مجله راهبردهای نوین تربیت معلمان
پیاپی 2 (بهار و تابستان 1395)

There are many challenges facing teachers’ professional development. The purpose of the present paper is to study the experiences of teachers and Faculty members of continuing their education in the city of Hamedan. An interpretive phenomenographic approach was applied in this research. In this study, 39 teachers participated in semi-structured interviews. The results of the qualitative analysis showed that factors such as physical and mental boredom, lowering the quality of teaching and education, lack of attendance, not doing the theses and scientific research, expulsion, negligence, and lack of coordination with the Department of Education affects the participants. Establishing Teachers training University and virtual and online universities that don’t need any physical presence in a particular time or place may pave the way for the promotion of professional teachers.

Progress of any society is dependent on the performance of its educational system and teacher is the heart of the educational system of each country. Teacher is between the educational system policies and students, So use of teachers with the understanding and knowledge is very important for any society. The teacher needs comprehensive knowledge. The necessary knowledge for teacher is in the areas of pedagogy knowledge, content knowledge and pedagogical content knowledge for optimal performance in education. It seems that the two types of other knowledge is Necessary for teacher: context Knowledge and metacognition knowledge. Context Knowledge is the teacher awareness of history, sociology, politics, economic and culture about his society. This type of knowledge helps to teachers that have adequate control over their educational context. The metacognition knowledge is teacher awareness about his knowledge, monitoring and flexibility about it.

Although teacher candidates are adults, the instructional models used in teacher colleges are not aligned with andragogical approach. To resolve this problem a new model of adult education which is called Dialogue Education is introduced to teacher colleges in this study. Scholars believe that dialogue is a practical means to invite reflection in teacher colleges especially during school placement. Therefore in this paper Dialogue Education is introduced and by using Inductive Category Development procedure its components, which make school placement experiences effective, are determined. The findings suggest that following components can promote reflection in professional courses:  Teamwork in small groups; Praxis; Clear roles; Engagement; Sequence and Reinforcement; time; location; Safety; Respect; Immediacy; Ideas, feelings, actions; Accountability, Learning Tasks.

Modifying evaluation system from traditional to descriptive is one of the most important solicitude of Iranian schools currently. In spite of its problems and challenges for teachers, this modification has some advantages. This research is done in a qualitative way and phenomenology method is selected for recognizing those challenges. Participants were selected from among kuhbanan teachers; for this sake, seven teachers were interviewed. The main research instrument was in-depth semi-structured interview. The data were analyzed according to Colaizzi's analyzing method. The findings of this research include five main themes, namely teaching method, Evaluation challenges, parent's expectations, student's challenges and the effect of portfolios. This paper, describes descriptive evaluation challenges for teachers. For solving these challenges we propose professional education of teachers, holding justification meetings for parents and changing teaching methods according to evaluation method.

Concerning the role of the environment and natural resources in achieving development goals in numerous features, planning the education to create a culture of environmental and natural resources conservation is neccessary. In this qualitative study the effect of elementary education on the concepts of environmental conservation and natural resources on students were considered by the teachers' viewpoints. For these purposes, semi-structured interviews with 32 primary school teachers of Rafsanjan city in 2016 were used. The data were analyzed using open coding, axial coding and selective coding  and themes and sub-themes were selected from notes. Based on the results of this research, the main themes include: students, teachers, books and content, school staff, families, teaching, extracurricular activities, teacher training and education and sub-themes include books, quality content, the focus of content on attitude, the focus of content on changes in social and personal behaviors, content emphasis on increasing knowledge, interest and attractiveness creation, depth and focuses on the subjects, consistency with the real needs of learners, level of knowledge, teachers, book printing quality, extra-curricular activities, service , effective teaching facilities, as well as the local requirements related to the environment and natural resources.

The purpose of this study is to investigate the consequences of the qualitative - descriptive evaluationmethod in elementary school. To do this, 15 teachers who were the executors of this method, were selected as the research participants and a biographical method was used in this research. The results of this research show that the qualitative- descriptive evaluation method has positive consequences in relation to the method of teaching, teacher, student and educational content and in comparison with the traditional method and has positive moral effects. There are also some factors that relate to the existence of these positive effects which are discussed in the article. In addition, the mentioned method has negative consequences that the following factors influence the appearance of them. These factors consist of the volume of textbooks, the teachers’ and parents’ lack of information about this method, and the shortage of class time.

changing and innovating the curriculum is achieved by competent and capable teachers.  Professional education programs are regarded as important strategies to enhance the quality of teaching and also improve the student learning. The frequent evidences imply that centralized and short-term approaches in professional development have not been successful in developing significant changes in the teacher practice inside classrooms. Therefore, decentralization of teacher training courses and providing school-based learning opportunities in order to create sustainable professional development is of great importance. So, in the present study which is a normative inquiry, the researcher has recognized the essential elements that are considered as backbones of effective professional development models, by literature review and studying the profound studies on determination of characteristics of the effective models of teacher professional development. The purpose of the study is to present a conceptual framework for thinking on the teachers’ professional development curriculum, emphasizing the process and context-based nature of it. It is also worth saying that the researcher has proceeded in achieving the purposes and strategies of continuous professional development of teachers mentioned in fundamental reform document of education in I.R of Iran.

In this article, the writer refers to action research as teachers’ professional activity that can develop insights, actions and educational change. He indicates its contribution to solving practitioners’ educational problems, inspiring introspection and improving the education. First of all, action research requires that practitioners identify the field of action, and plan and perform some activities to improve their action. Frequently, they need to monitor this process and reflect on it, and then redesign and revise the actions if neccessary. They also need to repeat this cycle until compelling evidence of concrete change and improvement appears. The article provides some definitions and modes of action research from the educationists’ point of view. It also briefly reviews the histories of action research development, introduces how to conduct an action research, and indicates different modes of action research as well as the impact of action research upon schools. The most important claim is that action research is a powerful and successful vehicle for educational change.