nematollah musapoor

The teachers’ qualification has become more important today compared to the past; however, there are still doubts to be considered whether new teachers graduating from teacher training universities are well-prepared to face the challenges in their initial years of teaching. The main purpose of this paper is to identify the methods of formal induction for new teachers worldwide. In this study, the technique of thematic analysis (Attride-Stirling) was used to analyze the themes of English papers on the Induction (initial period of service) published from 2010 to 2020, and selected from three data-bases by using a systematic text review model. After using the MAXQDA software, the data were analyzed into three themes including in the form of three comprehensive themes, fourteen organizing themes, and fifty-eight basic themes. The results showed that the formal induction for new teachers includes three components of "organizational (administrative) support", "mentoring," and "school-based support" during the initial period of service that complement each other. The formal induction have made teachers more resilient and efficient. Accordingly, it is suggested that Iranian Education Ministry takes actions and apply this global experiences to developing and implementing a local curriculum of Induction for the initial period of teacher service.

The purpose of the research is to explanation the competency of chemistry teachers and to identify facilitating / inhibiting factors for competency-based education in chemistry teacher training. Research in terms of purpose, applied, the method, quantitative and in terms of data collection is a descriptive survey type. From 186 chemistry teachers in Zanjan province, 144 were selected by random sampling and Morgan table. The validity questionnaire with expert opinions and its reliability was obtained cronbach's alpha coefficient of 0.918. For explain the existing conditions of competence one-sample t-test were performed. The results showed in six domains of knowledge and skill and three domains of attitude and behavioral trait of competency were acceptable but it is far from ideal.To determine the contribution of facilitating / inhibiting factors to competency-based education descriptive statistics were used. The largest share in the area of knowledge and skills related to teachers' knowledge and skills with 49.8% and in the area of attitude and behavioral traits structural reasons were obtained with 40.3%. Lowest share in the area of knowledge and skill related to philosophical reasons 13/8% and in the area of attitude and behavioral trait related to student-teachers ability and interest was obtained with 10.0%.To determine the contribution of facilitating / inhibiting factors to competency-based education descriptive statistics were used. The largest share in the area of knowledge and skills related to teachers' knowledge and skills with 49.8% and in the area of attitude and behavioral traits structural reasons were obtained with 40.3%. Lowest share in the area of knowledge and skill related to philosophical reasons 13/8% and in the area of attitude and behavioral trait related to student-teachers ability and interest was obtained with 10.0%.

Professional Learning Community (PLC) is the most effective strategy to improve the level of education and learning at schools. In these communities, the culture of the partnership and collaboration is enhanced and the teachers, students and educators play a greater role in their professional learning and their students' learning.This collaboration assists them to make constructive criticisms on the teaching methods and learn from their colleagues which result in their knowledge and skills' improvement and students’ enjoying better education. Also, in the meantime they also learn how to establish and administer a network of knowledge and skills. Utilizing descriptive-analytical approaches, this study aims to identify the theoretical backgrounds and contexts for developing the PLC's. In addition, by introducing and explaining the framework of the five different PLCs, including the PDSA, Cascading, Diagnostic, logical model and the third space, while explaining how to form the school learning communities, during the three stages of description, analysis and interpretation, evaluation criteria were extracted based on the basic components of PLCs and the models were judged based on them. The results of their comparison at the four determined levels showed that none of the models under study were desired, because they did not have all the determined indicators at high level. So, preferably it is better to suggest a model from among the models under study based on a combination of the components and key features. Such a model could be an integrated, comprehensive (elements, components and key features of the models) and nativised one which has the ability to perform and implement its elements and components at school in a way that is understandable and acceptable to its members.

The present study seeks to explore the induction challenges of beginning teachers in the school environment. As a qualitative study, this phenomenological research used semi-structured interviews for data collection. The key data for the study were collected from 22 beginning teachers graduated from Teacher Training University with one and two years of service. From the perspective of this group, the induction challenges of beginning teachers in the first primary schools were classified in three categories including: Individual challenges, professional challenges, and organizational challenges. The sources that could cause individual challenges are early-service tensions and anxieties, lack of support and isolation, and adaption with colleagues. Professional challenges could be caused by classroom management, content management and effective teaching, students’ assessment, addressing the students’ needs, trust and communicating with parents. And organizational challenges could arise from familiarity with the school, familiarity with the school practices, resources and population of students.

The internship curriculum of the Farhangian University has been implemented since 2014. The program employs more than 12% of the training time and seeks to provide the opportunity to experience the application of theoretical knowledge in practical situations. The question is: “what experience has the student covered under this two-year program?” In this article, we seek to review the experience of the students, the first turn of the program, through an interview with 11 students, and a picture of the effects of the internship program. The experience of this group shows that the new program of internship has been "effective" and has been able to satisfy the students’ expecttaions, increase their competence and help shape and improve their teacher's identity. However, the implementation of the internship program is faced with a number of problems, including the lack of training of the brokers which could be purposefully improved.

The present study aimed at identifying the policy options and strategies for developing interdisciplinary programs in Iran. Multiple methods were used, although the study was mainly qualitative and revolved around the focus group method. To this end, nine faculty members from universities and higher education institutions, who were experienced in teaching and conducting research projects, were selected through purposeful sampling. Data analysis was performed by qualitative content analysis method. To determine the validity of the data, two methods were used: member checking and review by non-participant experts. The research findings showed that nine policies could be developed for the enhancement of interdisciplinary programs based on the two factors, including the mixing rate that meant being multidisciplinary or interdisciplinary as well as the ecosystem of intercultural realization, i.e. Iran and the world. Also, 10 strategies and 18 executive strategies were recommended for the development of interdisciplinary programs in Iranian higher education system.