جستجوی مقالات مرتبط با کلیدواژه "maternal role" در نشریات گروه "علوم تربیتی"

Women’s most important roles in the Islamic lifestyle are those of maternity and rearing children, but today many women, because they have a job, are also obligated to play a correct occupational role, and therefore striking a balance between occupational and maternal roles is of particular importance. In recent years, the number of female members of academic staff has been on the increase, and since these women have undertaken a great volume of occupational tasks, achieving the equilibrium between their occupational and familial roles involves certain difficulties. Thus, using the qualitative research method, the present study aims to identify the women’s strategies for finding the balance. To this aim, interviews with 20 female members of academic staff and a content analysis of the interviews have been conducted to extract the strategies. According to the research findings, the strategies include eight categories: diligent efforts to achieve occupational goals, efforts to be a good mother, self-effacement, reduction of occupational goals, time management, a division of labor, family planning, and outsourcing of some family tasks.

In today's societies, with the advancement of technology and increasing social pressures, family relationships and the transfer of moral values to the new generation have been challenged, and to solve this challenge, the competences of mothers in shaping moral values and correct social relationships as the first and most influential teachers in life Persons should not be neglected. Therefore, studying the ways of life of mothers who are superior of Believer in monotheism , like Hazrat Zahra (PBUH) and carefully examining the values and teachings they teach us can be very effective in strengthening moral values and improving social relations. In this article, an attempt has been made to examine the role of mothers' competence in the development of morals and correct social communication, emphasizing the life of Hazrat Zahra (PBUH) as an outstanding model for monotheistic mothers. The research method is library study and content analysis of Islamic and historical sources.The obtained results show. In the Islamic perspective, the basic development of ethics in human societies is formed only in the shadow of monotheistic belief, and mothers are not exempt from this issue. The monotheistic mother considers the one God as the only creator of the universe and puts obedience to him at the top of all her affairs; Therefore, his social relations are defined only in the direction of the satisfaction and servitude of the Almighty God. By looking at the life of Hazrat Zahra (pbuh), it became clear that monotheism gives mothers the possibility to present the best morals and behavior in the society by adhering to the verses, traditions and practices of the Masoomin (pbuh), to be a good role model for their children and also by strengthening religious beliefs from childhood, to institutionalize monotheism in children and be effective in the development of morals and correct social communication.

The main purpose of this study was to Analysis of elements curriculum based on the ethics of caring: the continuation of maternal role in primary education of Iranian educational system. This research was a qualitative research based on grounded theory.The statistical population consisted of female teachers and married faculty members with children who were specialists in primary education, and were selected purposefully through snowball method.In total, 37 individuals were interviewed, including 25 teachers and 12 faculty members.Data were analyzed through semi-structured interviews during three stages By way of open, axial and selective coding. Research results that was formed as a paradigmatic and conceptual model kike the following: Needs and goals (general and specific goals), content (priorities of organizing and content selection), learning-retention methods (selection priorities and methods of teaching), teacher`s role (teacher`s indicators and responsibilities), evaluation (evaluation priorities and assessment methods), communication skills (communication awareness and continuation of maternal communication), implicit learning (classroom atmosphere), and educational outcomes (ethical-emotional education, mental health, self-esteem enhancement, knowledge development, skill and attitude).To obtain the data validation, two methods of participant review and review of non-participating experts were used.Finally, based on the findings and results, some guidelines were provided for the implementation of the program