فهرست مطالب reza masoumi nejad

The aim of this study was to identify knowledge management indicators in order to the content analysis of elementary school textbooks. The research approach was qualitative and of the type of content analysis method with comparative analysis. The study population consisted of students of Farhangian University of Shahid Motahari Khoy, 19 of whom were selected by purposeful sampling of the index cases in the academic year 1399-1400 and semi-organized interviews were conducted to reach data saturation. To ensure and validate the accuracy of the data, the method of rich data description and researcher self-review was used. The findings showed that knowledge management in the content analysis process has four pervasive themes such as organizational culture(analysis discourse, syntax, standardization), activity process(knowledge networking, modeling, self-teaching), Policy(teaching research, knowledge personalization, skill program), and technology(focal classes, core of professors, Knowledge-building workshops) obtained through the classification of 142 primary codes. The results showed that knowledge management as a connecting point of activities and interactions in the content analysis process, should be used in the framework of educational activities.

The aim of this study was to identify the nature of moral education in the curriculum of religion and life and explain it with the Islamic lifestyle of high school students.The research approach was applied in terms of purpose and in terms of qualitative implementation method of conventional content analysis in which the books of religion and life of the second high school in the academic year 1400-1401 with the focus on eleventh and twelfth grade books were examined. To validate the accuracy of the data, the researcher's self-review method and peer review were used, and for data reliability, simultaneous review was used. Content analysis checklist by coding method was also used to collect and analyze data. The findings of this study included 7 main categories, 22 sub-categories and 98 concepts, the main categories of which were civilization (actionability, altruism, social balance), politics (intelligence, appropriateness, permeability), spirituality (ontology, Unitarianism, semantics, anthropology), norm-orientation (jurisprudence, valueability, central function), regionalism (realism, reasoning, self-assessment), goal orientation (futurism, expediency, selectivity), and Self-identity (biological behavior, emotion management, individualism) was identified in it.The results showed that in the process of educating students, by identifying their moral abilities, while paying attention to the theoretical dimensions of moral concepts, through an integrated approach, provide the practical application of these concepts in accordance with activities and learning opportunities.

Introductoin: 

Reflective teaching is a new nature of teaching that seeks the application of thinking and thought in the way of implementing curricula and tries to provide the sustainability of learning content by continuously evaluating activities. This approach seeks to inform and objectify the range of educational actions that teachers express in a cycle of the teaching process.The present research was conducted with the aim of identifying and explaining the dimensions of reflective teaching on improving the Job Crafting of student-teachers of Farhangian University.

The qualitative research approach was thematic analysis with emphasis on the self-perception method. The participants were student-teachers working at Farhangian University of Shahid Motahari Khoi in the academic year 1402-1401, and 17 of them were studied as a purposeful index sampling. In this regard, semi-structured interviews were conducted with them and sampling continued until data saturation. Also, the method of rich description and cross-case analysis was used in order to validate the data, and the the Another review method and parallel analysis were used to determine the reliability of the data. The obtained data were analyzed using a 3-step process consisting of King and Harrocks (2010), Brown and Clark (2006) and Atride-Sterling (2001).

The findings of this research include 6 overarching themes, 18 organizing themes and 159 primary themes, which are the main categories based on the indicators of educational self-evaluation, educational motivation, self-study, narration, educational pathology and self-regulation. Also, the reflective teaching approach in line with Job Crafting emphasizes on revising work goals and creating new procedures in teaching, reviewing and criticizing educational interactions and the situational nature of educational communication, directing teachers' attitudes and forming teaching culture.

The results show that schools, by emphasizing new approaches in teaching curricula, pay attention to the role of reflection and thinking in the way of implementing educational content, the focus of teacher activities, And consider the creative mentality and attitude of teachers in teaching as part of the identity of the teacher's job and revise the teaching standards.

The aim of this study was to identify the characteristics of emotional intelligence in the social studies curriculum with emphasis on the problem-oriented approach. The approach of the research was applied in terms of objective and qualitative in terms of implementation method of inductive content analysis.The research community included social studies books of elementary school (3rd to 6th grade) in the academic year of 1400-1401, which were selected as samples due to the nature of the subject of the books of all grades.To validate the accuracy of the data, the researcher's self-review method and rich data description were used, and for data reliability, a simultaneous review was used. Content analysis checklist was also used to collect and analyze data. The findings of this study included 5 main categories, 20 sub-categories, etc. The main categories of social skills (altruism, participation, citizenship rights, friendship, activism), self-awareness (spiritualism, nature, creativity), Self-regulation (decision-making, management, skills development, thinking, leadership), empathy (value-oriented, perceptible, behavioral originality, Patternability) and motivation (purposefulness, semantics, Enhancing knowledge) were identified. The results showed that the application of concepts and activities related to emotional intelligence in order to institutionalize desirable practices in the personal life of students and extend it to activities that benefit the community.

The present study was conducted with the aim of Analyzing the dimensions of the social nature of the religious self-life process of students in the curriculum of the hedyehhaie aseman in the elementary school. The qualitative research approach was inductive content analysis. The research community was the book hedyehhaie aseman in the sixth grade of elementary school in the academic year of 1401-1402, and according to the nature of the subject, all 17 subjects were selected as samples. In order to validate the accuracy and correctness of the data, the researcher's self-review method and the rich description of the data have been used, and for the reliability of the data, simultaneous review has been used. A checklist was used to collect data, and a content analysis method was used to analyze the data.The findings of this research include 5 main themes, 16 sub-themes and 107primary concepts, which include altruism (interactionism, anti-individualism, anthropology), legal civility (obligationism, jurisprudence, social identifiability), religious sociology (approach cultural, social philosophy, historicism, religious politics), social self-reliance (unitarianism, evolutionism, functional attitude), social recreation (reformism, contemplativeism, referentialism). The results show that due to the gradual nature of education social skills and the process of its religious justification, it provides various learning opportunities in the direction of simulating the implementation of these capabilities and makes students aware of the logic of using these types of behaviors in order to achieve the situational quality of the use of these religion-oriented social functions.

The purpose of this study was to design a model of elementary school curriculum Designing based on the characteristics of the contexts, levels and elements of the curriculum in relation to the localization of the curriculum. The research approach was qualitative and included content analysis and synthesis research methods. According to the type of indicators, the statistical population of the study was variable in different questions.The first population included primary education experts and educational groups, 13 of whom were purposefully selected by special sampling, and their views and opinions were assessed through interviews. The second community was a textual community in which the documents and scientific texts of the last twenty years in the field of curriculum decentralization were examined, as well as a community of curriculum specialists, experts and primary school teachers, 19 of whom were purposeful and chain sampling Were selected and information was obtained through interviews and study and review of scientific content. In data analysis, conventional content analysis and content analysis of Gall et al. Research findings showed: The statistical population includes curriculum specialists, primary education experts and departments, elementary school teachers and scientific texts in the field of decentralization. Information was obtained through interviews and review of scientific content with the amount of different samples selected. In data analysis, the method of customary content analysis and content analysis of Gall et al. The research findings are: 1) components of change discourse, soft subject areas, systems thinking and organic empowerment have been identified as necessary contexts for the implementation of the liberalization approach. 2) The decision-making process has four levels (social, academic, institutional and educational) which is based on the participation of provincial, regional and school officials and the institutional level acts as a link between academic (theoretical) and educational (practical) decision-making levels and Its role has a special place in the theoretical-practical (quasi-practical) dimension. 3) According to Klein, the elements of the curriculum interact with each other in a network structure and, influenced by the theory of social constructivism, emphasize the design of learning environments.

The purpose of this study is to investigate and identify the components of the integrated approach in the social studies curriculum and their impact on the quality of primary education. The research approach is qualitative and exploratory in nature using conventional content analysis. The population of the study was all primary school teachers in Khoy and Chaipareh counties in the academic year 1399-1400, which were selected by purposive sampling as an index type and the sample size continued until data saturation. In this regard, semi-organized interviews were conducted with 16 teachers. To ensure and validate the accuracy of the data, the method of researcher self-review and checking by participants (member control technique) was used. Findings of this research are 4 main themes: soft thematic disciplines, research-oriented, functionalization and production discourse, of which 13 sub-themes are shared content, learners' ability, local adaptation, situational learning, multifaceted education, meaning-making, action research, skill orientation. Includes thinking, participatory study, self-regulation of learning, synergy of knowledge, approach building.

The purpose of this study was to investigate the characteristics of teachers’ emotional intelligence in the implementation of teaching methods in the elementary school curriculum. The qualitative research approach was inductive content analysis with emphasis on the self-concept method. The participants were teachers in Selmas and Chaypare in the academic year 2022-2023, 16 of them were studied as a purposeful index sampling. In this regard, semi-structured interviews were conducted and sampling continued until data saturation. To validate the findings, the rich description of data and researchers self-review was used, and to determine the data reliability, simultaneous analysis was used. The findings showed that 5 components of emotional intelligence including social skills (centered discourse, activism, Feedback), self-awareness (intuition, thoughtfulness, self-actualization), self-regulation (flexibility, educational productivity, educational management, creative mentality), empathy (ability Knowledge, introspection learner-oriented, educational well-being) and motivation (challenging, goal orientation, activity-oriented, applicability, scientific enrichment) are the main themes that provide the conditions for the optimal implementation of teaching methods with 110 primary themes. The results showed that teachers' emotional intelligence, in order to enrich and expand different dimensions of students' learning, can be educated and transferred to the real conditions of the school environment and should be considered in shaping students' learning styles.

The purpose of this study was to investigate the main characteristics of the Lesson Study process in order to improve the teachers' capabilities in the implementation of curricula in the elementary school. The approach of qualitative research was inductive content analysis with an emphasis on self-understanding. The participants were female student-teachers of Farhangian University of Shahid Motahari in Khoi city in the academic year of 1400-1401, 18 of them who had the experience of working in the research and professional development curriculum 3 (Lesson Study) and internship 4 (Lesson Study in the classroom) They were selected with the purposeful sampling method of the index sampling type. In the data analysis stage, 296 primary themes were extracted from the total interviews and in the next stages, the number of components was reduced by removing similar and close themes and finally 9 main themes, 25 secondary themes and 177 primary themes were obtained. To ensure the accuracy and validity of the obtained findings, the text of the interviews was simultaneously examined and described more deeply during the implementation of data collection to obtain more real concepts and meaning. Also, the interviews of individuals were reviewed and analyzed and created themes by the researcher himself on several occasions. In order to determine the stability and reliability of the obtained data, two people worked simultaneously and in parallel in the process of coding and analyzing the data, and the results of the coding work were compared and the most appropriate concepts were selected.The findings of the research show that the indicators of synergistic, synthesis, research, self-education, teaching discourse, metacognition, problem-oriented, teaching feasibility and bio-education provide a framework for the Lesson Study activities of teachers, with which it is possible to better implement the content of curricula. will be In fact, framing in Lesson Study specifies the process of teaching implementation in different situations And creates the awareness that teaching is influenced by the planned activities of teachers and their background factors, and the implementation of curriculums should consider the realization of the educational goals of the developed content as dependent on the skills that provide the platform for their growth and development. In other words, Lesson Study as a process activity of the teacher-researcher tries to develop the curriculum and its related elements through a systematic approach. In other words, each of the elements of the curriculum is affected by the activities related to Lesson Study, in such a way that considering Lesson Study as a research activity in teaching, all the things before, during and after teaching are affected by the quality of the implementation of these activities. Also, on the other hand, Lesson Study by analyzing each of the curriculum elements and evaluating how they are implemented in educational practice or learning situations, emphasizes their compliance with the three sources of the curriculum (subject matter, learner and society). This type of research, by determining the nature of educational concepts based on three sources of the curriculum, predicts and provides the type of content presentation that is appropriate to the level of students' activity and how to learn it, so that in line with the implementation of the curriculum, by evaluating the teacher's qualifications, subject matter, Learner capabilities and implementation conditions determine the responsibility for how students learn course material. In this situation, it becomes important to choose a teaching method that can advance the goals of the curriculum in accordance with the structure of courses, the needs of the society, or the interests and abilities of the learners. The capacity of Lesson Study in improving curricula is based on the structuring of teaching as a whole for its better preparation in the direction of creating opportunities for learning, which aims to get out of the monotony of the implementation of programs and seeks the sustainability of lessons learned. In connection with the primary school curricula, it should be said that the optimal implementation of Lesson Study  and coordination with the objectives of this course is to emphasize the achievement of the type of implementation of programs that will be the motivation and stimulus for more involvement of students in cognitive, attitudinal, and skill areas, and this way of thinking is also It is related to the optimal balance between the macro level and the micro level of the curricula, in the sense that by This means that by specifying the source of the curriculum, the teaching researcher should guide the implementation process of each of the components of the programs in line with the defined goal to the compatibility of the curriculum elements with the goal derived from that source.In general, Lesson Study  specifies the approach to the implementation of curriculum according to the nature of the thoughts that it acquires in the way of teaching, and by using the original understanding of the educational realities of students, it emphasizes how and the quality of teachers' adaptation to these conditions. Quality that curriculum improvement is done by organizing the micro level with the macro level and leads to the creation of a balanced curriculum that can meet the needs of stakeholders and educational audiences. It can be said that Lesson Study as a tool for implementing curricula seeks the quality of the implementation process in the framework of engineering teacher activities, in other words, the indicators obtained show that by drawing such elements in Lesson Study, the conditions can be prepared for the implementation of programs. Therefore, by analyzing the situations before the implementation of the curricula, the teaching researchers standardize these situations with what is intended by the teachers and try to provide the platforms for the implementation of the curricula through Lesson Study. In this situation, what is observed is that Lesson Study is not only about how to teach, but it is about harmonizing this process with the content of the curricula and their mutual compatibility with each other in order to help implement the goals through the programs through the construction of a suitable combination. In other words, Lesson Study is proposed as a catalyst (accelerator) in the teaching of curricula by teachers, which realizes the sustainability of learning by accelerating the process of exploration in lesson conceptualizations.Therefore, this research process instills a mindset to teachers in which teachers view teaching and curriculum in an integrated framework and transform the theoretical foundations of the content (curriculum) into its practical foundations (teaching), in the sense that Functionalization of theoretical ideas is provided through implementation in classrooms, depending on the process of studying and examining how to present curricula and the nature of assignments. As a result by drawing the framework of Lesson Study components, it is necessary to provide the ground for the purposeful connection of this process with the elements of the curricula in order to create a suitable balance in the estimation of the design of the curriculum levels and the conditions to achieve the desired implementation of the programs and achieve the expected results.

The aim of this study was to identify the characteristics of teachers' ethical behavior and explain it according to the multiple dimensions of teacher knowledge in the process of education students. The qualitative research approach was a conventional content analysis method with a self-conceptual nature. The study participants were teachers in Khoy and Chaipareh counties in the academic year 1399-1400, of which 23 were selected through purposive sampling of index type. In this regard, semi-structured interviews were conducted and the sampling process continued until complete data saturation. To validate the findings, the researcher's self-review method and Checking participants were used, and to determine the reliability of the data, a parallel survey of coders was used. The findings showed that the 7 main themes of teachers' ethical behavior in the educational process include self-identity, educational purposefulness, typical coexistence, moral realism, cognitive belonging, contingency activism and educational well-being with 24 sub-themes and 171 The basic code is to implement a variety of teacher knowledge in the classroom. The results showed that the seven components, as aspects of teachers' knowledge in the teaching and learning process, reflect the ethical nature of their behavior in educational situations that can meet the expectations of the stakeholder community regarding the characteristics of an effective teacher and put them into practice.

The aim of this study was to examine the structural relationships between cohesive self-knowledge, self-control and basic psychological needs with the job attitudes of primary school teachers. The statistical population included all primary school teachers in Khoy city in the academic year 1399-1400 from among whom 302 people were selected as a sample via relative stratified random sampling method using Monte Carlo simulation method. For data collection, questionnaires of cohesive self-knowledge of Ghorbani et al. (2008), Tangni and Baumistro Boone self-control questionnaire (2004), questionnaire of basic psychological needs of Guardia, et al. (2000) and job attitude questionnaire developed by Yazdanpanah (2014) were used. The face validity of the questionnaires was confirmed by some academic experts and the internal reliability was obtained through Cronbach's alpha coefficient which turned out to be 0.84, 0.78, 0.80 and 0.79. respectively. Kolmogorov-Smirnov test was used to test the normality of the data and due to the abnormality of the data distribution, structural equation analysis via Smart PLS software was used to test the hypotheses. The results of data analysis showed that cohesive self-knowledge, self-control and basic psychological needs have a positive and significant relationship with the job attitude of elementary teachers. The results show that by providing conditions for improving teacher skills in individual dimensions, we can facilitate the quality of teaching process.

The purpose of this study was to identify the characteristics of the undergraduate internship course in primary education at Farhangian University in order to achieve a developed educational understanding for students-teachers.The qualitative research approach with inductive content analysis was conventional.The statistical population included all students of Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400 with a history of internships, 18 of whom were studied by purposive sampling of the index type.In this regard, semi-organized interviews were conducted and sampling continued until data saturation. To validate the findings, the researcher's self-review method and peer review were used, and to determine the reliability of the data, a parallel survey of two coders was used. Findings showed that the 5 main themes of educational research, educational feasibility, knowledge management, teacher identity and scientific entrepreneurship are the main components that play a role in the educational development of teachers with 19 sub-themes and 150 primary themes.The results showed that the content of the internship course, by analyzing and emphasizing the various dimensions of educational activities, takes steps to develop a teacher-centered approach in practical educational activities.

The aim of this study was to identify the characteristics of altruism in the elementary school hedyehhaie aseman curriculum.

The research approach was applied in terms of purpose and qualitative in terms of the method of documentary study. The research population included hedyehhaie aseman books for elementary school (second to sixth grade) in the academic year 2020-21, which due to the nature of the subject of all grade books. In order to validate the accuracy of the data, the researcher's self-review method and peer review were used, and for data reliability, simultaneous review was used. Checklist was used for data collection and content analysis method was used for data analysis by manual coding method.

The findings of this study included 6 main categories, 16 sub-categories and 98 concepts that the main categories of family belonging (kinship and intrinsic love), friendship (communication skills, biological connection, democracy), socialization (citizenship, Homophobia, coexistence), educability (awareness, counseling, optimism), originality (confidence building, economic security), self-knowledge (selfishness, self-construction, concern) were identified in it.

The results showed that altruism through education, while promoting the position and role of students, developed their individual and group competencies and made them responsible for the actions and living phenomena of society.

The purpose of this study was to analyze the fifth grade science textbook of elementary school and explain it based on the model of participatory creativity. In this study, descriptive-analytical method was used to access the data. The statistical population of Fifth grade science curriculum for elementary school in the academic year 1399-1400 was that the sample size was selected equal to the size of the population. The research tool included a content analysis checklist based on the method of William Rumi, whose content validity was obtained by 87% of curriculum planning experts. To determine its reliability, the method of William Scott (2019) was used and the agreement coefficient was 85%. the analyzed content was first examined based on the six indicators of scientific creativity and then the five stages of the participatory creativity model. Findings showed that scientific creativity has been used in three sections of writing, images and questions of science textbook, and the indicators of scientific problem solving and hypothesis building have been emphasized more. the science curriculum has considered the pattern of participatory creativity in a combined way, but based on the three parts of the content, it has been more reflected in the written part.

The place of human capabilities in social society is manifested when it can be defined in order to develop life goals. In other words, having desirable conditions in life is possible if it is defined in accordance with life skills. Life skills are competencies that the educational system prepares and prepares for students in the learning process. The aim of this study was to identify the characteristics of life skills according to the World Health Organization in the social studies curriculum. The research approach was qualitative and documentary study. The research population included elementary school social studies textbooks in the 99-98 academic year, in which all third to sixth grade textbooks were studied. Content analysis method was used to Coding method. To ensure and validate the accuracy of the data, the researcher's self-review method and the technique of obtaining accurate parallel information were used. The steps of data analysis are: 1) Determining semantic units 2) Coding semantic units 3) Classifying codes 4) Determining themes The findings of this study were examined, 6 Themes of interpersonal interactions, Structuring interaction, Friend Orientation, attitude creation, decision-making and awareness, and 23 classified codes and 141 primary codes. Therefore, it can be said that life skills in elementary school include dimensions and characteristics whose importance has been identified by global organizations.

The purpose of this study was to investigate the role of head teachers in the process of implementing primary school educational programs. The research approach was qualitative with content analysis method. For this purpose, using purposive sampling, 13 teachers from the north of West Azerbaijan province in the academic year of 1398-99 were selected and semi-structured interviews were conducted until complete data saturation. In order to ensure and validate the accuracy of the data, the method of self-review and receiving feedback from respondents was used. In data analysis, a combined three-step process consisting of King and Harrock (2010), Brown and Clark (2006) and Atrid-Sterling (2001) methods was used. The findings showed that in the themes network, the concept of education strategist is an inclusive theme that describes the position of head teachers with 5 organizing themes(teacher knowledge management, core Assistants, teaching research, professionalism and programming) and 30 basic themes Explains.

The purpose of this study is to identify the appropriate levels of decision-making in the process of implementing curriculum liberalization in the elementary school. The research used is qualitative and includes the method of synthesis research (content analysis and documentary study). The research population includes teachers, experts, professors of universities in West Azerbaijan province, as well as scientific documents and texts in the field of decentralization in the 98-97 academic year. In the first population, the samples were purposefully selected and structured interviews were continued until the saturation point of the sample size was 19 people. In the second society, the volume of selected samples includes documents and scientific texts of the last 15 to 20 years. Findings show that appropriate decision levels for curriculum liberalization have four levels: social, academic, institutional and educational, in which the institutional level acts as a link between academic (theoretical) and educational (practical) level decisions. And its performance has a special place from the theoretical-practical (quasi-practical) dimension. In fact, the institutional level, by combining the two levels of decision-making, acts as the final formulator and provider of learning opportunities in the classroom.

The purpose of this study was to investigate the role of teachers in curriculum decentering and the necessity of paying attention to their importance for a greater role in elementary school curriculum decisions. The research approach is qualitative and is based on conventional content analysis. The statistical population of the study consisted of all elementary school head teachers in West Azerbaijan province during the academic year of 1397-98, They were selected based on purposive sampling and the sampling was continued until data saturation. Semi-structured interviews were conducted with 14 head teachers of elementary education. To control the accuracy and validity of the data, a member control technique and peer debriefing technique were used. The findings of this research include 5 main themes: discourse making, participatory self-leadership, knowledge dynamics, scholarly and skill-building assistants. In fact, teachers can improve the quality of curriculum reforms with different roles that they accept and create a balance between their thinking and their actions.

The purpose of this study is to identify the features and characteristics of the Centralization reduction approach as a theoretical model of the national curriculum document in elementary school. The research approach is qualitative and the content analysis method is interpretive. The statistical population included primary school teachers in Chaypareh and Khoy cities in the academic year of 1398-99, 16 of whom were purposefully selected from the desired sampling type and their views and opinions were studied through interviews. Member assurance and peer review techniques were used to ensure and validate the accuracy of the data. The results of this research include 24 sub-themes and 59 concepts in which the elements of the curriculum have features such as situational design, reciprocal balance, original position, localism, exploratory and social function. In other words, the approach of reducing concentration in the elementary school curriculum is defined by a socially oriented nature that reflects the culture of the local community.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

Findings showed that in the network of themes, the components of practical identity, self-research, teacher awareness and educational exploration are comprehensive themes that with 17 organizing themes and 161 basic themes can realize the professional competencies and capability of student-teachers. The results showed that narrative research is an innovative educational framework that can develop the capabilities of teachers in various scientific fields and provide the desired response to them in dealing with educational issues.

The purpose of this study was to determine the characteristics of narrative research as a teacher-centered activity that promotes the professional development of student-teachers in primary schools.

The qualitative research approach was thematic analysis with emphasis on data-driven. The statistical population included all students working at Farhangian University of Shahid Motahari Khoy in the academic year 1399-1400, 18 of whom were studied by homogeneous sampling. In this regard, semi-organized interviews were conducted and sampling continued until data saturation. Researcher self-review method, member control technique and rich data description were used to validate the findings. In data analysis, a combined three-step process consisting of King and Harrock(2010), Brown and Clark(2006) and Atrid-Sterling(2001) methods was used.

The purpose of the research is to identify basise of the reduction of centralization and provide conditions For the implementation ofcurriculum decentralization in elementary school. research Approach is qualitative and is based on the Method of Conventionat Content Analysis.The statistical population of this study was all the experts of elementary education and educational groups in the 24 areas of West Azarbaijan Province educational institutions in the academic year of 2016-17, that were selected by targeted sampling method and the Sample volume was continued to the data saturation point.In this regard, semi-structured interviews were conducted with 13 experts. In order to ensure and validate the accuracy of the data, the technique of control of the members and the exact information acquisition technique were used. The findings of this research include the following seven main themes: change discourse, system thinking, discipline or soft subject areas, integrated approach, organic empowerment, teacher's knowledge, core skills groups.

The present research seeks to explore the common learning experiences of elementary school teachers from the current status of the curriculum decentralization. The purpose of the study was to demonstrate the measures and actions taken to curriculum decentralization.The methodology of this research is qualitative research in the form of interpretive phenomenology and The statistical population of the study included all the teachers of elementary schools in Khoy and Chayparaat cities in the academic year of 1395-96 which were selected through targeted sampling. In this regard, semi-structured interviews were conducted with 23 educators.The data were analyzed using Smith's phenomenological method (1995). The findings of this research consisted of four main themes including barriers and constraints, teacher's roles, innovations and stakeholder engagement, each of which had several sub themes, which included a total of 20 sub-components, including: Centralized decentralization, the view of the ruling national curriculum, in-service training, The nature of the elementary school, social acceptance, professional identity, teacher culture, teacher as researcher, teacher groups, teacher position, electronic content generation, Integration Curriculum, Educational plans, constructivist theory, provincial secretariats, conferences, Curriculum guiders, head teachers, teachers' councils, parents and educators associations.