دکتر اکرم صفری

The present study was conducted with the aim of explaining the context-based approach in the sixth grade experimental sciences curriculum and in terms of applied purpose, it is descriptive in terms of data collection and survey in terms of type of research. The statistical population includes 750 sixth grade primary school teachers in Tehran. The sample size was determined by Krejcie-Morgan table, 256 people were determined by simple random sampling method. A standard questionnaire of 34 questions was used to collect data. The validity of the questionnaire was confirmed by experts with face validity and the reliability of the questionnaire was confirmed using Cronbach's alpha coefficient (0.86). The results showed that in the implementation of the sixth grade experimental science curriculum with context-based approach, the possibility of meaningful learning, gaining scientific competence, creating real opportunities for problem solving, creating the necessary ground for growth and development of scientific arguments and establishing communication between their four areas. Creator, creation and creation are provided, but the possibility of evaluation as a process is not provided for students and this approach has not involved students in group work.

Considering the important and key role of teachers in the education of students and the future makers of the country, this research was conducted with the aim of qualitative analysis of the components of professional empowerment of student teachers. The method of this research is qualitative and the participants of this research were 15 students and professors of Farhangian University, of which 12 students and 3 professors were interviewed. The tool of this research is an interview that was distributed among the participants through a targeted sampling method. The validity of the research was checked and confirmed in the two stages of designing the interview questions and when coding the data, and its reliability using a constant index. The method of data analysis in this research is open and central coding of interviews and their review. The results of the research showed that the dimensions of empowering student teachers include; Individual factors (enhancement of motivation, power of expression, acquisition of life skills and self-evaluation), environmental factors (improvement of educational and welfare facilities, holding workshops and seminars, creative teaching methods, top and experienced professors), professional skills of the teacher (Skill-oriented teacher training, capable teacher training, creative teacher training, critic teacher training, self-aware teacher training, research teacher training, realistic teacher training, effective teacher training, facilitator teacher training, creative teacher training and skill-oriented teacher training ), constructive interactions (interaction of professors with the university, interaction of professors with students, interaction of students with each other and interaction of student-teacher with teacher, And the content of the curriculum and education (the richness of the educational topics, the more practical lessons (such as internships, information technology, action research, etc.) and the more practical learning) has a direct impact on the training of students and capable teachers. Therefore, the authorities and student teachers should continuously strive to maintain and improve the mentioned dimensions so that the goal of training student teachers and ultimately capable teachers is realized.

The present study is applied in terms of purpose and qualitative in terms of data type. The aim of this study was to investigate the role of guidance teachers and motivate student teachers. Semi-structured and in-depth interviews were used to collect data. Participants in the interview stage using purposive sampling method, using snowball technique to reach the level of theoretical saturation (25 people) and among the professors of Farhangian University (4 people), student-teachers of Farhangian University (19 people) and supervisors ( 2 people) were selected. Inductive content analysis technique was used to analyze the data. The results showed that: Supervisors have a significant effect on motivating student-teachers. Various factors including psychological factors, professional competencies, effective elements in internship, behavioral characteristics, positive attitude towards student-teacher, constructive interaction, promotion and empowerment in motivation and factors such as behavioral barriers, communication barriers, teacher negative points The tutor, the mental and intellectual dangers of the tutor are involved in destroying the student-teacher motivation. Behavioral barriers are one of the factors that eliminate motivation. In this dimension, indicators such as: giving dripping information, lack of motivation, lack of knowledge of internship topics and job descriptions of students, teachers, obstruction and stoning, lack of companionship, stinginess in presenting and expressing experiences and solutions, were identified.

It is important to pay attention to the suitable selection of candidates to enter Farhangian University because its results play an important role in the development and transformation of education and consequently the reconstruction and progress of society.The current research is a combination of sequential exploratory design in terms of its practical purpose and research method. Socio-statistics in the qualitative phase included 22 documents which were determined according to the level of theoretical saturation and analyzed by content analysis method. The validity of the codes was confirmed using the researcher's self-review method and their reliability was confirmed using the test-retest reliability. The data collection tool in the quantitative stage included three researcher-made questionnaires, whose reliability was confirmed through Cronbach's alpha. In order to determine the importance of each of the indicators using the Delphi technique, the questionnaire was given to 30 experts who were selected by snowball sampling. For the final classification of the identified markers, the focus group was used, and Kendall's coordination coefficient was used to determine the level of consensus among the members of the Delphi group. The results showed that the competencies include individual competencies and social competencies. Individual competencies included four interpersonal, value-ethical, professional, and personality dimensions, and social competencies were determined by four dimensions of social knowledge, social motivation, social perception, and social inference.

The aim of this study was to investigate the competitive learning style and camaraderie in students' academic achievement in experimental sciences. The statistical population of this study was male elementary school students in District 2 of Tehran. The sample size was determined using Cohen's table of 60 people and they were divided into experimental and control groups by random sampling. The research method was quasi-experimental as pretest-posttest with a control group. The experimental group was divided into two groups of 30 people, one group in a friendly way and the other in a competitive way in eight sessions from different topics of the second elementary science textbook. In order to collect and analyze the data, descriptive statistics (mean and standard deviation) and distribution (skewness and elongation) along with t-test were used. The results showed that there is a significant difference between the two groups in terms of academic achievement in science; In other words, learning comradely has a significant effect on the academic achievement of students' experimental sciences. Therefore, it is suggested that the conditions of education be provided in a friendly manner, in other words, participatory learning in schools, and provide a favorable environment for the dynamism and promotion of teamwork culture in schools.

The purpose of this study was to investigate the effect of teaching TRIZ problem solving skills on students' Creative thinking and critical thinking. The statistical population of this study was 3958 female students in the sixth grade of elementary school in the 5th district of Tehran. The sample size was determined using Cohen's table of 60 people and they were divided into experimental and control groups by random sampling. A quasi-experimental research method as pretest-posttest with a control group was used. The measurement tool consisted of Torrance (1974) Creative Thinking Test and Critical Thinking Questionnaire (Robert Ennis, 1961). The experimental group underwent six one-hour sessions of innovative problem-solving skills training (TRIZ). At the end of the intervention, both groups were retested using the Robert Ennis Critical Thinking Test and the Torrance Creative Thinking Test. Data analysis was performed using descriptive statistics and multivariate covariance analysis through SPSS. The findings showed that there was a significant difference between the experimental group and control group and also there is a difference between all dimensions of critical thinking (understanding the meaning of a phrase, identifying the ambiguity in the way of reasoning, logical conclusion, understanding the coordination, justified conclusion, adherence to a rule or principle, the validity and acceptability of the sources of a claim) and the dimensions of creative thinking (ingenuity, expansion, fluidity, and flexibility). The mean score of critical thinking and creative thinking in the experimental group was significantly higher than that of the control group. Therefore, the results indicate that the teaching the problem solving skills by TRIZ affects creative thinking and critical thinking.

If education is to improve, it must transform education, especially teachers who interact widely with learners. In fact, any meaningful and significant improvement in schools and the education system must start from the teacher, and there is a significant relationship between school improvement and teacher performance, and their knowledge, knowledge, attitudes, skills, and practices should change. This requires the professionalization of education and, at the top of it, the professionalism of all teachers, as the teacher is one of the key components of the education system, and the shortcomings and deficiencies of this component are affected. Teachers are seen as the "agent of change" in educational practices, and it is by them that the most important effects can occur. Therefore, it is essential to pay attention to the most important component of the education system and to promote one's knowledge, attitude and skills.  Collaboration is the core of teachers' professional growth and school quality improvement. As teachers grow at school through collaboration, their motivation is to reduce workloads, positively impact teachers' morale, increase productivity, improve communication, improve technical skills, reduce personal isolation, along with other benefits such as educational strategies. , Are moving toward student-centricity and the balance between real and hidden curriculum has increased. A culture of school collaboration enhances opportunities for career development and enhances educational strategies. Collaborative, real and systematic, focusing on student learning, has resulted in high quality solutions to educational problems, increased teacher confidence and significant achievements in student success. If every student is to have a qualified teacher, then all teachers should be learning full time. While learning happens sometimes in courses and workshops, much of it comes when teachers do their lesson plans in collaboration with other teachers, examining their students' work to find ways to improve it. And to teach each other, and finally, to develop methods based on different information to improve their teaching. There is strong evidence that teachers 'participation in purposeful collaborative activities has had a significant impact on improving the quality of schools' education. Teachers learn good things from interacting with each other as well as from a combination of their own and those of their colleagues. This is what Kennedy (2005) refers to as transformational learning that can make a real difference in the education system. When teachers work together, their work patterns encourage students to do the same. Teachers who practice communication skills often use similar communication skills to communicate with their students in the classroom. Also, teachers who feel comfortable working together can usually easily ask their students to work in the classroom. Collaborative learning encompasses a wide range of perspectives and processes: senior teacher and peer interaction, peer mentoring, friendly critique groups, productive conversation, as well as activities such as observation, teamwork on a specific task, sharing ideas, Study groups, research courses, cohesive groups, and specialized / interdisciplinary groups. Although each of the above may involve different activities and processes, it seems that the core view of shared learning value is integrated. This is based on the assumption that each school has experienced teachers whose knowledge and experience are shared. In sharing this knowledge, teachers can collaborate, reflect, and learn from one another. Collaborative vocational learning is different in small and large schools. In large schools, there are more groups and there will be larger meetings. Teachers will work in more than one group. The role of school administrator, teacher supervisor, or supervisor in coordinating and supporting groups will also be greater. Communication between groups will be more challenging and will require more team effort. In large schools where teachers work less together, it may be challenging to create a sense of community, although this is not necessarily related to the size of the school, but rather to the internal culture of the school. Even larger schools can have successful joint vocational learning groups.  The purpose of this study was to investigate the impact of collaboration between school teachers on improving the quality of teaching and learning process. In terms of purpose, it was practical and in terms of descriptive-correlational research. The statistical population was 6000 primary school teachers in Tehran (N = 6000) and 361 individuals were selected by using Krejcie and Morgan table and were selected by multistage cluster sampling. The city of Tehran was divided into five clusters of north, south, east, west and center and one cluster was selected from each cluster and 73 primary school teachers were selected from each cluster. To investigate the effect of teacher collaboration on improving the quality of the teaching-learning process, the standard questionnaire 41, Safari 1396, was used. The questionnaire measures subscales of experience sharing, interdependence, responsibility, shared values and vision, co-decision making and control, and supportive conditions. In order to measure the quality of teaching and learning, a researcher-made questionnaire with 36 questions assessing the quality of teaching and learning process was used. The questionnaire has five dimensions of teaching design skills, teaching skills, teacher quality, learning assessment skills, and communication skills that receive individual responses through the five-point Likert scale. The validity of both questionnaires was confirmed by experts in the form of face validity. Reliability of both questionnaires was determined by means of Cronbach's alpha coefficients among 30 individuals. In order to use inferential statistics, the hypothesis of normality distribution of each component was analyzed using Kalmogorov-Smirnov test. The results showed that the distribution of scores of all components was normal. The results of the present study and the backgrounds can be explained in such a way that the accelerating changes of the present era have posed some problems and challenges to this system, in particular the quality of education and the teaching and learning process, which has reduced the level of its impact on learners. Has been. Therefore, recognizing the current status of the quality of teaching and learning process and acquiring knowledge about the factors affecting it, is the first and most important component that should be taken into consideration by educational managers in general and educational planners in particular.

The purpose of this study was to investigate the relationship between emotional, intellectual and physical biorhythms with the quality of primary school teachers in Zanjan. The statistical population of this study consisted of all elementary school teachers in Zanjan with a population of 1655 of two groups of state and non-state school teachers. The sample was 313 people using a stratified sampling method. Measurement tools included a standard 20-question Seraj teaching quality questionnaire and the secret of biorhythm account software. The validity of the research instrument was obtained by face validity and construct validity and its reliability was estimated using Cronbach''s alpha coefficient. Pearson and regression tests were used to analyze the data. The results of this study showed that there is a relationship between intellectual and physical biorhythm with the quality of teaching; the intellectual cycle had a high explanatory power, physical cycle had a moderate explanatory power, and the emotional cycle had a poor explanatory power, respectively. Biorhythm knowledge can also be used to increase the productivity of human resources in organizations, especially in education and training.

This research was done with the aim of investigating the obstacles of collaborative professional development of teachers in schools with a mixed approach and using continuous method. A number of seventeen participants in the quality section were selected among university lecturers, educationalists and teachers of the city of Tehran using a purposeful method up to reaching theoretical saturation. Data were gathered in the quality section using semi-structured and deep interviews. The target audience in the quality section included all the teachers of the city of Tehran amounting to 391 individuals who were selected using multi-phased cluster sampling.
The articulation of the quality section was implemented by members’ investigation, consistency of data sources and the researcher’s self--revising and the sustainability of coding was also done utilizing two indexes of stability and repeatability. . Inductive Contextual Analysis Technique and Freedman Test were used to analyze the data. Results indicate that the obstacles of professional peer growth of teachers included five dimensions of “group”, “administrative and executive”, “individual”, “psychological environment” and “knowledge” in the order of priority. In the administrative and executive dimension, “inappropriate assessment criteria of teachers”, in the individual dimension, “teachers’ resistance in peer learning”, in the knowledge dimension, “ weak social knowledge”, in the psychological environment, “ unknowing support of colleagues”, “ fear of discrepancy due to the clarification of differences”, and “ competing over interests” and in the group dimension, “ weak relationships among members” have the highest rates.

Teachers are the most important factor in enhancing the quality of students’ learning, so, their professional development and identification of barriers in this regard is of high importance. This study was conducted to identify barriers to professional development of teachers. According to the research aims, it was an applied study and according to the method, it was a mixed methods research. The data was collected using a semi-structured interview and a researcher-made questionnaire, extracted from the interview. The interview participants were selected through purposeful snowball method (N=31) from among educational experts. Also, the questionnaire participants consisted of 159 primary school teachers of Tehran who participated in the in-service training classes in 1394-95 academic year. They were selected through stratified sampling method. In the qualitative pase of study, the technique of content analysis and in the quantitative phase of the study, factor analysis, Man Whitney, Kruskal-Wallis and Friedman tests were used. The results showed that the identified markers are related to the specified dimensions, and the barriers were divided into the "individual", "structural", "economical" and "technological" ones. Also, the identified markers showed an acceptable measure of factors. The structural barrier was the most effective one to the professional development of teachers. Professional development of teachers was the most effective structural barrier. Low quality of in-service training, weakness of programs to increase people's sense of cooperation, inadequate equipment and training facilities and inappropriate payment system had the highest rating. According to the findings, identification of barriers to the professional development of teachers and planning to solve them should be considered as one of the priorities of the educational organizations’ programs.

The constitution of Islamic Republic of Iran would hold a great deal of regard to the matter of social safe – guard. On the other hand common security would influence over national immunity. The overall purpose of this enquiry is to probe the given social security aspects in Islamic Republic constitution and its impact on social security. The way of this examination is based on collaboration and statistical crowd comprises 130 members of Ph.D university students of national defense state university in scholar year of 1390 – 91. to the Morgan table, Statistical sample comprises 97 members. Used instrument of this research is 41 questions questionnaire which confirms that given questions is relied on some principles of constitution relating to social security directions. Its reliability is calculated by Gronbakh alfa (0.8). the data have been evaluated by Kedo and Freadman tests. The results manifested that the impression extend of career and official angles, legal and judicial angles, economic and political angles, incorporates generally a great deal of impression. while cultural dimension of social security has held the mean limit of impression on the national security. Regarding to the impression limit of each angles of common security on direction of national security, following results rankly have been achieved: 1- in political angles of national security, political aspect of national security as well as respective legal and judicial angles, have enjoyed the most impact. 2- in economical angle of national security, economical angle of social security as well as career and administrative angles of social immunity have possessed the most influence. 3- in social angle of national security, career and administrative angles of social security as well as political aspect have obtained the most impression. 4- in military angle of national security, political aspect of social security as well as legal and judicial angles have the most impact. 5- in bio – ecology dimension of national security, economical aspect of social security as well as legal and judicial angles have achieved the most impression.

Security is among the vital needs of human beings. Police is no doubt responsible for maintaining security in the society. But why is that the expected security has not yet been appropriately maintained in Iran. This paper aims at examining the relationship between police authority and public security. Questionnaire was used to collect the required data from among 300 personnel who had over 15 years of work experience. The results of the study demonstrated that empowered authority of police is positively related to public security.