نشریه توسعه حرفه ای معلم
سال نهم شماره 2 (پیاپی 32، تابستان 1403)

A teacher's beliefs about his knowledge, skill and attitude is one of the phenomena that researchers are concerned about. If these beliefs are formed incorrectly, they might result in the "captivity in trap of knowledge". The formation and intensification of the "captivity in trap of knowledge" among teachers, especially elementary school teachers, can have an irreparable effect on the quality of students’ learning and teachers' teaching in schools.

The current research was conducted with the aim of describing the nature of the phenomenon of the "captivity in the trap of knowledge" in the teaching process and its results, causes of its formation, and its messages. The research method was qualitative in terms of approach and phenomenological in terms of method. In order to obtain information, the network sampling method was used until reaching the theoretical saturation limit. For this purpose, 18 managers, teachers and elites were subjected to semi-structured interviews. Content analysis of the interviews and Colaizzi's seven-step method were used for data analysis.

After the coding process, topics related to the characteristics (behavioral, verbal/speech, mental and educational), factors and conditions (individual, environmental, economic, planning and policies) and consequences (student, teacher and organization) of the "captivity in the trap of knowledge" were extracted.

Identifying of the conditions, factors and contexts of formation, which directly and indirectly affect the direction of such behaviors, and planning for the prevention and correction of such knowledge and perception is one of the necessities of the education system. Knowing this important construct is essential in the type of teacher training as well as their maintenance and promotion.

The purpose of this study was to explain the process and strategies of new teachers’ acculturation. For this purpose, the qualitative approach and the descriptive phenomenological method was used. Data collection was carried out by utilizing the semi-structured interview method. The participants included the new teachers who had completed a four-year teacher training course and had a teaching experience of less than five years. The sample included 15 new teachers who were selected purposefully, criteria-oriented, and regarding the theoretical saturation rule. For analyzing the collected data, coding and categorizing methods were utilized. Four criteria of credibility, transferability, dependability and confirmability were used to validate the findings. Findings proved that the new teachers’ acculturation process takes place in three steps: initial acculturation, specialized acculturation, and professional acculturation. Melting pot, assimilation, interactionism, separation, marginalization, and abandonment were the major strategies for new teachers’ acculturation. It was concluded that the major acculturation strategy used by schools and the educational system to adapt the new teachers to their culture was the “melting pot” strategy. However, the “interactionism” strategy was the major one used by the new teachers to build a connection and interaction between their cultural background and the cultural background of schools and the educational system.

The purpose of this research was to compare the spirit of research among teachers graduated from Farhangian University and teachers graduated from other universities and the role of curriculum elements in the existence of this difference.

This research is pracxtical, in terms of purpose, and with a sequential explanatory mixed methods design. In the quantitative phase, the causal-comparative method was used with The Research Spirit Questionnaire, which was designed by the researchers, and in the qualitative phase, the data collected via the focused discussion and semi-structured interviews were content analyzed. The research population consisted of all the primary scool teachers graduated from Farhangian University and other universities of the country, who have been teaching in primary schools of Golbahar, Razavi Khorasan province since 2015. Deliberate and non-random sampling was used in sample selection in both phases. In the first phase, the samples were matched based on gender, field of study and teaching experience, and in the second phase, a group of elementary teachers, faculty members of Ferdowsi University of Mashhad and Farhangian University were used in a targeted manner.

The findings showed that the average research spirit of Farhangian University graduates is significantly lower than those of other universities and this difference is due to factors such as curriculum content, space, facilities, research spirit and ability of faculty members and lecturers and the evaluation method of what students learn in Farhangian University.

Although the curriculum of Farhangian University has been designed and compiled with a research-oriented approach and with the goal of training teacher-researcher, other elements of the program in the implemented curriculum prevent the achievement of this goal, which need to be taken into account by the offials.

The aim of the present study was to determine the effect of motivational-behavioral interventions based on Martin's motivational cycle on procrastination and self-disempowerment in student teachers.

This applied research was of an experimental type with a pre-test-post-test design with a control group. The statistical population included all the students of Farhangian University in 2021-2022. In the first stage, 310 people were randomly selected as a sample, and in the second stage 60 female and male students, who had higher grades in procrastination and self-disability were selected and placed in two groups: experimental and control. The procrastination questionnaires by Solomon and Roth-Blam (1984) and Midley, Arunkumar and Ordan's (2000) self-handicapping questionnaires were used to collect data. Descriptive and inferential statistics were used to analyze the data using the covariance analysis method with SPSS version 21 software.

The results showed that multidimensional cognitive-behavioral interventions were effective in reducing procrastination and self- disempowerment, and students obtained lower grades in the post-test.

Therefore, it can be concluded that recognizing procrastination and self- disempowerment and choosing appropriate methods that lead to their reduction can help improve the performance and motivation of students and increase the efficiency of the educational system.

With the growth and development of social networks, their use in organizational environments has risen. The formation of online work communities is a result of the development of social networks in organizational settings. Despite the increase in virtual work communities in educational environments, their consequences have not been extensively studied. This research aims to study the effect of membership in virtual work communities on the informal learning of physical education teachers, with the mediating role of knowledge sharing.

This applied research was conducted using a survey method. The statistical population of this study included 686 physical education teachers working in Golestan Province, from whom 247 teachers were selected as the sample based on Cochran's formula. The data collection tools included questionnaires on membership in virtual work communities, knowledge sharing, and informal learning. The research data were analyzed descriptively and inferentially using SPSS and Smart PLS statistical software.

The results showed that the effect of membership in virtual work communities on knowledge sharing among physical education teachers is positive and significant. Additionally, the results indicated that the effect of membership in virtual work communities on the informal learning of physical education teachers is positive and significant. Finally, the findings showed that the effect of membership in virtual work communities on the informal learning of physical education teachers, with the mediating role of knowledge sharing, is positive and significant.

The use of virtual work communities in educational environments, such as schools, has positive outcomes such as increased knowledge sharing and informal learning among physical education teachers. Therefore, it is recommended to set clear goals and expectations for virtual work communities and encourage physical education teachers to participate actively in such communities.

The present study explores the consequences of intra-school interactions on the professional-self of the student-teacher interns at Farhangian University. From the perspective of purpose, this study is an applied research.

The method employed in this study is qualitative, based on grounded theory. The participants included all the student-teachers majoring in primary education, in their 5th to 8th semester of Kohgilouyeh-and BoyerAhmad، Khouzestan, Chaharmahal-and-Bakhtiari, Fars, and Isfahan provinces, who were completing their 1 to 4 internship. Out of this group, 20 volunteer students were interviewed (four interested and academically renowned university students from each province: two males and two females), and 120 internship reports (from the best and most comprehensive ones according to the recommendations of the internship supervisors) were analyzed.  Purposive and theoretical sampling were used for selecting the participants and internship reports.The data collection instruments comprised in-depth interviews and internship reports (internship 1 to 4) of the student-teachers. To ensure the accuracy of the findings, member checking was employed, whereby the final report, which included the generated and revised results, was returned to the participants for confirmation giving them the opportunity to comment on the findings. Triangulation method was utilized in order to increase the reliability and internal validity. Data analysis in the grounded theory was conducted using open coding، axial coding and selective coding.

  The Findings of the study revealed that the role and consequence of positive interactions led to the identification of five professional-self teaching competencies while the role and consequence of negative interactions resulted in the identification of five characteristics, which reflect a lack of professional-self teaching competencies.

The professional teaching competencies comprise ethical teaching competencies, professional commitment competencies, professional skill and performance, motivation and innate passion for teaching, and teaching disposition and temperament. On the other hand, lack of professional-self competencies consists of lack of ethical competencies, lack of professional commitment competencies, lack of professional skill and performance, lack of motivation and innate passion for teaching, and finally lack of teaching disposition and temperament.