نشریه مطالعات سیاستگذاری تربیت معلم
سال پنجم شماره 2 (پیاپی 12، تابستان 1401)

Farhangian University is one of the main teacher training centers in Iran. The quality of teacher training in this university depends on the quality of its basic elements and infrastructures. Assessing the educ ational and functional status of Farhangian University is an important issue in helping one of the basic teaching methods and education in this university. The main purpose of this study is to analyze the situation of Farhangian University in terms of lived experiences of graduates of Sabzevar Farhangian University. Participants in this study include 20 graduates of Farhangian University in Sabzevar. The method of this research is the qualitative method of grounded theory. Research samples were selected using purposive sampling method. Semi-organized interviews were used to collect data. Findings were analyzed using three stages of Strauss and Corbin coding.The research findings were drawn in 7 main categories and one core category.The results showed that lack of facilities and equipment, mismanagement, inconsistency in curriculum development, internship ineffi ciency,insufficient experience of professors and incorrect of treatment university staff and insufficient readiness for class room management are among the factors that can be mentioned in thestudy of Farhangian University . Therefore, rethinking and planningre viewing manag ement and for the prepara tion and training of capable teacher students is one of the requirements in this university.

This article examines the lived experiences of female students of Farhangian University from being on the social network Instagram.Examining the lived experiences of female students of Farhangian University through the social network Instagram can be of great importance due to their educational role and socialization in the education system.The research method is qualitative and phenomenological.The statistical population of the study is female students of Alborz Farhangian University and the statistical sample was selected based on purposive samples from 15 female students of this university.Samples were selected from students who had been on the Instagram social network for a period of time (at least one month).The number of samples was determined based on the theoretical saturation principle. The data collection method is a semi-structured interview method. Interviews with each sample took about 20 to 30 minutes.The data analysis method is the thematic analysis method.After collecting data, students' narratives of their presence on the Instagram social network were coded and categorized.11 categories were extracted from the coding of narratives. The extracted categories were classified into two main themes: opportunities and threats.In the theme of opportunities, students referred to categories such as entertainment, communication, skills training, Getting information, and economic activities.Under the theme of threats, students referred to categories such as psychological effects, waste of time, generalization of personal information, inappropriate and incorrect information, ostentation, and inappropriate patterning.Given the opportunities and threats that female students face on social media, the need for media literacy education in the curriculum of undergraduate students is inevitable and essential.

The aim of this study was to evaluate the quality of the curriculum of primary education in Farhangian University. The research is quantitative and has been done by descriptive survey method. The study population was first and second year students of primary education in the academic year 1401-1400, which had a population of 300 people, and according to Morgan's table, 170 of them were selected as the sample size. The data collection tool was a researcher-made questionnaire. Content and face validity were used to assess the validity of the questionnaire. The reliability of the questionnaire was determined by Cronbach's alpha coefficient of 0.94. The results of the present study according to the elements of the curriculum are as follows: The objectives and content of the curriculum have to some extent been able to meet the needs and expectations of students. However, in relation to teaching and evaluation strategies, the results showed that these strategies failed to meet the needs and expectations of students.

Professional competence and social popularity of professors and at the same time students' academic motivation can be considered as three basic components in improving educational processes. In this regard, the present study was conducted to investigate the relationship between professors' professional competence and students' academic motivation with the mediating role of teachers' social popularity. The method of this research is descriptive-correlation and its statistical population consisted of all students of Farhangian University of Isfahan in the academic year 2019-2020 in the number of 3080 people who were selected using Krejcie-Morgan table and stratified sampling method proportional to the sample size of 342 people. To collect the data, a researcher-made questionnaire of professors' professional competence, standard questionnaire of motivation, education of Walrand and a revised questionnaire of social popularity professors from Madandar Arani and Paryad were used. The validity of the questionnaire was confirmed by professors in the field of educational sciences and Cronbach's alpha method was used for the reliability of the questionnaire. In order to analyze the data, descriptive and inferential statistics were used by SPSS and AMOS statistical software. The results of data analysis showed that there is a direct relationship between professors 'professional competence and students' academic motivation (P <.01) and the social popularity variable mediates this relationship significantly (P <.01). According to the obtained results, it can be concluded that the professional competence and social popularity of professors have an effective role in strengthening the academic motivation of students. Therefore, it is suggested that the results of the present study be used as a framework to improve faculty performance to enhance students' academic motivation.

Considering the position of scientometric researches in different scientific fields, the present research was conducted with the aim of analyzing articles related to the professional development of teachers. The descriptive-applied research method and the research area included all the articles on the professional development of teachers that were indexed in the Science Direct citation database from 1998 to 2022, after filtering the related articles of 2382 of them with Excel and V software. She. S. Weaver was analyzed. The findings of the research showed that the publication of articles in this field had an upward trend and was the most frequent in 2021. Also, research articles with 2071 works and teaching and teacher training magazine with 710 works were ranked first. Key words: professional development, teacher training, teaching improvement, teacher development, teachers, educational issues were the most frequent and co-occurring. Next, 8 clusters and 1883 links were identified, the first cluster had 38 subject categories and 603 links, and literacy and motivation category with 36 links had the most links with other members of the network. Clusters of online education, student engagement, self-efficacy, teacher expertise, coaching, new skills, social media, computational thinking, distance education, information literacy, robotics, data science, problem-based education, teacher awareness, rural teachers, virtual teaching And the training with the help of a trainer has a variety, and also teacher training, educational strategies, higher education and training were the most influential topics in this field. As a result, conducting research with new topics in the field of professional development of teachers can be effective in advancing the goals of teacher training.

The present study was conducted with the aim of comparing the effectiveness of face-to-face and virtual interventions based on the theory of acceptance and commitment on the loneliness of adolescents in the post-corona era.This research was experimental due to the presence of test groups (face-to-face and virtual) and a control group of pre-test-post-test design. The statistical population of the current study included all male students of the first secondary level of Arak city in the academic year of 2020-2021. The statistical sample consisted of 60 participants of the first secondary level, who were selected as a three-stage cluster random sampling from the target population and were placed in three groups (in-person and virtual test groups and control group). Then the members of the experimental groups were treated for 8 sessions based on acceptance and commitment, and the control group did not receive any intervention. The data required for this research were collected by the University of California loneliness scale questionnaire (Russell, 1996). The research data was analyzed by multivariate analysis of covariance. The obtained results showed that face-to-face interventions based on the theory of acceptance and commitment are effective in the feeling of loneliness of teenagers in the post-coronavirus era, and similarly, virtual interventions based on the theory of acceptance and commitment are effective in the feeling of loneliness of teenagers in the post-coronavirus era, and between the effectiveness of face-to-face interventions and virtual based on the theory of acceptance and commitment, there is a significant difference in the feeling of loneliness of teenagers after Corona.