جستجوی مقالات مرتبط با کلیدواژه « instructors » در نشریات گروه « علوم انسانی »

The aim of this research was to design a model to elucidate social damages and universal police education for families. This qualitative study follows the grounded theory methodology. Data were collected using semi-structured in-depth interviews. A purposive sampling technique, combined with snowball samplThe aim of this research was to present a model for communal police education over a ten-year time horizon. The present study utilized a qualitative approach and employed the grounded theory methodology. Data were collected through semi-structured in-depth interviews. Fifteen experts and professionals, including instructors of FARAJA universal education, FARAJA counselors and psychologists, and managers with a minimum level of experience in the design, planning, and education concerning social harms to citizens, were selected using theoretical sampling and the snowball sampling method. To establish validity, the criteria proposed by Lincoln and Guba (1985) were used, including credibility, transferability, dependability, and confirmability, to ensure the accuracy and trustworthiness of the qualitative research. For reliability assessment, an audit trail was followed. Data analysis involved three stages: open, axial, and selective coding. The results of this study have been synthesized into a core theme entitled "Specialty-Oriented Educational Technology in Future Police." Furthermore, a systematic conceptual model has been extracted, comprising multiple themes: causal factors including environmental richness, public networks, and personality types; contextual factors including instructor effectiveness, teaching methods, police training constructs, and environmental factors; intervening factors including social problems, the digital age, uncertain financial future, and regional pathology; strategies including content richness, humor induction, applicability of issues, and power-oriented management; and ultimately, consequences including addressing social harms, generating a sense of security, and fostering dynamism in relationships. In total, 310 concepts, 30 sub-themes, 18 main themes, and 1 central phenomenon were presented.ing, was used to select 15 experts and professionals including instructors of FARAJA (Law Enforcement Command of the Islamic Republic of Iran) universal education, FARAJA counselors and psychologists, and managers with experience in designing, planning, and educating citizens about social harms. The criteria proposed by Lincoln and Guba (1985) have been used to determine the credibility assessment. In this way, four criteria of credibility, transferability, reliability and verifiability were used to ensure the accuracy and reliability of qualitative research.Reliability was also established through an audit trail. The results of the present research have been constructed in the form of a core theme under the title of “Specialty-Oriented Educational Technology in Future Police”. Furthermore, a conceptual model in the form of causal factors including environmental richness, public networks, and personality types, contextual factors including instructors’ effectiveness, teaching techniques, police training constructs, and environmental factors, intervening factors including social problematic factor, digital/information age, uncertain financial future, and regional pathology, strategies including content enrichment, inducing a sense of humor, applicability of issues, and power-oriented management, and ultimately, consequences including addressing social harms and generating and feeling security and dynamism in relationships has been developed. Totally 310 concepts, 30 sub-themes, 18 main themes, and 1 central phenomenon were proposed.

The purpose of this research is to design and validate the model of Research development of faculty members and instructors of Farhangian University.

The present study in terms of purpose is applied Reasech and in terms of how data collected, is in the exploratory blend research group. The statistical population in the qualitative section was included of 12 experts on the topic of Research development, and in the quantitative section is 806 faculty members of the campus of Farhangian University, that 260 people were selected through multistage cluster random sampling and Morgan table. The research instrument consisted of two researcher-made questionnaires of faculty members' Research development and paired comparisons based on the hierarchical analysis process. The statistical tests used included confirmatory factor analysis, single sample T and hierarchical analysis process.

The findings of the qualitative section included five sub-themes of Research development in the form of: 1- Preparation and improvement, 2- Citizenship behavior, 3- core research, 4. Professional groups and 5- View Future. And the validity of the conceptual model obtained by fitting goodness indicators was confirmed. The findings also showed that the level of faculty members' Research development was a good relatively in terms of the components of Preparation and improvement; Citizenship behavior, Professional groups and view Future, and were an Undesirable level in terms of core research. Another finding is that the components of Research development in importance were: 1- core research (relative weight of 0/284); 2- Professional groups (0/276); 3- Preparation and improvement, (0/167); 4- View Future (0/163); 5- Citizenship behavior (0/110).

According to the statistical results, the design and validation of the Research development pattern of faculty members and instructors at Farhangian University have been obtained and the present status of Research development and the importance of its components were identified.

The aim of present study was to investigate and compare the status of children’s play clubs in selected countries such as England, Australia, Canada, Netherlands, New Zealand and Iran based on a comparative research and offer practical implications to improve Iranian child clubs as an optimal place for children to develop in all human dimensions. The subject of this study included children’s clubs in countries which the children were considered as a priority. The sample was selected based on convenient method considering those which had valid and accessible documents. The required data was collected from valid sources, scientific journals and databases. The George Z. F. Bereday model was used in four stages of description, interpretation, juxtaposition and comparison. The findings of the study showed 8, 3, 4, 3 indices, respectively, for playing areas, the amount of physical activity, instructors and teachers’ role and parents. Considering the different dimensions of children’s development and comparing these results with Iranian clubs, we found limited pivots on personal and subjective basic of the teachers. The results of the present study can have salient positive impacts on developing a comprehensive program and carrying out innovative measures in children’s play clubs according to previously mentioned pivots considering cultural layers of every city and region which can be effective in physical development and talent selections of Iranian counterparts.

The purpose of this study is Study of Reference Instructors' educational workshops of Farhangian University based on the phenomenological method from their point of view. The research method is based on the study of phenomenology (lived experience). The statistical population of the study was the total number of reference teachers participating in the educational workshops of Farhangian University in the campuses of the brothers and sisters of Farhangian University in the last four years (2016-2017), which were 550 people. The sampling method was purposive and the sample size continued until the theoretical saturation of the data. Data were collected using semi-structured interviews. The content validity of the interview tools was examined by five experts from Farhangian University. The reliability of the interview tool was evaluated and confirmed using the peer review technique, the matching technique by the members and the degree of agreement in coding between the peer and the researcher. Data using the seven-step method of descriptive- Colaizzi's phenomenology (including: studying participants' descriptions, extracting important phrases, compiling meanings from statements, organizing themes / themes, writing detailed descriptions for each theme, formulating structure the basis of the phenomenon (evaluation of results) was analyzed and interpreted. The results showed that five factors affect the quality of workshops, which are: 1- Design, implementation and evaluation of teaching and learning activities (including components: activities and tasks, educational content knowledge; use of technology and Multimedia, Teaching Methods, Teaching Strategies and Learning Interactions, Content, Educational Design; Learning Assessment Management, Needs Assessment); 2- Environmental factors: (including components: structure and policies of higher education and organizational culture and atmosphere); 3- Background (including components: conditions and facilities, place, time); 4- Management issues (including components: organizational support; management and leadership, participant selection method, finance and budget, workshop factors-monitoring and evaluation, workshop population); 5- Characteristics of human agents (including components: characteristics of the audience including: competence, internal and external motivations and human relations and characteristics of the teacher including: competence, scientific ability and specialized disciplines of the audience, selection method Teacher, teacher's reputation, motivation and interest, marginalization in workshops, fruitlessness of courses in terms of knowledge).

Today, due to international developments, the maritime profession has grown to such an extent that it requires high skills and knowledge to use this method of transportation in the world. Instructors are currently considered as one of the main pillars of maritime training centers and the future developments of the maritime industry will depend on the competencies, knowledge, skills and professional development programs of these instructors. Therefore, the purpose of this study is to identify the dimensions and competency indicators of Iranian maritime transport industry instructors with a qualitative method. Data were obtained through document study and semi-structured interviews with 25 instructors, researchers, specialists and managers of the maritime industry. Participants in this study are using purposive sampling method and 80 markers. The snowball approach was selected and the required information was obtained by interviewing them to theoretically saturate the data. Data were coded using MAXQDA20 software and analyzed using content analysis technique. Content validity method was used for validity and members' review method was used for reliability. The results of this study showed that the competency model of maritime training instructors has 9 dimensions, including; Strategic, communication, professional, knowledge and self-development, behavioral, personality, cultural, technical and educational competence and 80 indicators. The results of this research help marine instructors to identify and eliminate their strengths and weaknesses and continuously develop their knowledge, expertise and skills.

The purpose of this research is to design and validate the model of ethical development of faculty members at Farhangian University.

The present study is an applied and exploratory mixed method. The statistical population in the qualitative section includes 12 specialists based on semi-structured interviews, through targeted sampling and based on systematic coding method and in the quantitative section a sample of 260 faculty members at the Farhangian University was selected through multistage cluster random sampling. The research instrument consisted of two researcher-made questionnaires based on the hierarchical analysis and paired comparisons. The statistical tests used included confirmatory factor analysis, single sample t and hierarchical analysis.

Findings from the qualitative section include the categories of human interactions, personality traits, seriousness in work, observance of rules and recognition of learners, the validity of the conceptual model was confirmed by goodness of fit. Also, the level of ethical education of faculty members in terms of human interaction, personality traits and compliance with rules at the desired level and serious of the work and knowledge of learners were at a relatively good level. Another finding is that the components of ethical development are important in terms of human interaction, perseverance and seriousness, personality traits, recognition of learners, and compliance with rules.

According to the statistical results, the design and validation of the ethical development model of the professors of the University of Farhangian has been obtained and the present status ethical development and the importance degree of its components have been identified.

The purpose of this study was to investigate the advantages and disadvantages of virtual education from the perspective of technical and vocational training educators in Qazvin province. A qualitative approach and phenomenological strategy were used to conduct the research. For this purpose, among the instructors, 10 instructors were selected by purposive sampling as a research sample. The Colaizzi's seven-step method was used to analyze the data. Based on the in-depth analysis of the participants' speeches, seven points and six weaknesses for virtual education were identified from the perspective of technical and vocational training instructors in Qazvin province. The seven advantages of e-learning from the perspective of educators are: saving training time; High level of computer literacy of teachers and students; Personalization; Flexibility in training time; Flexibility in training locations; Reduce the potential risks of practical training; Familiarize students with the job market and disciplines. Also, the six identified weaknesses of virtual education from the perspective of educators are: lack of social presence of trainees in the classroom; Unsuitable for practical lessons; Internet problems; Ineffective training in the long run; Increase workload; Formation of unrealistic expectations in trainees. Improving learners' motivation through a strategy of fostering social presence; Permanent communication between trainees and trainers; Promoting active learning; Emphasis on work time; Helping students understand the expectations of the course; are The strategies of the present study are to increase the effectiveness and reduce the weaknesses of virtual education of Qazvin Technical and Vocational training Organization.

The aim of this study was to design and validate the optimal model of multicultural teaching for teachers of Islamic Azad University of Kermanshah.

In this study, a mixed exploratory approach (qualitative-quantitative) and interview research method were used. The study population in the qualitative section included curriculum specialists, educational psychologists, sociologists and masters of the Islamic Azad University of Kermanshah and new internal and foreign theoretical foundations. The sampling method was purposeful and snowball type and the sample size reached 27 people after reaching theoretical saturation and 19 sources was studied based on the criterion-based sampling method. The statistical population in the quantitative part included curriculum specialists, educational psychologists ,sociologists and masters of the Islamic Azad University of Kermanshah province. The stratified random sampling method was used and the sample size was 280 based on Cochran's formula. Data were collected in the qualitative part through semi-structured deep interviews and in the quantitative part through a researcher-made questionnaire. Qualitative findings were obtained by content analysis method and MaxQDA software.

Findings:

 The findings showed that the multicultural teaching model consists of 10 dimensions and 29 components, based on which the obtained dimensions include goals (behavioral, ethical, perception); Content (organization, presentation methods); teaching educational activities and learning experiences (teaching behavior, teaching method, role and tasks of the teacher, features of multicultural teaching, consequences of multicultural teaching); Teachers' perception of multicultural teaching (scope of the teacher's thinking, teacher flexibility, macro-policies of the human resources education system, practical and theoretical concept of multicultural teaching); Evaluation (types and principles); Grouping (attention to group homogeneity, group heterogeneity, attention to cultural differences, number of group members, attention to gender, attention to age, attention to individual differences); Obstacles and problems (functional, structure); Time and place characteristics (physical characteristics, equipment, duration); Learning materials and resources (characteristics and types of resources); Criteria for learning activities (challenges and strengths) (All of which were higher than the criterion (3%)) was identified and led to the design of a favorable model of multicultural teaching for masters of the Islamic Azad University of Kermanshah. In order to validate this model factor analysis and structural equations using Smart PLS3 software were used..

Designing a multicultural teaching model for teachers of Kermanshah Azad University has a good reputation.

The main purpose of this study is to identify the disadvantages of educational methods to improve the shooting skills of graduates of a military university, and on the other hand, this university is responsible for training students whose main mission after graduation is to defend the Islamic Revolution and preserve its achievements. Therefore, this research is an applied type and the research method is descriptive-analytical and survey with a statistical population of ninety-eight people and descriptive statistics and inferential statistics have been used to analyze the data. In the end, the results showed that: Defects in the specialty of shooting instructors for students with an average of 4.1046 and for instructors and commanders with an average of 3.968 and also defects in training equipment and teaching aids for students with an average of 4.337 and for instructors and commanders with an average of 4.02, respectively, the first priority of educational equipment and training aids and the second priority of disability are in the specialty of trainers. By reviewing and paying attention to the weaknesses and injuries in the educational methods related to the defects in the two areas of specialization of trainers and detect in the equipment for educational and training aids of graduates and by careful planning, we can eliminate the injuries

In general, multicultural education is any form of education that includes the history, texts, values, beliefs, and views of individuals from diverse cultural backgrounds. In many cases, "culture" is a general term that includes concepts such as race, ethnicity, nationality, language, religion, social class, gender, and exceptionality. Studies in the field of multicultural education show that useful teaching in multicultural classrooms is undoubtedly one of the biggest challenges that teachers face today (Den Brok & Levy, 2005; Howard, 2000; Jeevanantham, 2001). One of the reasons for the importance of multicultural research, especially in the field of language teaching, is that understanding the diversity of people is one of the most important needs of educational contexts; Because around the world, classes are becoming more and more diverse and multicultural (Den Brok & Levy, 2005). The purpose of this study is to identify, categorize and prioritize the challenges and problems of Persian language teachers in multicultural classes and also to provide practical solutions to address these challenges based on Teacherschr('39') opinions and feedback. Multicultural education was originally born out of the black civil rights movement in the United States; but it did not take long for all cultural groups that had been discriminated against to join the movement. The "multicultural challenge" is so important that it has been called the "fourth force in psychology" after theories of psychological analysis, behaviorism, and humanism (Pedersen, 1991). More recently, more attention has been paid to multicultural content education (Berg-Cross, & Takushi-Chinen, 1995; Ramsey, 2000; Reynolds, 1995; Schoem, et al. 1995), because the many challenges facing multicultural teachers and educators are more well-known and more addressed. According to Ramsey (1996), studentschr('39') initial knowledge, depth of understanding, speed of progress, level of cooperation, and degree of acceptance of the multicultural education process usually vary. These differences in the development of individual identity may also pose educational challenges for teachers. Franklin (2001) does not limit the challenges in multicultural classrooms to race and language, and also considers religious differences, issues of gender equality, students with disabilities, single people, or homosexual parents. In addition, the teacherchr('39')s ability in terms of awareness, identity development and skill level may affect all aspects of education. Teachers must maintain and continuously strengthen their multicultural awareness and have complete control over the educational content and they have the necessary managerial ability to manage the classroom, so as to provide welfare and a better learning environment for students (Reynolds, 1995). Iranian researchers have also studied the subject of multicultural education; unfortunately, these studies have not examined Persian language courses for foreigners, which are mostly multicultural training courses. Most of this research is related to study of multicultural subject and curriculum (Iraqieh et al., 2009; Sadeghi, 2010; Sadeghi, 2012; Iraqieh, 2013; Malekipour and Hakimzadeh, 2016; Afshin et al., 2016; Sobhani Nejad et al., 2017) and multiculturalism and educational resources (Vafaei and Sobhaninejad 2015; Hawas Beigi et al., 2018).  At the National Conference on Multicultural Education, held in Urmia, various papers were presented in this field, a small number of which addressed the challenges of teachers in multicultural classes and most of them on the subject of multicultural curriculum; Javidi (2013) investigated the problems of teaching due to cultural diversity (Case study: primary school students in West Azerbaijan province) And Fahimi and Sheikhzadeh (2013) have also studied the role of teachers in multicultural curriculum planning from the perspective of high school social studies teachers in Urmia. The questions of this research are: what are the main challenges and problems of Persian language teachers in multicultural classes? And which of these challenges is more frequent and what are the solutions to solve these problems? To find the answers to these questions, a questionnaire was designed and used based on theoretical foundations, standard questionnaires in this field and the views and opinions of 56 experienced Persian language teachers to foreigners. The validity of the questionnaire was checked by 16 Persian language teachers and it modified and confirmed. The challenges faced by teachers in Persian language teaching classes to foreigners were extracted and 9 factors sets were identified based on factor analysis. Data were statistically analyzed. In this way, we identified various factors and identified the most important sub-factors and the most common solutions proposed by the instructors participating in this study were presented to address these challenges. Ranking the key factors of teacherschr('39') challenges in multicultural classes based on the average rankings shows that cultural factors are first, educational factors are second, religious factors are third, and factors of learning, teaching, emotional, motivation, Prior language skills and social factors ranked fourth to ninth, respectively. The results of Friedman test showed that these sub-factors are ranked first in each of the nine factors:Cultural factor: different values ​​in relation to girl-boy relationships; Prior language knowledge factor: studentschr('39') inability to write in the target language; Learning factor: different learning styles; Educational factor: the difficulty of adapting the lessons to the needs of language learners; Teaching agent: Finding a teaching method that is useful for all language learners; Religious factor: religious and propaganda aspects of the content of Persian language books; Motivation factor: lack of interest of some language learners in doing homework; Emotional factor: Low teacherchr('39')s tolerance threshold for existing problems and teacherchr('39')s inability to solve problems And social factor: the sub-factor of misunderstanding between learners with each other in understanding social cues. Instructors participating in the research suggested the following solutions to address the challenges of multicultural classrooms:• Development of the concept of multicultural education; • Informing teachers about the methods of organizing and designing a multicultural curriculum; • Informing instructors of the various approaches to designing and implementing multicultural learning activities; • Extensive familiarity of teachers with a variety of resources in the multicultural curriculum; • Use of various multicultural approaches in teaching; • Production of educational content with appropriate cultural content

The development of information technology has provided new capacities for higher education that one of these capacities is "e-learning". As a result, the implementation of electronic learning systems (ELS) has become one of the most important investment trends in different countries. The successful implementation of these systems will be achieved when the readiness of the university is provided in terms of human, infrastructural and content dimensions. From the human perspective, establishing an effective interaction between instructor and learner has been identified as the key factor in the success of ELS.
This paper aims to assess the readiness of faculty members and students for using ELSs in academic environments; so, we first formulated various appropriate readiness assessment measures of e-learning readiness. Then we gathered readiness data from 8 Iranian comprehensive universities, through a survey. According to the average score and importance grade of each measure, we calculated the readiness level of faculty members and students in the selected universities for each measure.
The results indicated that the score of over 25% of the students’readiness measures and about 40% of the faculty members’ readiness measures were "less than medium", and both total average scores were "medium". These results confirm that the policy-makers and deans of universities should be aware of the ELSs benefits, the human resources' empowerment mechanisms, and the level of access of instructors and learners to the network facilities.

Despite the direct behavioral interaction between instructors and students, the instructional role of military science educators is disregard because of a variety of reasons, such as teaching of specific military courses and the barriers to the growth of intra-organizational ethics in the complex. Therefore, by identifying the factors affecting the enhancement of the religious and ethical role of educators, this study took a vital step in creating the necessary ground for helping the authorities. This research is intended to identify the effective factors of promoting the role of religious and moral training of the instructors in a military university. The main research question is: "What are the factors influencing the promotion of the role of religious and moral training of instructors in a military university?" This is an applied research which follows descriptive-analytical method with descriptive and inferential statistics for data analysis. The statistical population consists of 100 subjects and the data were collected through questionnaires and were analyzed by SPSS software. The identification of the effective factors which influence the enhancement of the role of religious and ethical training of educators in individual and organizational fields, will make it possible to eliminate the obstacles to the growth of intra-organizational ethics of the educators in the university. The identified priorities of the results indicated that the individual instructors have to focus more on the individual and religious self-efficacy, and the university should rearrange its organizational priorities and pay more attention to better programs for upgrading its instructors.

There are many factors interfering the process of religious training, one of which is the instructor. The prominence of the role of the instructor is so great that we can define training as a two-way purposive relationship between the trainers and the trainees. Therefore, the identification of the type of competencies the trainers have to master to work properly, can help us achieve the desired outcomes of the education processes and gain our educational goals. Hence, this research, following an analytical-inferential approach and considering Hikmat 147 of Nahj al-Balaghah, which contains serious implications in this regard, has addressed the problem and has identified the professional qualifications of the instructors of religious traing in both scientific and practical fields. The scientific competencies include components such as "reception, transmission, and caring", and the practical competencies included preventive components (covertness, arrogance, apathy, pleasure seeking, and wealth collecting) and positive components (divinity-orientation, definite knowledge, patience and courage).

Professional development of faculty members is considered as a key component of the quality of teaching and learning process improvement. The present study was aimed at designing a model for professional development of e-learning instructors. The methodology of the research was applied to the purpose and the method of data collection was of a qualitative type which was performed using the data approach of the foundation with a Emergence approach (Glaser approach). The tool used was semi-structured interview and the statistical population of the faculty members was in the field of e-learning. Using a targeted sampling method, 22 of them were sampled and the data were saturated. Findings The study eventually comprised 659 open codes, 57 primary and 15 secondary categories. The results showed that for the development of faculty members, e-learning should focus on five main dimensions: the dimension of knowledge development (with 4 dimensions), skill development (with 3 dimensions), ability development (with 2 dimensions), development of attitude (with 3 dimensions) and development Features (with 3 dimensions).

In this article, identifying, determining, and analyzing effective factors in empowering the training of technical and vocational instructors of Kermanshah Province has been investigated. The presented article in terms of objective is an applied research, and in terms of method is descriptive survey. Data collection method included desk and field research. The data collecting tool is a questionnaire that content analysis is used to confirm its reliability, and Cronbach's alpha coefficients is used via the help of SPSS software to confirm its validity. The statistical population of the research is all the public and private technical and vocational center instructors of Kermanshah Province, and simple random sampling method is used. Cochran formula is also used in order to determine the sample content. In the present research, descriptive statistics is used to show the demographic status of the population and inferential statistics is used to analyze the data. The statistical methods used in the research are one-sample t test and variance analysis test via SPSS software, and the structural equation method is done via AMOS software. The results show that the factors influencing teaching empowerment of instructors in Kermanshah province are as follows: the instructors' competency, independence, feeling of being influential, feeling of doing something meaningful, and confidence. It is worth noting that some recruits put emphasis on objective experience and reflective observation learning methods and their strongest orientations are strong imagination, and awareness of values and meanings. These people show better performances in seeing objective situations from different points of view, and organize most of the relationships with a meaningful gestalt.

The aim of this study was to provide a model of vocational competencies of instructors of governmental technical and vocational training centers in Tehran. The research is applied in terms of purpose and qualitative in terms of data and self-emerging data in terms of research method.The present study population consisted of all specialists and experts in technical and vocational training (who have scientific and executive backgrounds in technical and vocational training) and university professors (faculty members with research backgrounds related to technical and vocational training) Using targeted snowball sampling method, 30 people were selected as the sample. After conducting 25 interviews, the researcher determined that the information obtained had reached saturation point. Data collection tools were review of relevant national and international documents as well as semi-structured exploratory interviews.Finally, data foundation and coding methods were used to classify the data. Regarding the validity of the study, in addition to studying the theoretical foundations, the research method was used by the research members.The findings indicated that the model of vocational competencies of the instructors of governmental technical and vocational training centers in Tehran includes dimensions such as basic competencies, interpersonal competencies, intellectual competencies, executive competencies and moral competencies.

The present study aimed to "identify the adult education and solutions for improvement." In order to achieve the goal of the research, the researcher used the qualitative method of the grounded theory. The participants of the study consisted of experts on adult education, local reference groups, managers and experts of the Literacy Movement Organizations in Zones and Cities, managers and experts of the Department of Education and Training of province, educators and learners and 72 participants were interviewed using "targeted approach", “snowball method" and “theoretical saturation criterion". The data collection method was semi-structured interview. 905 open codes, 99 concepts and 14 categories were derived from the interviews based on the data foundation theory process through three open, axial and selective coding steps. In the final stage, the items were categorized under the basic components of the grounded theory including the pivotal subject (the challenges of the literacy movement), the causal conditions (content problems of the courses, educational problems and the economic problems of the learners), environmental conditions (structural problems of the literacy movement organization), Intermediate conditions (cultural barriers, the problems related to instructors and learners), strategies (curriculum revision, legal measures, provision of facilities for educators, increased resources, facilities, and revision of the educational course) and outcomes (acceleration in the development process). The finding showed that literacy movement organization should consider the contextual, environmental and causal factors, and these factors should be regarded in the future revisions. It should be noted that literacy movement organization and literacy centers are dealing with contextual, environmental and causal factors at micro and macro levels; however, these factors are ignored in their current plans and even the strategies which are mentioned in the present study, will also be affected by these factors.

In this article, identifying, determining, and analyzing effective factors in empowering the training of technical and vocational instructors of Kermanshah Province has been investigated. The presented article in terms of objective is an applied research, and in terms of method is descriptive survey. Data collection method included desk and field research. The data collecting tool is a questionnaire that content analysis is used to confirm its reliability, and Cronbach's alpha coefficients is used via the help of SPSS software to confirm its validity. The statistical population of the research is all the public and private technical and vocational center instructors of Kermanshah Province, and simple random sampling method is used. Cochran formula is also used in order to determine the sample content. In the present research, descriptive statistics is used to show the demographic status of the population and inferential statistics is used to analyze the data. The statistical methods used in the research are one-sample t test and variance analysis test via SPSS software, and the structural equation method is done via AMOS software. The results show that the factors influencing teaching empowerment of instructors in Kermanshah province are as follows: the instructors' competency, independence, feeling of being influential, feeling of doing something meaningful, and confidence. It is worth noting that some recruits put emphasis on objective experience and reflective observation learning methods and their strongest orientations are strong imagination, and awareness of values and meanings. These people show better performances in seeing objective situations from different points of view, and organize most of the relationships with a meaningful gestalt.

The main purpose of this study is to identify challenges and problems of pre - school teachers and provide solutions to improve them. The research method is a combination of applied (quantitative and qualitative) and statistical population of research in the qualitative section, including all preschool teachers in Aqqala city. In the qualitative section, the snowball sampling was used, according to which 15 people were selected who included experts in this field of preschool curriculum and implementation and had long-term experience in teaching preschool. The research tools included semi-structured interviews to address the problems and challenges of preschool educators. Then, in order to measure the research variables, the researcher-made questionnaire was designed based on the findings of the theory derived from the data and the newly developed Glaser design based on the 7-point Likert scale, which included 5, 2 and 3 questions in knowledge, skills and education. Then, two-step approach was used to investigate the research questions and with the help of 12 professors, the content validity coefficient (CVR) and the content validity index (CVI) were reviewed and approved. Also, the reliability of the questionnaire was obtained using Cronbach's alpha with an average of 0.87 and finally its suitability was confirmed by confirmatory factor analysis. Based on the results, 3 components of knowledge, skills and education were recognized as components affecting the quality of pre-school implementation and the status of these components were effective in enhancing the quality of internship performance, from the experts' point of view in the field of curriculum and with long-term experience in the field. Areas of pre-school teaching were assessed.