نشریه علوم تربیتی
سال بیست و چهارم شماره 2 (پاییز و زمستان 1396)

The aim of this study was to explore the teaching approach of an elementary school teacher focusing on the role of educational theories. Narrative inquiry was selected as the research methodology. As narrative inquiry focuses on the life of one or a few individual, this research focused on a single elementary school teacher as participant. In order to analyze the data obtained from narrative and semi-structured interviews, narrative analysis and analysis of narratives were used. In order to ascertain the validity of the research findings, member-check and triangulation methods were used. Straus and Corbin paradigmatic model was used as a technique for analysis of narratives. Findings revealed that the core category determining this teacher’s teaching approach was her beliefs formed under the influence of background experiences and teacher education courses. In the final analysis the strategy of the teacher involves selecting academic theories providing a background for this teacher to according to practical wisdom in the classroom. So the findings indicate that although different factors other than educational theories affect teacher’s approach, theories play a critical influence on teacher’s activity. So, the rigorous design of teacher education curriculum can help teachers perform informed action in classroom.

Human being has been thought to emancipation with education. Among these, discussion about method of education has been one of the challenges of educational action. One of the popular educational methods is habit which many philosophers and educationalists concern about. In Plato's book and Aristotle's works we can find some views about it. This paper aims at a comparative analysis between these views. Our findings indicate us that the concept of habit for Plato is different from Aristotle. While Plato considers habit as a neutral things, Aristotle identifies it as a positive matter. On one hand, Plato sees habit in the moral and spiritual context. óOn the other hand, Aristotle applies habit in vocational education too. Consequently, we can say that Aristotle justifies habit deeper than Plato. While in childhood teacher evaluate the content of habit with reason, In adulthood, individual, herself does this evaluation. in both views habit should be coherent with reason.

The purpose of the present study was to investigate the degree of attention paid to education for sustainable development in the curriculum (textbooks and teacher guides) of the elementary natural sciences. The research method was descriptive based on content analysis. The population consisted of the whole natural science textbooks and teacher guides of elementary grades. In this research the sample comprised the whole the population. The tools for gathering data were global UNESCO documents and a researcher- made content analysis form. To verify the formal validity and the content of the tools, 20 experts specialized in education were consulted and they confirmed both the validity of the instrument a content. The reliability was confirmed by Holesti formula at 92%. To analyze the data, the Shannon's entropy analysis was used. The results showed that in the elementary school natural sciences the impact factor was highest in pollution and natural disaster components, whereas the lowest factor was observed in components such as community building, desertification, deforestation, cultural critique, cultural rehabilitation and maintenance of culture which showed low frequency. In both textbooks and teacher guides of elementary natural sciences, the curriculum content, for are not compatible with our cultural necessities. In these document the environmental dimension figures more prominently than others.

If we recognize that the primary aim of educational systems is providing necessary conditions for comprehensive development of students, then attention to developing all of their features and existential capabilities is considered as inevitable necessity. From this point of view, in addition to the development of cognitive and intellectual aspects of the learners, planning for harmonious developing of student's feelings and emotions also requires considerable importance. But despite its significant role and status, emotional intelligence in Iran is educational system is not taken seriously for various reasons and certain views and attitudes. This study was conducted with the aim of examining the situation and position of emotions among female students in second and the third grades in a high school at Kashan. The research approach adopted in this study was one of educational connoisseurship and criticism which served for evaluate and criticized the situation of emotions in three stages involving description, interpretation and evaluation. Findings showed that a part of the inefficiency of the country’s secondary school system rooted in lack of attention and neglect of the important field of feelings and emotions.

Research shows that teaching models have positive effects on factors related to learning. The aim of this study was to evaluate the effect of McCarthy model, the performance of problem-solving and mathematical efficacy of eighth grade female students in Tabriz. Pre-and post tests method was used on 50 female students who were randomly selected and assigned to two groups of 25 students each in the experimental and control group. The experimental group received 8 sessions of 90- minutes’ length in math instruction using Mecarthy method, the control group received instruction in the same math content for an equal amount of time using traditional method to collect data math tests and used math self-efficacy questionnaire were. The results of the analysis of covariance showed that there was a significant difference between the performance of and control groups were significantly different mathematical problem solving math problem sowing between the 2 groups (F= 70/337, P

The kurdestani teachers’ perception of their own welfare and factors impacting it, based on a grounded theory approach. The current study aimed at investigating kurdestani teacher-'s perception of their own welfare, identifying factors affecting it and suggesting mechanisms for its improvement. This research is qualitative and is based on grounded theory. Participants composed of 12 sanandajan teachers who were systematically selected using theoretical sampling. The deep interview was used to collect data. The result, showed that from the participants’ viewpoint welfare is a comprehensive concept and has material and mental dimensions. This concept is influenced by: political (state policy), social (values, attitude), economic (quantitative and cost attitude), organizational (management and process), individual (teacher's role), and professional factors (professional identity). Teachers welfare can be improved through comprehensive social efforts, teachers own determination and efforts, and the recognition and support accorded professional teachers’ association.

The aim of the present study was to investigate the status of communication and information technology(ICT) application in the teaching-learning environment of elementary smart schools at Shush City. A mix-method was used in this research. This study was conducted in the boy elementary smart schools of Shush City. In the quantitative section, Due to the small size of the school teaching staff, all teachers participated in the study(N=70). The quantitative data were collected using a researcher- made questionnaire. The validity of questionnaire was confirmed by specialists in education. The reliability was estimated by Cronbach alpha (α=0.94). Also in quantitative section, the descriptive statistics (frequency, percentage, mean and standard deviation) were used and in the inferential statistics the one-sample t test was used to analyze data. In the qualitative section, 10 principals and 10 teachers were interviewed. For analyzing qualitative data, open and axial coding was used. The findings showed that the status of ICT application in the 5 components of (i) use of electronic content (multimedia) by teachers, (ii) designing an electronic content (multimedia), (iii) the role of students in preparation of electronic content (multimedia), (iv) use of ICT to continuing the teaching-learning process(v) encouraging the students to deploy ICT to learn deeply and widely by teachers; was lower than the desirable level. The qualitative results identified important obstacles such as: (a) lack of sufficient knowledge and skills on the part of teachers, students and families (b) cultural, attitudinal and motivational problems related to teachers, families and students, (c) problems related to infrastructure, facilities and financial resources, and (d) the curricular problems.

The main objective of this study was to investigate the e-learning opportunities and threats in Razi University of Kermanshah. The methodology was based on a mixed approach consisting of a qualitative components plus a descriptive one. The population consisted of administrators, faculty members and students of Razi University of Kermanshah in the academic year 1394-95. 534 participants were selected via random stratified sampling in the quantitative part and 10 participants of in qualitative section. For collecting data a questionnaire (khoshrang et al., 1393) and interviews were used. The reliability measure of questionnaire was a= 0.89. To analyze the quantitative data, Spss 19 and Amos 22 soft wares and for the qualitative analysis, open coding were used. The quantitative results of this study showed that the cost-effectiveness component of learning component was the most important opportunity and mental – emotional component, professor- student communicational component and teaching - learning component were identified as threats for e-learning. In the qualitative analyses, ways of overcoming threats and obstacles to e-learning were identified in the three main categories of organizational instructional and user levels.