نشریه مطالعات بین رشته ای در آموزش
سال دوم شماره 1 (پیاپی 2، بهار 1402)

The purpose of the present study was to investigating the effectiveness of psychological capital training and metacognitive beliefs on psychological well-being. The research method was quasi-experimental with post-test design with two experimental groups and one control group. Participants in the study were 60 married rural women in Dehaghan who were randomly assigned to the psychological capital training group and 20 to the metacognitive beliefs training group. At the end, all three groups completed the questionnaire psychological well-being (Ryf, 1989). The validity and reliability of research tool for use in Iranian culture have been satisfactory. Data were analyzed by SPSS-23 software. The results of one-variable analysis of variance (ANOVA) showed that both psychological capital training and metacognitive training had a significant effect on the psychological well-being. The results also showed that there was no significant difference between psychological capital training and metacognitive training in terms of psychological well-being. Thus, according to the research findings, it can be concluded that the training of psychological capital and the metacognitive beliefs have had an effect on the psychological well-being.

The aim of the present qualitative research, conducted with a participatory approach, was to facilitate the teaching of fractions from the third-grade mathematics textbook. The research population consists of 23 female elementary school students from Shahid Fahmideh Elementary School in the city of Bistun, Kermanshah Province. The research data were collected through semi-structured interviews and direct observation in two stages by the research team to reach data saturation. In the process of conducting the research, teaching was examined in two stages using question and answer methods and lesson plan construction. Based on the evaluations conducted by the team, strengths and weaknesses in the initial teaching and its implementation by the instructor were identified. After reviewing and addressing these weaknesses and implementing the recommendations, a second lesson was taught using an active participatory approach and constructivist methods. By employing constructivist methods in the second teaching session, changes were observed in the teaching and learning process of the students. These changes indicate the impact of team critiques and teacher corrections. Based on the conducted evaluations, 85 open codes, 16 axial codes, and 7 selective codes were identified. The findings indicate that factors such as communication skills, motivation creation, verbal and non-verbal skills, time management, utilization of innovative classroom teaching methods, application of findings, instructional skills, learning environment, as well as human perceptional and technical skills have an impact on learning in the aforementioned lesson.

The present research has investigated the effectiveness of teaching communication styles to parents on children with ADHD in elementary school in Ardal city. The experimental research method is a pre-test and post-test design with a control group, and the statistical population includes mothers with hyperactive elementary school children of Ardel city who refer to treatment centers of Ardel city, among them 30 people. They were randomly selected through accessible and voluntary sampling and placed in two control and experimental groups, and 8 intervention sessions (training on communication management styles) were held for the experimental group.Both groups were measured using Corner's questionnaire as a pre-test and post-test, and then the data were analyzed with the covariance test according to the research hypothesis.The findings showed that between the pre-test variable as a covariance variable and the independent variable, according to (F = 5.96 and p = 0.002), the effect of the associated variable is significant; That is, the difference between pre-test and post-test scores is significant. Also, the effect of the group is significant according to (F = 7.04 and p = 0.022), that is, the difference between the two experimental and control groups is significant in terms of reducing hyperactivity, so the hypothesis is not confirmed, and it can be concluded that the training of management styles is related to Parents have led to the reduction of hyperactivity symptoms in elementary school children. According to the obtained results,

The aim of this study is to provide a reflective teacher's portfolio report of my teaching performance in Farhangian University (Shahid Motahri Campus, Zahedan) over eight academic terms prior to entering the teaching profession, a large part of which over the course of eight terms, which included a significant portion of school attendance and practical experiences. This report, emphasizing observational reflection, narrative storytelling, and exploration of lived experiences as a teacher, is written using individual action research tools and self-reflective narratives. The resulting data consisted of a collection of all narratives written by the author, based on the lesson plan chapters in the teacher's portfolio project, presented in three chapters and in the form of self-reflective narratives. The data analysis method used was thematic analysis. Ultimately, completing this project allowed the author to gain insight into their strengths, weaknesses, interests, and perspectives in the teaching profession through self-reflective and analytical introspection. Based on these findings, the author can set goals, envision their future, and commit themselves to take steps forward in the face of any challenges that may arise along their path with an approach that is characterized by increased capability and motivation when entering the field of teaching

The current research was conducted with the aim of analyzing the factors affecting the implementation of new teaching models as sustainable learning using a qualitative and phenomenological method. The research participants were 15 teachers and10student teachers. The tool of data collection in this research was Semi-structured interview, which continued until theoretical saturation was reached. To analyze the phenomenological data, the seven-step strategy of Colaizzi's method was used. After extracting the themes and classifying them, the findings were categorized and organized including3main themes and7central themes. The results of the research show that in the dimension of educated learning, things like appropriate teaching actions, the evolution of the learning path, and the potential of teaching are the things that are important in the education process, and having accurate missions in these cases leads the learner to meaningful and deep learning in accordance with It prepares life issues; In the targeted promotion of human relations, attention should be paid to the extent of teachers' meritocracy and learner's activity, not only in the learning process but also in creating a constructive cultural-social relationship; The double-edged sword dimension of teaching, which includes components of the main artery of learning and anti-teacher actions, shows a paradoxical view of teaching with respect to teachers' understanding and actions. Therefore, the obtained results not only show the development and promotion of teachers' competencies and capabilities but consider the change and flexibility of teachers' intellectual philosophy and belief in the direction of educating future citizens as important.

Farhangian University is education-oriented and its main mission is to provide, train, strengthen and improve human resources for education. This study investigates the relationship between resilience and hardiness among student teachers of Farhangian University in Yazd. The research method is descriptive and correlational. The population included all female bachelor students of educational science from Farhangian University, Fatima Al-Zahra (S) campus, Yazd city, in the academic year 2022-2023.The whole community was selected as a sample through the census method, but finally 73 people answered the questionnaires. The research tools included the resilience scale of Connor-Davidson (2003) and the hardiness scale of Barton. (1989). The collected data were analyzed using Pearson's correlation coefficient. The results of the Pearson correlation coefficient test showed that there is a positive and significant relationship between the components of both resilience and hardiness variables. Considering the important role of resilience and hardiness in the development of competence and professional qualifications of student teachers, it is necessary to plan for the growth and promotion of such abilities.