نشریه توسعه حرفه ای معلم
سال هشتم شماره 1 (پیاپی 27، بهار 1402)

The purpose of this research was to investigate the effectiveness of flipped learning on sustainable learning in the teaching of the geology section of the science course for eighth grade female students. The current research is practical in terms of its purpose and in terms of the amount of monitoring and the degree of control of variables, it is among field researches. The research method is quasi-experimental with a pre-test and post-test design with two experimental and control groups. The statistical population of the research consisted of all female eighth grade students in Nahavand city. The sampling method was purpose-based based on which 30 people were selected from the statistical population and randomly assigned to two homogenous groups of 15 people, test and control. First, the students of the experimental and control groups completed the questionnaires and then attended the training classes during six sessions. The findings of the research indicate that flipped learning method has a significant effect on sustainable learning (continuing learning, strengthening problem solving, creating creative thinking and meaningful learning) and leads to an increase in all the four scales. These results can be attributed to the process of students' activation in the teaching-learning process and increasing student-centeredness in the classroom, which is in the nature of this method. According to the results of the research, it is recommended that authorities teach the steps of the flipped learning method and review the other methods in the in-service meetings of science teachers.

This study investigates the relationship between gender inequality and mental health among student teachers of Farhangian University in Yazd. It is descriptive-correlational in terms of methodology and applied in terms of purpose. The population included all female BA students of educational sciences from Farhangian University, Fatima Al-Zahra (S) campus, Yazd city, in the academic year 2022-2023. The census sampling method was used, and 73 students were selected. Data collection was done through Goldberg's Mental Health Questionnaire (1972) and Jalil Dahnavi's Gender Inequality Questionnaire (2014). SPSS software was used to analyze descriptive data and correlation between research variables. The findings showed that the relationship between gender inequality and mental health is /352, which is a positive and significant relationship. Therefore, the lower the feeling of inequality, the better the mental health of people. Based on the findings of this research, it can be concluded that in order to improve the mental health of student-teachers, attention should be paid to cultural, social, economic and political values and their equality between girls and boys.

The present study was conducted to solve the problem of one of the second grade students of Shahid Motahari primary school in Amlash city in the academic year 1399-1400. In this study, the non-submission of audio assignments by the student on the Shad educational network is investigated and its purpose is to investigate and explain the causes of the student's problem and to take action to solve it. The research method is qualitative and action research type. Data was collected through observation of student performance in a Shad virtual classroom and video interviews in virtual networks with parents and searches in scientific databases. As a result of data collection, the causes of the student's problem were identified to be the coronavirus pandemic, virtual education, and parental occupation were identified. To solve the problem, a podcast was used to motivate the student to send homework. The results showed that the use of podcasts made with the student's voice has a positive effect on creating interest in the student's audio assignments on the Shad educational network.

The purpose of the current research was to investigate the attitude of English language teachers toward the interactions of educational elements in traditional, electronic and combined education. This research is a quantitative survey study. The statistical population of the present study includes English language teachers in Isfahan city in the academic year of 2021-2022. Using available sampling method, 150 of them were selected as the research sample. Karimi et al.'s (2019) Educational Elements Interaction Questionnaire was used to collect data. The content validity of the questionnaire was evaluated by educational science experts and English teachers and its reliability was estimated using Cronbach's alpha test. Research data were analyzed based on Student's t-test to compare averages and Friedman's test to rank teaching methods. The findings of the research showed that the attitude of the teachers regarding the interaction of educational elements with various traditional, electronic and combined teaching methods is favorable (p<0.05). In addition, the results regarding the ranking of the three teaching methods showed that combined, electronic and traditional methods in interaction with educational elements are ranked first to third. According to the results of the study, it is suggested that the administrators of the education system pay more attention to electronic education methods for teaching language lessons.

This study investigated the status of professionalism and organizational commitment among EFL teachers in Iran. The participants included 156 EFL teachers, aged from 23 to 52, working at different public and non-profit schools in Tehran. A mixed method was employed in this research. To collect data questionnaires and interviews were used. Descriptive statistics, correlation coefficient, and Independent samples T-test were used for data analysis. Thje findings showed that professionalism and organizational commitment of EFL teachers were at a high level and there was a positive correlation between professionalism and organizational commitment of teachers. The results indicated that female EFL teachers had a higher level of both professionalism and commitment in the context of Iran. Moreover, EFL teachers in private schools had a higher level of both professionalism and commitment than those in public schools. The content analysis of the interviews showed that the professional teachers were committed to their teaching and were therefore sensitive to the needs of the learners and actively sought professional development opportunities. The findings of this research can be useful for policy makers, supervisors, managers and EFL teachers.

As the main element in the teaching process, the teacher must simultaneously combine a set of knowledge and skills in an artistic way and design an effective teaching method by to present in a class. The present study was conducted with the aim of investigating the relationship between professional development and the psychological ability of teachers with effective teaching methods. The descriptive research method was correlation type. The statistical population included all male and female primary school teachers in Kermanshah city in the academic year 2022-2023. The statistical sample consisted of 302 of these teachers who were estimated according to Morgan's table and selected by stratified sampling method. The data collection tool was the Kentucky’s Teacher Professional Development Questionnaire (1993), the Spreitzer and Mishra’s Psychological Empowerment Questionnaire (1995), and The Effective Teaching Questionnaire Of Teachers. (Mahmoodi, et al.  2018). The result of the Pearson correlation test showed that there is a significant and direct statistical relationship between the effective teaching method and professional development, psychological ability, and its components (p≤0.01). The result of the multivariate regression analysis test indicated that professional development, psychological ability, and the components of independence, sense of importance, competence, and effectiveness have the ability to predict effective teaching (p≤0.05). Based on the findings, it is concluded that by improving the level of professional development and increasing the psychological ability of teachers, it is possible to help improve their effective teaching and thus increase the quality of teaching and learning.