katayoon hamidizadeh

The present study aims to investigate the level of attention paid to the components of national and religious identity in Persian books of the elementary school. For this purpose, quantitative content analysis method has been used. The statistical population of the research included the content of all the Persian reading books of the primary course in the academic year 2023-2024 from the first to the sixth grade, and the entire population was examined. The tool of the research is the content analysis list of national and religious identity components, which was prepared by Sanei Mehr and Razmazma before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 81.30%. Data analysis was done with descriptive statistics and Shannon's entropy method. The results of this research show that the components of national identity have been seen more than religious identity; Among the sub-components of national identity, social identity and cultural identity have received the most attention and political identity has received the least attention. Among the sub-components of religious identity, the greatest amount of attention is paid to religious values and norms and the least amount of attention is given to the way of life based on religion. Also, the most use of the national identity component in the text of Persian books and the least amount of use in questions; And the religious identity component has been used the most in the text and the least in the images. . The results show that the national identity has been given more attention and the religious identity of the students has been neglected in the textbooks.

The purpose of the present study is to investigate the lived experiences of student teachers about the use of technology in virtual education. The research method is qualitative and phenomenological. The participants in this study were female students of Farhangian University of Makazi Province, who were selected by the purposive sampling method and with the criteria of setting two semesters of virtual education (N=16). In order to collect data, a semi-structured interview method was used. Data analysis was carried out using the seven-step Claysey method. The obtained results indicated the existence of two general themes of challenges and opportunities of using technology in the virtual education of student teachers. These challenges include the lack of acquiring the necessary competencies in learning courses, organizational problems, curriculum problems, problems caused by the lack of face-to-face communication and the lack of infrastructure. At the same time, the use of technology in virtual education has some opportunities such as removing time and place restrictions, increasing access to content, and developing technology materials for students. According to the results, it is necessary to provide the necessary support to adjust the challenges of virtual education.

The current research was carried out with the aim of examining the English language books of the first secondary school based on Fog's readability formula in the academic year of 1402-1403.

For this purpose, quantitative content analysis has been used. The statistical population of this research was English language textbooks of the first secondary level, and the entire population was investigated. The research tool also includes the list of content analysis based on the reading method of Fog, which was divided into three sections: the number of sentences, the number of words, and the number of polysyllabic words of each book. The unit of analysis was placed in texts and reading comprehension, words.

The findings showed that the degree of difficulty of the texts and understanding in the third grade is 4.89, 7.09 for the 8th grade and 8.95 for the 9th grade respectively, which indicates that the 7th grade book has a lower level of difficulty than Desirable and the eighth and ninth grades have an ideal and moderate degree of difficulty for beginners. Also, the results show that the highest number of words is in the seventh grade with 39.36%, the ninth grade with 31.79%, and the eighth grade with 28.85%. There is a percentage.

It can be concluded that one of the factors of students' weakness and inability to read and understand texts at higher levels is due to the excessive simplicity of the materials in the first secondary school.

The purpose of this research is to investigate the rate of recognition and application of new teaching models among professors of Farhangian University. Therefore, descriptive-survey method was used. The statistical population includes all the professors of Farhangian University in central provinces, Qazvin, Tehran, Ilam, and Yazd, who were selected by random sampling from among 730 people. Data were collected using the researchers' questionnaire developed by Mohagheg hian (2013) including 35 items on a Likert scale. Based on Cronbach's alpha coefficient, the reliability of the questio nnaire was obtained as 0.85 in the field of knowledge and 0.80 in the field of application. Data analysis was done with descriptive statistics, univariate T test, and independent T test, analysis of variance, chi-square test, and Friedman test in both fields. The results showed that professors know and use new teaching models more than average. There was no significant difference between the professors of Farhangian University in terms of educational field, but there was a significant difference in terms of teaching experience and acade mic certificate.

This research has investigated the position of cultural capital components in elementary school textbooks.Metods: For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the textbooks of the second elementary school in the academic year 2023-24, including the fourth, fifth, and sixth grades, and from this population, Persian books, social studies, and heavenly gifts were selected as samples. The research tool includes the content analysis list of cultural capital components according to Bourdieu's theory, which was prepared before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 91.20%. Descriptive statistics and Shannon's entropy method were used to analyze the data.

The findings show that among the components of cultural capital, which include objectified cultural capital, institutionalized cultural capital, and embodied cultural capital; Objectified cultural capital has the largest share with 1837 frequency and 54.25%, and the lowest is related to institutionalized cultural capital with 86 frequency and 2.53%. The embodied cultural capital also consists of 1463 abundance and 43.20%. Also, the lowest information load and the importance factor related to the institutionalized dimension are equal to 0.25 and 0.03, and the highest information load and the importance factor related to the embodied dimension are equal to 0.37 and 0.18.

Therefore, it can be concluded that considering By allocating 33.73% of the content of the elementary course books to the components of cultural capital, the authors of the textbooks of this course have been able to use the capabilities of the textbooks to reflect the components of cultural capital.

Internship, Farhangian University, Phenomenology,

The aim of the current research is to analyze the academic satisfaction of student teachers from Farhangian University and it was conducted in the form of a descriptive mixed research. In the quantitative part, the descriptive-survey method was used, and in the qualitative part, the phenomenological method was used. The statistical population in the quantitative part was all the student teachers of Farhangian University who entered the university in 2017, and 420 people were selected as a sample based on Morgan's table with a multi-stage cluster sampling method. The data collection tool is a researcher-made questionnaire consisting of 36 items in four areas of planning and preparation, teaching and professors, educational facilities and professional preparation. Its validity was confirmed by 6 professors of Torbati Science Department. Data analysis has been done with Friedman's tests, one-sample t-test and Wilcoxon's test. In the qualitative section, 15 student teachers were selected using the purposeful sampling method. from the semi-structured interview in order to describe the investigated areas; was used and analyzed by Claysey's method. In the four investigated areas, the academic satisfaction of student teachers is low, but the academic satisfaction of student teachers from Farhangian University is generally average. The results were divided into 5 main themes and 18 sub-themes. The lowest level of satisfaction in order: the field of planning and preparation and under the components of interaction with university officials and staff and the presentation of course units; the field of professors and teaching under the component of professors' requested assignments; the field of educational facilities under the component of lack of sufficient space. The highest level of satisfaction is the field of professional preparation under The attitude component showed the teaching profession.

The aim of this study was to analyze the education in multi-grade classes in the days of coronary heart disease and virtual education. For this purpose, a qualitative approach and a descriptive phenomenological method were used. The statistical population includes 187 teachers of multi-grade primary schools in the years 2020-2021 in Markazi province. 5 teachers were purposefully selected, then 10 other teachers were identified and studied by introducing the previous ones by snowball sampling. Were located. The data of this study were saturated from interviews with 15 people. Semi-organized interviews were used to collect data. Analyzing the data with a clause pattern and during 7 steps including: careful study of interviews, extraction of main themes, formulation of known meanings, classification of codes, integration of codes, clarification of the structure of the phenomenon, final validation; Done. Findings of the research were divided into 5 main themes including restructuring of multigrade classrooms, students, parents, teachers and educational facilities and 17 sub-themes. The results show that in the days of the outbreak of coronary heart disease, education in multi-grade classes has been removed from being multi-grade and as a result, the benefits of this type of training have been reduced. Also, the limitations of e-learning in multi-grade classes due to lack of access to smartphones and the Internet have become more apparent.

The purpose of this study is to investigate the lived experience of Farhangian University student teachers from internships in cyberspace. For this purpose, a qualitative approach and a descriptive phenomenological method were used. The statistical population of this study was elementary school teachers of Farhangian University from Markazi, Isfahan, Ilam, Mazandaran, and Tehran provinces. Were selected as a sample. Necessary information was obtained using semi-organized interviews. The duration of each interview varied from 20 to 40 minutes and after 50 interviews; Information saturation was obtained. After conducting the interviews and coding and analyzing them using Nvivo software, the student-teacher experience of the internship course in cyberspace in 4 main subjects including: interaction and communication, technology and media literacy, teaching, and the structure of the internship course and the following 17 Theme was placed. The results of the study show that virtual internship training has included opportunities for student teachers; Such as benefiting from the teaching of other teachers, archiving the teaching of supervisors, increasing the internship time, increasing creativity in education, promoting media literacy and producing electronic content. There are also shortcomings in these trainings, which include: lack of interaction with students, tutors, and school staff; Lack of experience in classroom management; And lack of familiarity with school rules.

The purpose of this study is to investigate the challenges of e-learning in social studies in elementary school. For this purpose, qualitative study and phenomenological method of description have been used. Data were collected through semi-organized interviews and purposive sampling. The study became saturated after interviewing 30 teachers in Markazi province. In-depth analysis of the interviews led to the identification and categorization of 11 educational challenges, including: reduction of students 'group activities, lack of teachers' time to teach social studies, reduction of attention to ethical, social and legal issues, increase of negative emotions caused by quarantine. Decreased quality of assessment, lack of media literacy of teachers in teaching social studies, unattractive educational content for students, diminishing importance of social studies lessons, parental interventions, slow internet speed, heavy costs of buying internet packages. In addition to the main topics that addressed the challenges of teaching social studies in cyberspace and the answers to the main research question, some other topics emerged from the interviews that pointed to the opportunities for teaching social studies in cyberspace. Includes: increasing the speed of information transfer, students 'interest in participating in teaching social studies, increasing students' media literacy, achieving social goals outside the textbook.

The current study aims to identify the performance and criteria of the success of outstanding teachers in the field of multicultural education. To this reason, qualitative research and the method of the best practice have been used as the basis of the research and semi-structured interview were used to collect data and to analyze qualitative content for analyzing data. In order to use the best practice method, four stages including plan, search, observation and collect and analysis were implemented. The number of successful teachers in multicultural education in 2014-2015 included 5 people who were interviewed by all teachers in a semi-structured interview. The interviews were conducted by the teachers on the paper and analyzed using the content analysis method. Findings show that 14 key points in the success of teachers in multicultural education played an important role. Tips like teachers 'positive attitudes toward diversity and differences and similarities, the use of speech and speech styles of students at home and their culture in classroom conversations, continuous communication with students' parents, recognition of the multiple identities of students and the development of language, their historical and cultural knowledge in class, the living environments of students outside of school.the living environments of students outside of school.

The purpose of this study was to analyze multicultural education in Iran. For this purpose, the combined research method has been used. Firstly, in a qualitative research study, the criteria for optimal multicultural education were extracted. These criteria were categorized into four main elements (goal, content, teaching methodology, evaluation) and 9 sub-elements and 50 sub-axes among the interviewees with outstanding scholars and educators Multiculturalism was achieved. Then, the criteria were extracted in a questionnaire and confirmed by five multicultural education specialists. By this questionnaire, the gap between the optimal situation of multicultural education and the status of this education in Iran was measured. Thus, 150 second-grade teachers in 2012 in Markazi province, with cluster sampling method, 60 experts and writers in high school with random sampling method and 16 multi-purpose education multi-purpose educators selected by targeted sampling method and responded to questionnaire questions. The results show that all three groups believe that the multicultural curriculum situation in Iran is lower than the average for each of the four main elements and the additional elements compared to the desired multicultural desirability of the program. But the views of teachers and authors of the book are in terms of purpose, content and teaching methods different from those of multicultural education. Data analysis shows that teachers and writers of middle-level textbooks are more positive in terms of goals, content, and teaching methods than they are in comparison with multi-cultural education professionals.