فصلنامه نوآوری های آموزشی
پیاپی 69 (بهار 1398)

Empowering human resources is the key to the development and Progress of educational organizations in dealing with the global change. As the teacher is considered as the most important factor in changing education, Farhangiān University as a new one plays a key role in training, preparing and empowering student-teachers, in accordance with Islāmic values and community needs, to enter the field of education in the future perspective. The main goal of this research was to provide a model for professional empowerment of teachers in the future perspective. It was a qualitative research. The research population consisted of upstream documents, professors of the University of Farhangiān in Golestān province, from which the research sample was selected using purposeful sampling method. Data were collected using qualitative content analysis from upstream documents and semi-structured interviews with 26 professors. The results showed that the extracted model has 63 indicators, 19 components and 6 dimensions for empowerment of teachers in the future perspective. The dimensions included curriculum and educational content (4 components), digital literacy (3 components), ethics and religious insight (3 components), improvement of internship (2 components), organizational structure (4 components), and professional teacher skills (3 components) which were identified at the University of Farhangiān. Dimensions, components and indicators of the model for professional empowerment can be the basis for improving the quality of teachers in the future perspective of the University of Farhangiān.

The existence of ethics in education leads to the growth and excellence of education and consequently the whole country. Accordingly, the present study addressed the dimensions and components of the professional ethics of teachers and how to observe it. It was a mixed methods study with exploratory design. Based on this strategy, at first the qualitative data and subsequently quantitative data were collected and analyzed. Semi-structured interviews have been used to obtain qualitative data. The research population consisted of Tehrān school teachers. The sample consisted of 15 key informants and people who had live experiences in the professional ethics of teachers. They have been selected through purposeful and snowball sampling methods. The content of interview data has been analyzed using open and selective coding. After doing the qualitative study and developing a questionnaire, the quantitative method was used to test the extent of observance or existence of professional ethics of Tehrān school teachers. The results showed that teachers' professional ethics has eight main components: spirituality, personality, self-knowledge, ethical responsibility towards students, moral responsibility towards parents and guardians, moral responsibility towards profession and colleagues, moral responsibility towards the organization and administration and ultimately social responsibility. Tehrān school teachers believed that moral responsibility towards parents and guardians is observed more than the other components and ethical responsibility towards organization and administration are observed less than other components. The results of this research were largely consistent with the results of previous research. Based on the results of the previous research, most of the components of spirituality and ethical responsibility towards students, parents and professionals were emphasized, while in this research self-knowledge, social responsibility, and ethical responsibility towards organizations and colleagues were added to the earlier components. Also, according to the results of this research, the moral status of teachers in the components of moral responsibility towards organization and administration, self-knowledge and spirituality needs more attention.

The change in the development of technology affects educational systems and, in order to coordinate with these changes, teachers must review their teaching methods and use the methods that encourage learners to think and move towards thinking. The purpose of this research was to explain creative teaching pattern based on the rhizomatic principles of Gilles Deleuze. The research methods of conceptual analysis and inference have been selected in accordance with two research questions. Creative teaching helps students to get rid of commonly used conventional forms of thinking and reach new perspectives for building knowledge and solve new problems in a variety of disciplines. Creative teaching requires freedom, experience, risk-taking, flexibility, urgency and lack of bias and is considered an innovative topic. Rhizomatic principles of connection, heterogeneity, multiplicity, asignfying Rupture, cartography are essential processes for presenting creative teaching patterns in education. These principles emphasize collaboration, dialogue, participation, innovation in curricula, education and active and participatory learning. The purpose of these principles is to stimulate critical thinking, opportunities to change teaching methods, as well as to make changes in the ontology of teachers and inspiration for teachers and students to understand and revise their usual practices.

Technical and vocational education plays an important role in supporting the social and economic development. Mathematics education is one of the complex skills in such education. However, the results of mathematics achievement tests in technical and vocational education show the shortage of mathematical abilities among its students. This research studies the mathematics content framework presented in technical and vocational education in the previous and new curriculum. To do so, several questionnaires were developed based on the Iranian mathematics curriculum standards, the research literature and the experts’ point of views through an exploratory mixed methods research. The research sample was selected through purposeful sampling method. The questionnaires were developed in Excel format so that the participants could easily choose the desired options. They were filled in by a committee in the ministry of education of Iran. The data were analyzed using descriptive statistics such as frequency and mean. Additionally, content analysis of mathematics textbooks of the previous and existing curriculum was used to determine the framework for mathematics requirements in technical and vocational education in Iran. Findings showed the most important mathematical requirements in technical and vocational education. Statistical applications, geometry concepts and software packages were some shortcomings in technical and vocational education at secondary school level. Besides arithmetics, participants mentionaed that vocational mathematics should involve mathematics processes including problem solving and reasoning. Findings also could be used when developing the mathematics textbooks and other mathematics contents in technical and vocational education at secondary school level and after that at both formal and informal levels.

The present paper attempts to portrait aims, principles, approaches, content, how to perform, evaluation, and other characteristics of the art curriculum in a logical manner, while deeply investigating Iran and Japan's art curriculum. To achieve this purpose, first the art curriculum in both countries was reviewed. Then, with a reflection on this curriculum again, the elements were deduced and the analysis and conclusion were made through comparing them. It was a comparative study and it has been done using the method of George Brady. In general, the results of comparison and evaluation showed that the art education in our country's education system faces with, on the one hand, theoretical and intellectual limitations, and on the other hand with executive and practical barriers and limitations, compared with Japan. Theoretical limitations stems from the lack of belief of educational planners and educators in the necessity and the special role of art education in the development of various skills and abilities of students and the realization of different goals of the educational system. For this reason, art education in our country always has a secondary and marginal role and position in the school curriculum. Executive barriers also address the major shortcomings and problems that are associated with the proper implementation of the art curriculum at schools.

This study was conducted to determine the effectiveness of teaching self-regulated metacognitive learning strategies on educational resilience and procrastination of Tabriz secondary school students in 1396-97 academic year. It was a semi-experimental research with pre and post-test control group design. The research population included Tabriz secondary school students. The research sample consisted of 60 students with high educational resilience who were selected through a preliminary study and a multi-stage cluster sampling method. Then, they were assigned to experimental and control groups, using a targeted substitution method. The experimental group participated in the training sessions for autonomous-metacognitive strategies for 12 sessions and the control group did not receive any intervention. For the experimental group, the curriculum was self-regulated metacognitivestrategies -forological and for the control group-the normal daily education. The tools used in this research were: academic resiliency (Samuels & Woo, 2009) and academic procrastination (Solomon & Rothblum, 1984). Data were analyzed using multivariate covariance. The results of multivariate covariance analysis indicated that training self-regulated metacognitive strategies increased and improved the components of academic achievement and decreased the components of academic procrastination.The results showed that  training metacognitive learning strategiescan provide programs to increase and improve the students' academic achievement. This research has implications for teachers, trainers and school counselors who could use its outcomes to improve students' progress.

The aim of the present study was content analysis of Roshd-e- Dāneshāmooz magazine according to Plsek Creativity Model. The research method was content analysis. The research population included all numbers of Roshd-e- Dāneshāmooz magazine and the research sample consisted of Roshd-e- Dāneshāmooz magazines which were published in the academic year of 1396-97. The research instrument was the checklist of content analysis, considering a coding scheme for checking. The coding scheme was made according to the parameter of Plsek directed creative cycle. The reliability of the checklist was .80, using Scott formula. Analysis of data, using Shannon entropy, showed that the observation of components was little and there was no consistency in the observation of most components in all dimensions. The result showed that to some extent, »the principle of attention« and its components were observed. Considering »the principle of escape«, one of its dimensions, i.e., »attention to details« has been observed. However, there was not much attention to the other components of »the principle of escape« such as »zoom out«, zoom in«, »reversing«, »substituting«, »flexibility« and »reinforcement«. Also, »The principle of mobility in practice« devoted a very low Coefficient of importance in Roshd-e- Dāneshāmooz magazine to itself. In general, the observance of components of Plsek Creativity Model was very low in Roshd-e- Dāneshāmooz magazine and there was not necessary consistency in observing most components in all dimensions.