غلام بهادرمطلق

The training of productive and effective teachers is the task of education system. One of the things that can help the development and growth of the educational system is training teachers with high intelligence and emotional literacy. The main purpose of the research was to identify the emotional literacy characteristics of student teachers from the experts' point of view. This qualitative research was done by content analysis method. The participants in this research consist of 14 professors, curriculum specialists and psychologists who were selected through purposeful and snowball sampling. The criterion for the adequacy of the number of participants was theoretical saturation. The research data collection tool was a semi-structured in-depth interview. Validation of data was done through reliability and trustworthiness using alignment technique. Continuous and targeted analysis of data was done simultaneously with their collection using the content analysis method. Based on the findings of the research, four main components or content of knowledge related to students' characteristics and needs, knowledge related to teaching and classroom, personality characteristics and skills were obtained. A teacher should not only focus on cognitive characteristics and academic performance. Students should pay attention to the various dimensions of the student, including the emotional (attitude) dimension and not neglect this dimension in order to increase the motivation and interest of the students in the classroom and change the student's behavior.

Paying attention to the knowledge, attitude and practice of student-teachers is the main condition of programs related to promoting emotional literacy in society. The purpose of this study was to achieve the framework of emotional literacy education curriculum for Farhangian University of Iran.This research was conducted qualitatively and based on data foundation theory. Participants in this study consisted of 14 professors, specialists and experts in curriculum planning and psychologists who were selected through purposive sampling and snowball type. The criterion for the adequacy of the number of participants was theoretical saturation. The research data collection tool was a semi-structured in-depth interview. Validation or lack of qualitative data was done through validation and reliability using data alignment technique. Findings of the research in the target section indicate that curriculum designers in the field of emotional literacy should pay more attention to the cognitive (cognitive), emotional (attitude) and psychomotor (skill) domains of emotional literacy education. Content in this curriculum was selected according to the characteristics of learners, inclusive and activity-oriented. The features of teaching-learning strategies of this program are interactive, practical, exploratory and exploratory, and the features of curriculum evaluation are rationality and evidence-based.

The effects of cognitive strategy skills on dimensions of perceived competence (cognitive, physical and social) among elementary school students was studied. 50 male fifth-grade students selected by cluster sampling method and divided into one group of experimental and one control group (n=25). Both groups completed the Perceived Competence Scale (Harter, 1982). The research design was pretest-posttest with control group. The experimental group received 10 sessions (35 minutes each) of training cognitive strategy skills (Maleki, 2005). Covariance analysis indicated the effectiveness of cognitive strategy training in modifying dimensions of perceived competence (cognitive, physical and social). The results also posited the effectiveness of training cognitive strategy skills after a 30 day follow-up.