مجله راهبردهای نوین تربیت معلمان
پیاپی 14 (پاییز و زمستان 1401)

The aim of this study was to survey the role of research activities and active learning in the development of professional competencies of student teachers. The statistical population consisted of student teachers of Farhangian University/ Shahid Bahonar Campus of Kerman (Girls) in two associate and bachelor degrees and ten fields of study. Using random sampling method, 248 student teachers were selected as a sample. Three questionnaires were used to collect data: research activities questionnaire (Niemi & Nevgi, 2014), active learning questionnaire (Niemi, 2002) and professional competencies questionnaire (Niemi, 2012). The reliability of the questionnaires was confirmed using Cronbach's alpha coefficient and their construct validity was confirmed by confirmatory factor analysis. Structural equation modeling was used to test the hypotheses. The results of the hypothesis test showed that research activities and its two components (research literacy and research for teaching profession) directly and indirectly (through active learning) lead to the development of student teachers' professional competencies. Also, the results showed that research for teaching profession plays a more decisive role in active learning and development of professional competencies of student teachers than research literacy. Finally, it was concluded that research studies and activities can serve as a path to deepen professional learning and 21st century skills

The aim of this study was to identify the components of technological knowledge needed by newly trained chemistry teachers to be used in the process of teaching experimental science in the first grade of high school. This applied research is descriptive-survey type and its statistical population was all new chemistry teachers of Farhangian University teaching experimental sciences. Studying the documents and the analyzing theoretical foundations, the components of technological knowledge were first identified, then a questionnaire was prepared to collect data. The components of technological knowledge were identified in three dimensions of attitude, knowledge and skill and were ranked and categorized using Friedman's statistical test. The validity of the questionnaire was confirmed based on a survey of experts in the field of curriculum planning, experts in technological knowledge and expert teachers, and its reliability was confirmed by calculating the Cronbach's alpha coefficient of the whole scale (α = 0.87). The analysis of the data obtained from the examination of the components of technological knowledge showed that the status of the newly chemistry teachers, based on the results of the T test (T = -0.345), is close to the theoretical average and is far from the ideal. In order to achieve the effective efficiency of newly teachers, solutions such as revising the curriculum of technological knowledge of Farhangian University and adapting it to the development and progress of science and technology, expanding and correcting the attitude of new teachers towards new educational technologies and the use of technology and educational media in the teaching-learning process, holding practical workshops based on technological knowledge and establishing the culture of using information and communication technology in the teaching process are suggested.

The purpose of this applied, descriptive-analytical, survey research was to analyze the effectiveness and challenges of Farhangian University's e-education during the Covid-19 Pandemic. The statistical population included student teachers of basic sciences in the campuses and higher education centers of Farhangian University in Isfahan, Tehran, and Fars provinces in the academic year 2021-2022, of which 450 people were selected as a statistical sample. The study tool was a researcher-made questionnaire with 32 closed-answer questions and three open-ended questions. The validity of the questionnaire was confirmed by 5 faculty members of Farhangian University and its reliability was calculated using Cronbach's alpha, 0.94. Data were analyzed by appropriate statistical methods. According to the findings of the closed-answer questionnaire, the desirability of the content, methods, and implementation activities of the training in general and for most indicators, unfavorable to relatively favorable (X ̅>4 and p<0.01), workshop activities, practical and experimental electronic training were unfavorable (5X ̅≤ 5 and p<0.01) and the level of student teachers' satisfaction with these training was also not very favorable. According to the findings of the response section of the questionnaire, improving the system and its speed and the awareness of professors in the field of electronic education, the need to compensate for the lack of practical/laboratory training and the problems related to the lack of scientific knowledge and skills. The necessary teaching methods were face-to-face and through compensatory classes are among the most important solutions for improving electronic education.

The purpose of this study was identifying and analyzing the factors affecting the main competencies of teachers in order to manage the effective talent of a case study: teachers of Ardabil city using a mixed exploratory method (qualitative-quantitative).The statistical population of the research was middle school teachers of Ardabil city and sample teachers of Ardabil city. In the qualitative part, using targeted sampling, 18 sample teachers were interviewed, and 331 people were selected from the population of 2360 people in the quantitative stage in the form of multi-stage and proportional stratified sampling. Thematic analysis (theme) technique was used to analyze the data and the validity of the research findings was ensured by using the methods of review by members, peer review, and the collaborative nature of the research. Also, in order to measure the reliability of the done codings, open-test reliability methods and intra-subject agreement were used. In order to analyze quantitative data, structural equation model with PLS software was used. The findings of the research showed that the competence components of teachers' talent management consist of three categories: competence-selection, suitability for job and employee, and competence-enhancement. Also, according to the findings, the influencing factors on the competence components of teachers' talent management can be classified into two categories: maturity (systemic maturity, managerial maturity) and structure (decentralized structure, policy-making and school-oriented management). did Also, another finding of the research in the next stage showed that organizational maturity and organizational structure have a significant effect on teachers' competence orientation.

The purpose of this study was to investigate the characteristics of teachers’ emotional intelligence in the implementation of teaching methods in the elementary school curriculum. The qualitative research approach was inductive content analysis with emphasis on the self-concept method. The participants were teachers in Selmas and Chaypare in the academic year 2022-2023, 16 of them were studied as a purposeful index sampling. In this regard, semi-structured interviews were conducted and sampling continued until data saturation. To validate the findings, the rich description of data and researchers self-review was used, and to determine the data reliability, simultaneous analysis was used. The findings showed that 5 components of emotional intelligence including social skills (centered discourse, activism, Feedback), self-awareness (intuition, thoughtfulness, self-actualization), self-regulation (flexibility, educational productivity, educational management, creative mentality), empathy (ability Knowledge, introspection learner-oriented, educational well-being) and motivation (challenging, goal orientation, activity-oriented, applicability, scientific enrichment) are the main themes that provide the conditions for the optimal implementation of teaching methods with 110 primary themes. The results showed that teachers' emotional intelligence, in order to enrich and expand different dimensions of students' learning, can be educated and transferred to the real conditions of the school environment and should be considered in shaping students' learning styles.

This study was conducted to investigate the relationship between the dimentions of hidden curriculum, cultivating the national identity and students’ patriotic spirit from the perspective of secondary (seventh-to-ninth-grade) girls school teachers in Isfahan. The research method is applied in terms of purpose and descriptive in terms of type. Regarding the validity of the questionnaires, experts' opinions were used and for the validity of the questionnaire, Cronbach's alpha test was applied, with 85%. The statistical population is 160 teachers that 90 valid questionnaires were examined as a statistical sample. To examine the relationship between the dimensions of hidden curriculum (teacher behavior, assessment method, behavior of educational officials and physical environment) on the development of national identity and patriotism, a researcher-made questionnaire was completed by respondents. The results showed that: 1- There is a significant relationship between teacher behavior and cultivating national identity and patriotism of students. 2- There is a significant relationship between evaluating and cultivating national identity and patriotism of students. 3- There is a significant relationship between the behavior of educational officials and cultivating national identity and patriotism. 4. There is a significant relationship between physical environment and cultivating national identity and patriotism.

One of the main goals of mathematical education is to construct a conceptual understanding for students. According to numerous research findings, multiple representations can be used as tools to reach conceptual understanding. In this research, mathematics textbook of 10th grade was examined based on the amount of multiple representations using content analysis method. The statistical population is the mathematics textbook of grade 10th and the equal sample was chosen. In order to validate the analysis, the views of Math professors and experienced teachers were used. For investigation of the reliability, the percentage of agreement among the coders was calculated through Scott reliability coefficient formula to be 85%. In this study, the representations were studied in different parts of the textbook including classroom tasks, activities, examples and the text of the book, and then they were categorized in one of symbolic, numerical, graphical and verbal representations. The results showed that multiple representations have been used in all chapters of the book for representing concepts. This is more in the chapters of Patterns, Sequence and Function. There is also the highest relationship between symbolic and numerical representations, and there is little attention has been paid to the linking of the types of representations with verbal representation. It is hoped that the authors and educational administrators of supplying content in textbooks design have more emphasis on combining kinds of representations to introduce mathematical concepts.

The purpose of this research was to investigate the effect of enthusiasm for school and the school culture on the academic well-being of the first and second high school female students in Dehdasht. In terms of purpose, the research was applied, and in terms of data collection, descriptive and correlational. The statistical population of the research was all 1024 female students of the first secondary level and 918 second secondary students studying in Dehdasht in the academic year of 2022-2023. Based on Morgan's table, the statistical sample of 163 students for the first secondary and 157 students for the second secondary and the total sample size of 320 students were selected by stratified random sampling. The data were collected using the academic well-being questionnaire by Tominin and Sweeney (2012), the enthusiasm for school questionnaire by Wang, Wilt and Eccles (2011) and the school culture questionnaire by Alessandro and Sade (1997). The validity of the questionnaires was confirmed through face and construct validity, and reliability based on Cronbach's alpha and factor loadings. The findings showed that the Pearson correlation coefficient of all students between passion for school and school culture with school well-being is 0.743, between passion for school and school well-being is 0.707 and school culture and academic well-being is 0.663 at the error level of 0.05, so the research hypotheses were confirmed. It is suggested that school administrators pay special attention to school culture and enthusiasm for school to improve students’ academic well-being.

Everything we observe in universe has "property & kingdom","essence & manifestation","form & meaning","spirit &body" and "appearance and interiority". The process of education can be likened to a cycle in which what is inside a person shows itself in the appearances of his existence; And this appearance itself makes his inner self. In the process of education, for some reasons, this relationship between appearance and interior may not be well formed in this cycle, which causes damage to the character of the person being trained. This research was done with the aim of identifying the types of characters that occurred due to defects in this cycle. For this purpose, all the works of martyr Motahari have been examined by qualitative analytical method and the obtained results have been classified and analyzed by thematic analysis method. The findings of the research indicate that the lack of proper formation of this cycle can be due to excessive attention to the interior or exterior. Another type of damaged personality pays attention to both parts, but there is no harmony between the exterior and the interior. In general, these characters can be divided into three groups: introvert, extrovert and dual characters.

The aim of this study is to investigate the deterrent factor for teachers' professional ethics from the perspective of male high school students in Tehran. This study is a qualitative and quantitative research that employs content analysis through a deductive approach. In order to collect data, we used semi-structured interviews. The study population consisted of high school students in Tehran during the academic year 2020–2021 who were somehow involved in ethical dilemmas with their teachers, and 19 of them were selected with purposive and snowball sampling. For data analysis obtained from the interviews, we used two methods of conceptual and relationship qualitative content analysis, and the interviews were analyzed using Open coding, Axial coding, and selective coding. Findings show that acquiring more income is the most important factor contributing to breaking professional ethics and teaching inappropriately. Also, making more money causes negative attitudes in the students and their parents. So, at the end of this study, we offer proposals and ways to deal with the development of these ethical dilemmas in teachers.

There are a few studies on the phenomenology and prevalence of procrastination in teachers and its importance and relationship with the emotional and stressful experiences of teachers in Iran. In most existing studies, general self-report scales are used to obtain the results. In the present study, the researcher examines teachers' procrastination and its relationship with their emotional and stressful experiences using a qualitative approach. The target population of this research includes all primary school teachers in district 1 of Yazd city. Among them, 36 male and female teachers were interviewed individually. Ten of them stated that they have never been delayed in carrying out their activities and the delay in their work has not been a reason for their worry and stress. Using the qualitative content analysis method, the data obtained from the interviews with the remaining 26 teachers were analyzed. The results of the data analysis showed that teachers postpone some of their professional duties, such as following up on administrative work and correcting students' work. They have various reasons for this behavior, but the main reason is their unwillingness to perform their duties. In addition, the teachers mentioned that they experience negative emotions when procrastinating. It can be concluded that although procrastination includes negative emotions such as guiltiness and hopelessness, the teachers don't feel much stressed since this behavior doesn't include negative and harmful consequences for them .

The aim of this study was to investigate the effect of wisdom-therapy on occupational stress of primary school teachers in Asadabad city. This study was conducted in the framework of applied research and semi-experimental with pre-test and post-test design with control group. The statistical population of this study was all primary teachers in the city in the academic year of 1400-1401 with 200 people. The intervention program of this study included wisdom-therapy program based on the technique of key scenes of life which consisted of a six-session one-hour course and was performed over a month. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (one-way analysis of covariance) using SPSS22 software. The results showed that wisdom-therapy reduced the level of job stress in teachers. Based on sub-findings, wisdom-therapy reduced the components of job stress (demand, control, co-workers' support, management support, relationships, role and change).  The highest rate of this effect was on the component of managerial support and the least effect on role component.