نشریه مطالعات سیاستگذاری تربیت معلم
سال دوم شماره 1 (پیاپی 4، بهار و تابستان 1397)

The aim of this research is a comparative study of elements of Curriculum of teacher training centers in India and Iran. The method of the research is comparative, and based on model of Brady that comprised of four stages including description, interpretation, proximity, and comparison in comparative studies. Data collected through documents and library documents and research reports, encyclopedias, and statutes of universities, searches on the World Wide Web, have been compiled from the websites of the Ministry of Research of the countries under study. The sample of this study is India and Iran, which are selected on the basis of targeted sampling method. The results showed that there is a significant difference between the curriculum of Teacher Education between Iran and India in the areas of goals, content, learning teaching process, learning, evaluation, training, information and communication technology (ICT).

This study aimed to explore at the extent of applicability of the university teaching methods in teacher training system of Iran. This study is carried out by survey method and through questionnaire. The research population is chosen from Farhangian University professors. Because of the need to instruction and interaction on the methods of under study, 47 professors are chosen by convenience sampling. Collected data is analyzed through inferential and descriptive statistics of T- test and Friedman ranking method and the qualitative content analysed through inductive coding. The findings indicated that based on the professors view 6 methods out of 13 methods which are under study; namely, collaborative learning model, dialectical teaching, project based teaching, ICT supported teaching, field based teaching, and role playing model enjoyed the desirable applicability in teacher training process. But the other 7 namely, critical teaching, journal club, network based, counselor based teaching, teaching by qualified students, team teaching (multi professor),and lecture teaching did not get desirable applicability. Qualitative analysis of the reasons given by the samples showed that providing a suitable platform for teacher students to interact with each other, implementing curricula like internships, adhering to the principles of education and training, and meeting students’ needs are the most important reasons for the high applicability of related methods. On the other hand, low student motivation, lack of full-time, connoisseur and motivated faculty members, the weaknesses in infrastructure and inherent weaknesses of some methods are among the factors limiting the use of academic teaching methods.

Lack of job motivation is the most important cause of reduced quality of professional performance. Field evidence indicates a dramatic reduction in teacher’s motivation. This study aims to represent the teachers’ perceptions and lived experiences about the causes of teachers’ motivation reduction. By using a qualitative approach and a descriptive phenomenological method, an effort has been made to reconstruct teachers’ perceptions of the causes of loss of motivation. Semi-structured interviews were used to collect data. Having used purposeful sampling and chain sampling, and through 20 interviews with teachers, data saturation was achieved. Deep analysis of the teachers’ lived experiences led to the identification and classification of the five major categories of motivation reduction factors. These five factors are: “educational issues”; “internal organizational issues”; “economic issues”; “social issues”; and “personal and family issues.The Results showed that each teacher faces many different challenges in the field of education and professional activities, and lack of attention to improving their status can lead to a major risk in the educational system and in particular the dynamism and development of the society in the near future.

One of the fundamental issues of human life in all the time, especially the modern age is the question of identity. Despite numerous theorizing in this area,Still the three aspects Contains conceptual, social, and education will be a big issue in identity debate. the researchers’ main aim is an analysis of the formation of identity in teacherstudents of Beheshti University campus in Bandar Abbas teachers. method of data collection in this research is in-depth interview and data analysis, is inductive and deductive analysis. results show overall teacherstudents during their studies have been confronted with four major categories. the greatest emphasis at the university level is socio-cultural and religious areas. teacherstudents dealing with areas of identity in two forms have been intentionally or unintentionally. category of conscious confrontation relate socio-cultural fields and partly on religious grounds and the confrontation was unconscious in two other areas

The purpose of this study was to construct and evaluate the psychometric properties of the self-assessment tool for the professional qualifications of elementary school teachers. The research was carried out in a mixed method in two qualitative and quantitative stages. In the qualitative stage, using comparative content analysis, the contents of 30 valid national and international documents in the field of teacher training were reviewed. Based on the results of the content analysis, a special assessment tool was developed for teachers’ professional qualifications. The validity of the tool was confirmed by experts. Reliability of the tool was estimated by calculating eight reliability coefficients. In all coefficients, its numerical value was higher than 0.7 and was in optimal condition. In the quantitative phase, this research tool was implemented in the community of elementary school teachers in Isfahan (5157 teachers) and in a sample of 500 teachers selected using multi-stage cluster sampling. Then, the psychometric properties of the instrument were evaluated using methods based on the classical theory of measurement and the item response theory and Based on the estimated indicators in these three approaches, the researcher-made tool has a desirable internal consistency and construct validity after eliminating inappropriate items, so it’s result can be trusted.

The purpose of this study was to validate the “Charter of Rights and Duties” of Teacher-Students at the Farhangian University from the viewpoint of Teacher-Students. A survey method was used. The statistical population of this study was all Farhangian university students across the country, of which 409 were selected as samples. The instrument of this research was a questionnaire, whose validity was estimated by content analysis of questions and their reliability by Cronbach’s alpha was 89%. For analyzing the data, descriptive statistics and binomial and chi-square tests were used. Based on the results, the legal components as well as the components of the “Teacher-Students Charter of Rights and Duties” were clear and understandable, realistic, applicable and practical. The whole of the “Teacher-Students’ Charter of Rights and Duties” was brief and helpful and responsive to the Teacher-Students needs and desires and in general evaluated appropriate. There were, of course, some shortcomings, that on the basis of which, the original version of the Charter of Rights and Duties of Teacher-Students was reviewed in review committee and prepared the final version of the charter.

The main purpose of the present research is to identify the factors associated with the institutionalization of the evaluation culture at the Farhangian University. The research method, because of its type, is cross-sectional and in term of purpose, is applied and based on the method of data collection, is a descriptive-survey. In this research, exploratory factor analysis method has been used. The statistical population of the study consisted of directors and assistants (employed in the province, colleges and affiliated centers) with 299 people. According to the research conditions, census method has been used as a strategy for factor analysis. A researcher-made questionnaire was used to identify and extract the factors of the institutionalization of the culture of monitoring and evaluation. According to the research findings, four main factors related to the evaluation culture are as follows: 1- Planning and developing a positive attitude toward the assessment approach at the university with 5 sub-factors; 2. Promoting, sustaining and stabilizing the systemic view of the university with 6 sub-factors; 3. Coordination and streamlining of the evaluation system at the university with 7 sub-factors and 4- Goal-oriented approach in University with 4 sub-factors identified, and 23.53% of the variance related to the evaluation culture is explained.