationship between knowledge leadership and teachers' professional development, so that the teachers' professional development is on the right track.

The present study was conducted with the aim of investigating the relationship between the ethical leadership of managers and the job enthusiasm of teachers. This research is correlational descriptive study. The statistical population included 110 male primary school teachers in district 5 of Isfahan city, from among whom 86 teachers were randomly selected as the sample using Morgan's sampling table. In order to collect data Ethical Leadership Questionnaires (Karlshon et al., 2011) with alpha coefficient reliability of 0.91% and Job Passion with Dimensions (immersion, enthusiasm and dedication to work) (Shafli et al., 2002) with Alpha coefficient of 0.85% were used. Content validity of the instruments was approved by experts’ reviews done by some university professors. Data analysis was also done by Pearson correlation method using SPSS software (version 19). According to the obtained results, the test of the main hypothesis showed that there is a relationship between the ethical leadership of managers and the job enthusiasm of teachers (P<0.05). Also, there is a relationship between dedication to work andteachers' job enthusiasm with ethical leadership (P<0.05). It was also found that there is no relationship between the ethical leadership of managers and the dimension of immersion in work (p<0.05). In general, in educational organizations, the ethical leadership of managers can predict the job enthusiasm of teachers. Therefore, the ethical leadership style is known as one of the influential factors in the level of job enthusiasm.

The current article investigates into the significance of using reflective narrative writing as a professional development approach in student teacher internship curriculum. To do so, meta-synthesis method was used. First, all the studies published on this issue in the past 20 years were selected. Then, they were reviewed and categorized. Next, based on the inclusion/exclusion criteria, 20 studies were chosen and their findings were synthesized, reviewed, and rearrayed. The results showed that using narrative reflective writing in teacher professional education is justifiable in four aspects: “narrative reflective writing and levels of reflective”, “narrative reflective writing and personal identity”, “narrative reflective writing and social identity”, “narrative reflective writing and professional identity”. Therefore, narrative reflective writing can improve four dimentions, such as: cognetive, emotional, socio cultural an practical as the important aspects of student-teachers professional development and has an effective role in the teacher education context.