فهرست مطالب zahra yahyazadeh

The aim of this study was to identify the components of the teacher approach in students' religious education to prepare them for the Mahdavi community. The qualitative research approach was conventional content analysis. Participants included teachers working in schools of Ardabil city in the academic year 1400−1401, 14 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. Data validation The method of data rich description and researcher self-review and to determine the reliability of the data, the simultaneous review method was used. The results showed that 7 components of religious ontology (inconsistency, phenomenology structure, norm−oriented), narrative selection (spiritual meaning, religious characterization, Fundamentals of Emergence), religious anthropology (spiritual development, futurism, Belonging to Beliefs), Religious research (Mahdism discourse, Criticism, context studies), Authority (Leadership, Modeling), Integrity of Religions (Crisis of Biology, Religious Sharing), Identity of Waiters (Religious Welfare, Character Development, Thinking, Self−Determination) are the main themes With 172 primary themes, they provide the conditions for Mahdavi educability of students.The results showed that teachers for a meaningful understanding of the personality of Mahdi (pbuh) by students they should provide the ground for their active activities towards creating the original reality of Mahdism in order to guide human behaviors correctly.