دوفصلنامه پژوهش های آموزش و یادگیری
سال بیستم شماره 1 (بهار و تابستان 1402)

School counseling is one of the important pillars of the education and learning system in schools, and if it can give accurate and favorable answers to students' demands and expectations, it can play an important role in the all-round growth and academic progress of students. . The purpose of this research is to identify the challenges and expectations of students from school counselors.

In order to achieve the goal of this research, qualitative research approach and phenomenological method have been used. The participants of the research are 10 second-year students of public schools in Tehran, who were selected by available sampling method. A semi-structured interview was used to collect information, and qualitative content analysis method was used to analyze the data.

Based on the findings of the research in relation to the challenges of school counseling, there are cases such as not providing practical counseling, partial and ineffective counseling, insufficient knowledge and skills in relation to educational issues, and insufficient attention to issues related to the identification entrance exam is identified. Expectations and demands in two parts of "educational" expectations include: skill in correcting or referring learning problems, coordination between learning style and study style, coordination of study styles with the subject, academic and professional planning, promotion Students' skills to succeed in the exam, and provide practical solutions; Also, "general" expectations including support and follow-up, creating and maintaining motivation, teaching emotion management methods, and establishing effective communication were identified.

School counseling should be redefined according to the changes and developments of the society and accurate identification of the challenges and demands of the students. Solving the mentioned challenges and responding favorably to the expectations of the learners will make the school counseling more effective and will lead to more satisfaction of the students.

In critical reading, the learner challenges the writers' views by investigating pieces of evidence and questioning to comprehend better the viewpoints of the writer. The aim of this study is to analyze 39 techniques and six reading strategies in Farsi textbook of sixth grade in elementary school based on the mindscapes approach (Carter, 2011) to clarify the correspondence extent of this book with the theory. The strategies include learning styles, active reading, main idea, critical thinking, question-answer relations, and text features. To fulfill the purpose, in this descriptive-analytic paper Farsi textbook of sixth grade among Farsi textbooks of elementary was studied based on the mindscapes theory. The used Critical reading strategies in each lesson were identified by their correspondences with strategies of the model and finally the whole correspondence of the sample was done quantatively. The data of 165 strategies was collected by researcher- made checklist from lesson texts, stories, read and memorize, read and think and all tasks including reading comprehension, comprehension and reception, reading and understanding, knowledge (language and literature), listen and say and lesson research. The data were analyzed by descriptive and inferential statistical tests. The investigating of strategies frequencies showed meaningful difference among them.Discussion and The findings indicate that all strategies have been used in this textbook, although their varieties and frequencies are different. The learning style strategy is in consistent with the model. The active reading and question types are nearly consistent while main idea, critical thinking and text features are inconsistent with this approach. On the whole, the textbook is not in line with the critical reading strategies of mindscapes approach making its revision inevitable to promote the learners' reading comprehension.

The present research was conducted with the aim of investigating the relationship between mental well-being and the attitude to the hereafter and the meaning of life in students. The descriptive research method is correlation type and the statistical population includes all the students of Payam Noor University in Hamedan center in the academic year of 2021-22 with a number of 1000 people, among them 280 people were selected and analyzed based on the Karjesi and Morgan table. Keyes and Magyarmo questionnaire (2003), Ehsan's eschatology-Ebrahimi-Bahrami questionnaire (2009) and the meaning of life questionnaire by Kramboff and Maholik (1969)were used to collect information. The findings of the research showed that the relationship between mental well-being and the attitude towards the hereafter and the meaning of life in students was positive and significant (P<0.01). Also, there was a positive and significant relationship between mental well-being, attitude to the hereafter and the meaning of life in students (P<0.01).

Flipped education is one of the new strategies of cognitive education that can affect cognitive abilities. The present study was conducted with the aim of investigating the effect of Flipped education method in design workshops on self-regulation skills, academic self-efficacy and design thinking of architecture students.

This research was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all students of Hamedan Azad University. Students were randomly divided into two experimental and control groups of 15 people each. The experimental group received Flipped training. The main tools for collecting information in this research included self-regulation questionnaires by Ryan and Kanil (1989), academic self-efficacy by Jink and Morgan (1999) and design thinking by Dosi et al. (2018). In order to analyze the data, Kolmogorov-Smirnov test and Leven test were used to calculate defaults, and MANCOVA multivariate and bivariate analysis of covariance tests were used.

The results of this research showed that Flipped training in design workshops has an effect on self-regulation skills, academic self-efficacy and design thinking of architecture students. By calculating the eta square, the effect of this training on self-regulation skills (54%), academic self-efficacy (51%) and design thinking (73%) was obtained, which can increase related skills.

The Flipped education method based on design workshops increases academic self-efficacy and self-regulation skills and design thinking. The increase in academic self-efficacy leads to the ability of the student to believe about his own perception of his competences and abilities to understand or do assignments. Also, this educational method helps to increase the student's activity in the design workshop and his self-regulation. And since the increase in the student's mental abilities and design thinking is shown in the practical skills related to assignments, i.e. design; Therefore, university programs should be adjusted in such a way that active teaching methods are used in educational planning and curriculum so that instead of storing data, learners can participate in the education process.

In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Therefore, this study aimed to evaluate the effectiveness of emotional words training (RULER) on improving the emotional intelligence in primary school students.

The research was a semi-experimental study with pre-test and post-test and had a control group. A sample of 40 sixth grade students was selected from the population of elementary students in Tabriz city in the academic year of 2022-2023 and randomly assigned to two groups of 20. Research tools include; emotional intelligence questionnaire and ruler training package. The experimental group received 25 sessions of the emotional words training program. The data obtained from the research in three stages; It was collected before the intervention, after the intervention and two months after the intervention and was analyzed by mixed variance analysis and Bonferroni follow-up test.

The results showed emotional words training program had a positive and significant effect on emotional intelligence and its components.

Based on the findings, teaching emotional words can be used as an evidence-based method to strengthen emotional intelligence skills in schools.

In according to designing and implementing performance evaluation system in a dynamic, fair and integrated manner is the most effective strategy and the most useful activity for correct guidance of individual, group and organizational activities it is necessary to create the context for transformation to move towards to strengthen the discourse of proportionality of welfare benefits and received salaries based on the quality of performance and added value at the micro and macro level. In designing a system of performance measurement indicator is one of the basic requirements for the optimal performance of human capital. The purpose of the current research is to develop a system of performance indicators for teachers in e-learning environments. According to this study, it is tried to identify and categorize appropriate factors, criteria and indicators for evaluating the performance of teachers in e-learning environments.

Qualitative approach and the theory method derived from grounded theory at the level of conceptual ordering and were used to formulate a suitable framework for evaluating the performance of teachers. For this purpose, a semi-structured interview was conducted with the founders of educational managers and experienced teachers using the purposeful sampling method. After interviewing 11 participants, data saturation was obtained as an indicator of data adequacy. After conducting the interviews, their text was typed and entered into the MAXQDA2020 software, and coding was done at the open coding level.

findings, to develop a system of performance evaluation indicators for educators in the form of 116 indicators, 19 criteria and 5 communication factors including criteria (friendly relationship with learner, discourse skills and interaction with learner, family and organization), educational includes criteria (committed view to education, leadership model, discovery and promotion of inclusive capabilities), individual include of criteria (order, good mood, creative and innovative, lively and full of energy), training include of criteria (teaching method, programming knowledge, enthusiasm for teaching-learning, class management), and organization including The criteria (doing of duties, responsibility, organization, similarity with the values of the collection, use of the communication platforms of the collection) resulted. In order to reliability of the findings, the methods of reviewing the results by the informants of the collection and long-term engagement and the external audit method were used.

Considering the comprehensiveness of the developed indicator system, they can be used to evaluate the performance of teachers and trainers in the e-learning environment. In line with the design of the system of performance measurement indicators, it is suggested to design and implement the system of organizational incentives based on the quality of performance and value creation of trainers and the results of performance evaluation. The use of this strategy can directly and indirectly affect the creation and strengthening of intra-organizational vitality and dynamism and the promotion of individual, group, organizational and national productivity, and the culture and discourse of proportionality welfare benefits and salaries based on the quality of performance and added value at the micro level and Create and institutionalize macro.

It is obvious that new multi-level teachers should look for solutions to deal with the challenges they face. narratives of more experienced elementary school teachers lead to knowledge management and rebuilding the professional identity of their colleagues. The purpose of the article is also to narriate the challenges and solutions of education in elementary multigrade teachers. research was conducted with a qualitative approach and narrative research method. Sampling was done in a targeted way and with a criterion strategy, accessible. Data were collected through observation, interview and field notes. The data was analyzed with Lichman's model and the findings were expressed in 12 interwoven narratives, whose conceptual map was mentioned for greater clarity. Validation was achieved from triangulation, negative or contrasting case analysis, membercheck and the supervision of two faculty members of Tehran University. The findings showed that: lack of time, task interference, job motivation and attitude, teacher training and professional development, textbooks, useless guidelines, heterogeneous and different students, parents of students, working children and selling girls, lack of budget and the possibilities and simultaneity of several challenges with the spread of Corona was one of the challenges of teaching in a multi-grade class. Management of a multi-grade class (time management, mastering the content and lesson plan, integrating content, using project-oriented and caliphate methods, carpeting the classroom, grouping etc.), not responding to the circular and not participating in unnecessary meetings with previous coordination, focusing on students' learning, seeking cooperation from local institutions, paying attention to the teacher recruitment process and his qualifications, paying attention to curriculum literacy, mutual adaptation, Using the help of a consultant, cultural awareness of the context of the village, paying attention to sexual education, patience and divine beliefs of the teacher, using global experiences, taking advantage of the local capacity of the village were among the solutions to deal with these challenges.

This research was conducted with the aim of predicting job conflict based on lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills. The descriptive research method was correlation type. The statistical population of the study included 396 elementary school teachers of Kohnani city, 200 of whom were selected as a sample using stratified random sampling. In order to collect data, the questionnaire of job engagement, lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills were used. The content validity and reliability of the questionnaires were obtained as 0.85, 0.90, 0.79, 0.89, and 0.82, respectively, and for data analysis, descriptive statistics methods (prevalence, mean, standard deviation) were used. and inferential statistics methods (normality tests, Pearson correlation coefficient and stepwise multiple regression) were used under spss software version 23. The results of data analysis showed that there is a significant relationship between curriculum planning literacy and job involvement, between teaching self-efficacy and job involvement, between transformative teaching and job involvement, and between communication skills and job involvement, and the components of lesson planning literacy, transformative teaching, teaching self-efficacy and Communication skills have the power to predict job engagement. The general result is that lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills are among the variables that affect teachers' job involvement, and it is necessary for researchers in the field of education to have a special look at these variables.

The purpose of the current research is to describe and describe the educational journey of the first author of the research in the curriculum text, in the position of past comprehensive, current teacher and future curriculum expert, and to reconceptualize the teacher's educational practice based on the educational metaphor of the journey. The current research design is of qualitative type, and in terms of method, it is included in the category of narrative research. The general method of the work is that the first author of the research, as a teacher and in fact, a subject for analysis, subjected himself to deep introspection and presented his personal narrative of the phenomenon in question (here curriculum) in the narrative style of "auto-ethnography" and then, in order to validate his narrative, he has used the narrative of three other teachers, who were selected using the purposeful sampling method (criterion-oriented preference), along with his own narration. The main process of extracting the key concepts and themes has also been done using the seven-step method of Colaizzi (1987). The findings of the research indicate the necessity of turning the theory and practice of the curriculum and redefining the components of the curriculum from simple to complex and from quantitative to qualitative.

The main objective of this research is to identify hybrid competencies of teachers as a solution for effective teaching in the post-COVID era. This qualitative study was conducted using the seven-stage Sandelowski and Barroso method. The interdisciplinary team consisted of three curriculum specialists and one expert in hybrid research methods. Initially, a preliminary search in Persian and Latin databases, using specific keywords, identified 45 relevant sources. In the next stage, sources with common authors or repetitive findings were excluded, leaving 29 sources after screening. Data validity was ensured through credible, transferable, and data harmonization methods, with careful guidance in data collection flow and researcher coordination. The results indicate that teachers' physical and virtual competencies can lead to the design of a hybrid competency model for teachers. Physical competencies include cognitive, interactive, and emotional skills in the presence of students, while virtual competencies encompass skills and abilities related to information technology and communication in virtual environments. Enhancing these competencies can improve teaching performance and foster student learning motivation. Considering the complexities of society and the increasing expectations from schools and teachers, the utilization of these competencies in education is essential and highly recommended.

The Covid-19 pandemic brought about a great challenge for the education systems in the world and quickly led to the closure of schools. During this period e-learning was considered as an appropriate solution for overcoming this crisis all over the world.

The present study is quantitative research using a descriptive survey. The statistical population of the research included all the teachers in different provinces and cities of the country, from which 687 teachers participated in this survey through voluntary sampling. A questionnaire adopted from the literature was used to collect the data.

The results indicated the existence of a significant relationship between the five variables of the teaching region (poor, medium, wealthy), the school type, the degree being taught, teaching experience and the teacher's education level and the preferred type of educational approach (face-to-face teaching, e-learning, blended learning). Nevertheless, there was not any significant relationship between the variables of perceived ease of use and teacher’s age and the preferred type of educational approach. As to the relationship between perceived usefulness and preferred type of educational approach, there was a significant relationship, yet a weak correlation. In addition, the results showed that among the teacher characteristics, gender and level of education had a significant effect on their intention to use this system. However, no significant relationship was observed between age, teaching experience and teachers' mastery of Shad software and their intention to use this program.

Policy makers in education can take steps to ensure the success of e-learning technology by considering the factors influencing the preferred type of educational approach and the teachers' intention to use it.Keywords: technology acceptance model, e-learning, Shad, Teachers, e-learning, blended learning

The spread of virtual education and the reduction of costs have increased the fortune of parents, learners and guardians towards the quality of such an educational method. The current research aims to study the acceptance and challenges of e-learning/ e-evaluation among the professors and teacher-training students during Covid-19 pandemic.

Through a qualitative phenomenological study, the participants (19 people) 11 professors and 8 students (class representatives) of Farhangian University of Ilam province, were selected by purposive sampling. Data collection was performed by semi-structured interview method until theoretical saturation was reached. The data were coded and analyzed in an interpretative way. The validity and reliability of the conducted interviews were checked based on Guba and Lincoln’s (1985) criteria.

The analysis of the information obtained from the interviews was categorized into 5 main themes and 30 sub-themes. The five main topics included 1- challenges of technical and infrastructure issues, 2- challenges of teaching and learning methods in cyber space, 3- challenges of interaction and communication, 4- challenges of content and curriculum, and 5- challenges of learning evaluation.Low internet speed, lack of sufficient infrastructure in different regions, lack of providing appropriate feedback, lack of raising conceptual questions during training, in-sufficient attention to practical aspects of training, lack of face-to-face communication, inconsistency of content with training methods used, time-consuming preparation of the content, lack of justice in virtual evaluations, and the difficulty of real evaluation in the virtual space were among the challenges of training and virtual evaluation from the point of view of the interviewees.

According to the results of the research, it is suggested that professors in virtual classes create a warmer and intimate communication space, evaluate and provide timely and continuous feedback, use activities in the form of a process, pose conceptual questions, emphasize research, use the content to solve real problems, use the reverse teaching method and its components, turn the limitations and bottlenecks of the virtual educational method into opportunities.