فهرست مطالب batul jamali zavareh

The goal of professional development centers is to enhance the skills and knowledge of faculty members. Therefore, the professional development center offers a range of services. Purpose of this article was to study activities of the professional development center in the top world's universities.

The Brady model used in this comparative study. Fifteen world top universities, based on the Shanghai ranking, was selected by targeted sampling method on five continents of the world, and studied the activities and services in professional development centers. In this method, the needed information for the research is collected by using existing documents and then, they were categorized into separate categories and analyzed and compared.

In addition to workshops and seminars, the most important activities and services of professional development centers in selected universities are studying and researching in teaching and learning, teaching grant, teaching awards , evaluation of teaching, materials and educational environment

Although the services provided by the centers of professional development are different, depending on the conditions and facilities of the universities , But by studying the centers of the top universities, it is possible to achieve common points and use their successful experience.

Competences were a series of key professional and personal skill, which was crucial for the successful actives of the profession. The purpose of this qualitative study was to examine professional competencies of university teacher in order to develop conceptual framework professional competencies of university teacher. The participants of the study consisted of 26 faculty members from the University of Isfahan at the academic year of 2017-2018, who were selected via the targeted sampling method. Sample selection continued until theoretical saturation. Data were collected via the semi-structured interviewing technique. For data analysis, interpretive analysis method has been used. The results of this paper indicate that five key competences of faculty include, general, educational, research, specialist competence, and Professional ethics. General competences include psychological, individual and attitudinal characteristics. Educational competences include teaching skills, management of classroom, implying the principles of pedagogy and identifying audiences,specialist competence include mastery in dimensions of specialized knowledge, research competences include performance of research, production and dissemination of scientific works and professional ethics includes communicational skills, professional ethics in education, professional ethics in research, and commitment to students.

This study aims to explain the writing and structure criteria for authoring and developing textbooks in disciplines of education, psychology and consulting. In this study, descriptive-survey method has been used. Statistical population of the study included curriculum development experts and the authors of textbooks that their opinions were considered by semi-structured interview. Another Statistical population is MA. students studying Education, Psychology and Consulting. Researcher-made questionnaire involve Likert rating and multiple choices questions. The experts’ points of view were asked using semistructured interview. Reliability of this questioner is calculated by Cronbach Alpha Coefficient. Reliability of the questionnaire was 0.70 in writing domain and 0.81 in structure domain. Categorization method was applied in order to analyze the data from interview and descriptive and deductive statistics was used so as to analyze the data from questionnaire. The results of the interviews show that in writing area these features have been emphasized by interviewees: paying attention to Persian language and literature and writing principles, paying attention to the level of difficulty, defining technical words, paying attention to the latest scientific findings, regular structure in content presentation and the Education time. In the structural domain, moreover, preface, introduction, guide to use the book, table of contents, the overall objectives of the book, introduction to each chapter, sub goals and total objectives of each chapter, analytical questions, list of resources and suggested resources for further study and index forms are integral parts of a textbook.

Development and production of textbook requires continuous research. One of itsimportant aspects deals with psychological features of textbook. This study aims toexplain the psychological criteria for authoring and developing textbooks ineducation, psychology and consulting disciplines. In this study, a descriptivemeasurablemethod has been used. Statistical population of the study includescurriculum experts, textbook authors, and M. A. students and B. A. senior students ofeducation, psychology and consulting of Isfahan University. We used interview andquestionnaire as the tools of our study. The purposeful sampling has been used forinterview sampling, and the size fitted categorical sampling has been used forquestionnaire sampling. In order to estimate the validity of the questionnaire andinterview, content and form validity were assessed. The reliability of thequestionnaire was determined by the coefficient of Cronbakh’s alpha that was about0/84. The results show that ideal textbooks consider psychological features morethan mean (3٫5 of 5). The results of the interview show that the features that havebeen considered include: applicability of textbook materials in life, appropriatenessof content with strengthening the interest and curiosity of students, appropriatenessof content with basic knowledge and students developmental stages, cognitive stylesof students, attractiveness of content for students and its appropriateness for theirinterests and abilities have been considered.