نشریه تدریس پژوهی
سال نهم شماره 2 (تابستان 1400)

Today, following the increasing expansion of educational systems and the creation of successive changes in the structure and programs of education, the need to increase the effectiveness and efficiency of education has become more important than ever. On the one hand, many changes and developments in various fields of science and technology have led to changes in teaching methods and the need for teachers to become familiar with new educational technologies. On the other hand, maintaining the continuity of quality and effectiveness of teaching and training, requires identifying the problems and challenges ahead and not anticipated. The teacher is not the link in the education process that should be monitored and inspected; Rather, it is at the forefront of education, and any action that can help improve and restore the irreplaceable role of the teacher in the educational process is a big step in advancing the goals of the education system. (seifullahi, 2002,quoted by Ghobadi, 2017).To this end, if education is to thrive, educators must be transformed, especially teachers who interact extensively with learners. In fact, any significant improvement in schools and the education system must start with the work of a teacher.There is a significant relationship between school improvement and teacher performance. Their knowledge and information, cognitions, attitudes, skills and working methods must change. (Safari, Abdollahi, Saburi, 2019).In such contexts, it is necessary to be aware of the impact of research activities and the process of writing them as a method on its main goal, which is to grow the teaching profession and solve the problems of schools and classrooms, which needs to be analyzed. In such areas, the present study seeks to analyze and analyze the content of 20 examples of national research studies published in 4 areas of structure, writing, methodology and content. To be a step towards the promotion of future research. Therefore, the problem of the present study is to analyze and explain the content quality of national research actions. For this purpose, the following research questions were designed and analyzed: How can the quality of the published national research work be analyzed in terms of structure, writing, methodology and content?According to the purpose and questions, in this research, descriptive-analytical methods and descriptive quantitative content analysis of the written text type were used. From the perspective of descriptive-analytical method, in the literature and research background, as well as after identifying the areas and nuclei and sub-nuclei of each analysis, they were described and limited. From the perspective of descriptive content analysis method of the written text, the statistical population, including action studies with two criteria: "nationality" and "published", was considered. Accordingly, 20 case studies were identified. Therefore, sampling was purposeful and limited. After identifying the cases, in the first step, the exact details of the action research IDs (according to the order of publication year from 2005 to 2019), were mentioned and then subjected to open coding (from A to T). In the second step, while researching valid and related books and documents, as well as conducting interviews with experts in the field of action research (including 15 professors of Farhangian University), first the common steps between all action research and then four areas and several core and sub-core, Were extracted and inferred. Based on them, research actions are analyzed. The four areas of expression: structural, writing, methodological and content areas. In the next step, the nuclei and sub-nuclei of the domains were identified and classified: 1. Cores of the structural field include: title, abstract, keywords, introduction, problem statement, current situation description, evidences 2 and 1, solutions, practical measures, barrier expression, final sources and appendix. 2. The cores of the writing field include: paragraphing, punctuation and editing, footnotes of Latin words, font and size, headings, spaces between lines, spaces and semicolons, and in-text references. 3. Cores of methodological field including: problem explanation, research methodology, problem solving method, method specificity, alternative methods and type of methods. 4. Content area cores include: correct identification of the problem, correct understanding of the causes of the problem, providing effective solutions, timely and effective implementation, as well as strong, medium and weak content. In the last step, according to the registration unit and the cores of each class, which was done according to the criterion of four descriptions, Findings were collected in different and related tables and based on that, the final conclusion was made for each area separately.In some contexts, there were limitations to this research, Among the limited number of action studies in the country with two criteria in this study, High number of evaluation criteria and As well as time-consuming research. Adherence to certain limitations of article writing, such as the limited number of words and pages. As a result, since this research was based on two criteria: "nationality" and "published"; Therefore, its generalizations are limited. As a result, the findings of this study indicate that the analyzed research projects have shortcomings in the above four areas. If they want to be more scientific, more problem-oriented, more coherent, and more result-oriented and practical, They need a general overhaul of most of their parts. However, in previous studies in this field, the issue has not been addressed from this perspective. Also, given the steps that most experts agree on, All research activities have common steps in having: title, abstract, evidence 1, results and sources; However, some of these research initiatives did not use steps such as: introduction, description of the current situation, analysis of data, selection of a temporary solution, revision of the report and suggestions.Based on the research findings, it is suggested to researchers in the field of action research that pay attention to these when writing their research work: 1. Considering the framework of scientific-research articles in order to create a uniform process in the structural field of national research action which will also increase their scientific burden. 2. In the field of writing and editing, the nuclei and sub-nuclei of modern writing knowledge should be used. This will ensure smoothness, coherence, harmony between the text and avoidance of repetition. .3. Adopting and selecting a suitable and scientific research method along with mentioning its research stages such as how to choose a research field. 4. From the content point of view, explain the causes of the problem, methods of problem solving, how to choose appropriate and related solutions, explain how to gather evidence, as well as how and the steps to implement the solution to the problem.

The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in 4th grade elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.

The classroom, as the smallest formal unit in the educational system, is changing due to social and educational changes. Classroom management is a key variable and an important indicator in educational systems for a teacher's success. Achieving educational goals requires attention to change and the application of efficient and effective management style in classroom management. Classroom management as the first level of educational management plays a key role in shaping the structure of education and the teaching process. Classroom management is a rotational process in which the teacher first designs and plans, organizes, commands, coordinates and controls, guides and leads, executes, evaluates during the performance and final evaluation in setting goals with the participation of students in the management process. Activities performed for effective learning and emotional health and conflict management of students in the classroom. Classroom management is one of the most common and important issues and problems in the classroom and in fact the main enemy in becoming a successful teacher that many teachers face before and even while serving. Lack of proper classroom management disrupts learning and loses time for students' educational activities and causes more stress to the teacher. The best style in the classroom is a style that can make the atmosphere of the classroom desirable and continuous, and ultimately provide an opportunity for more growth and learning. Achieving educational goals requires paying attention to changing and applying an efficient and effective management style in the classroom. Therefore, transformational classroom management can be effective as a new approach in this field. Therefore, creating and maintaining an effective classroom management program is crucial in creating safe learning environments that ultimately lead to academic achievement and success for all students. Classroom management is the cornerstone of a quality education because of its effects on the classroom environment and the mental and physical well-being of teachers and students. With proper classroom management, teachers can use new teaching methods (student-centered and participatory teaching methods) to improve teaching efficiency, enhance learning and solve students' behavioral problems, and effectively control the classroom. Therefore, identifying the components of transformational classroom management is of particular importance. For this purpose, the present study aims to construct and validate the Transformation Classroom Management Questionnaire in schools to answer the following 3 questions: What are the components of the Transformation Classroom Management Questionnaire? Does the questionnaire have the necessary reliability? And does the questionnaire have the necessary validity? Developing a valid tool for measuring transformational classroom management can not only help students learn and effective interpersonal communication between teacher and student, but also help education system policymakers to respond effectively to effective classroom management for teachers and students with proper planning. The research method was the survey (factor analysis). The statistical population of the study was all primary school teachers in Isfahan in 1399. Based on the Cochran sample size determination formula, 240 people were selected by random sampling based on inclusion and exclusion criteria. The research tool was a researcher-made questionnaire that was prepared based on books and articles related to classroom management. This questionnaire consists of 26 items according to the 5-point Likert scale (from very low = 1, low = 2, medium = 3, high = 4 and very high = 5). The validity of the questionnaire (in terms of construct validity) and its reliability (in terms of Cronbach's alpha and combined reliability) were determined after confirmatory factor analysis. Statistical analysis of data using Bartlett sample size adequacy (KMO) tests; exploratory factor analysis, structural equations (second-order factor analysis) and Cronbach's alpha were performed using Smart-PLS3 software. Validity and reliability criteria have been used to fit the scale of measuring the components of transformational class management. Content validity, convergent validity and differential validity have been used to assess validity and Cronbach's alpha and combined reliability have been used to assess the reliability of the scale. Exploratory factor analysis has been used to identify the underlying components of the Transformation Class Management Scale to determine the relationship of each item to the relevant components. Initially, Bartlett sphericity test and KMO index were used to validate the data correlation matrix and sampling adequacy. The cut-off point of the KMO index for "sampling adequacy" is 0.7.For content validity, the final version of the questionnaire was provided to ten educational science professionals and experienced teachers to evaluate the content of the items. They were asked to rate each scale in terms of its relationship to the main structure on a four-point scale: 1- unrelated, 2- somewhat relevant, 3- quite relevant, 4- very relevant. Next, the CVI value for each item was calculated by dividing the number of people who scored 3 or 4 by their total number. Finally, items ranging from 0.8 to 1 were selected to measure the evolutionary class management scale. Also, the total average for 26 items was 0.93, which indicated that the content validity of the Transformation Class Management Scale was acceptable.In the present study, convergent validity and differential validity were used to evaluate the validity of the Transformation Class Management Scale. Convergent validity was calculated using the mean variance (AVE) criterion and differential validity was calculated using the Fornell-Larker criterion. Cronbach's alpha and combined reliability were also used to evaluate the reliabilityThe results showed that the five components as dimensions of transformative classroom management are: "Participatory learning"; "Applying motivational strategies"; "Promoting the Psychology of Success"; "Facilitating style" and "Class dynamics". Convergent validity evaluation showed that the mean variance extracted for the components of Participatory learning (0.52), Application of motivational strategies (0.61), Promotion of success psychology (0.51), Facilitator style (0.66) and Class dynamics (0.75) was higher than 0.50 And has been approved. Also, the results related to reliability indicate that the evolutionary management scale in terms of Cronbach's alpha and combined reliability was higher than 0.70. In general, according to the results of the present study, this questionnaire had appropriate reliability and validity and was used as a reliable and valid tool in the education system in in-service training courses for teachers and the curriculum of teacher training centers.

The aim of this study was to investigate the process of formation of analytical literacy in high school students.The present study uses the data theorizing method of the foundation to provide a model for teaching analytical literacy in Iran. This research is in the interpretive group in terms of the dominant paradigms of research. Semi-structured interview technique and purposive sampling method were used to collect the required data. The interviewees of this research are experts and professors of educational sciences, curriculum planning.The research data were analyzed by open coding method which is specific to the contextual approach and conceptual, main and macro categories were extracted and finally the pattern of analytical literacy training including causal, structural, intervening factors as well as strategies for analytical literacy training and implementation consequences. The correct system of analytical literacy training is provided. According to the research results, the main category includes education General topics are education (comprehension, teaching tools and techniques), study management (book budgeting, study time management) which can be used to design, develop and implement an analytical literacy training program in Iran.In the field of causal factors (planning and cultural management of the family, reaching the desired level of literacy, using the Internet of Things, the emergence of distance education, enjoying life opportunities, avoiding the consequences of unipolar education) in the field of structural factors (subculture_country_city, The country's educational system, family culture), were identified in the field of intervening factors (complexity of analytical components, inherited characteristics such as intelligence, household economic conditions).Persons with the analytical literacy, have three abilities in reading and writing: reading ability and answering to smart argumentation and recognition ability (analytical reading), ability for making convincing reason wisely (analytical writing), and recognition ability for analyzing reasons or except that. Also, schools and educational centers assign the responsibility of analytical reading and writing education to periods as critical thinking skills or argumentation that is teach by specific group. These periods provide opportunities for students to participate in analyzing and making reason and argumentation and then exercise actively. In here, work results are encouraging: psychological studies as research made by Quen, Shaw and Felton showed that students who pass critical thinking periods can evaluate rhetorical content as written and verbal matters and also they can develop some facilities with regard to collecting and assessment cases. But system given special periods has limitations. In this cases, they can access to analytical skills via working at periods that have no certain duty for offering educational skills. Evidently this self-training is harmful and destructive. Not only this but also, analytical literacy is process that necessarily take place with time passed. It means that students with necessary instructions must practice and develop their analytical skills in reading and writing continually. This action can and must be expand more than critical thinking class in environments with various planning offered by schools and educational centers. It is possible that teachers obligate your students to learn analytical reading and writing to strengthen analytical literacy according to current models. Teachers must persuade your students to do analytical thinking as reading and writing duty appropriately. We grow up with given information. We need to adopt the learned critical positions and to avoid from accepting cases and matters passively. New students communicate with more information sources that are more than their age and conditions. Just as they study sources and references, the need of questioning occur at them. They need to understand what is writer's intention (perez-pena, 1997). Start point is important to help to students for analytical intelligence in order to realizing writer's positions and ideas and written matters. Also educational environment is important to strengthen analytical literacy such as teacher and classroom (Ravitch, 1974). Analytical approach is considerable for important attitude and for the time of using analytical manner in learning. In this approach, not only students play with picklock role, but also they examine/check case by critic's window (Street, 2005). The found results show that that factors of mental skills, training teachers system, course content, hard and software, free thinking, percipience and intuition, analyzing in field of educational environment and system are been confirmed as important elements and necessary action must be done for creating and making appropriate conditions. Increasing growth of science and technology has effected on different dimensions of human life. With considering to forming analytical literacy, it must be paid attention to the growth and prosperity in mental needs (mental skills). One student must have appropriate mental and spiritual position for access success in this area. Recently more teachers and psychologists have found that mental factors are effective on learning results and sometimes this case is determinative factor. But however, experiences show that mental elements are not paid attention for teachers and students and their parents and all teachers and students and their parents must get trained special skills to be fulfilled mental needs of students. With regarding general thinking, Critical thinking is higher level than reasoning/argumentation.Education of new generation is the first most important step for reaching to goal/aim and its main element is the education of their teachers. Teachers as being guide role for students, must specialize up-to-date knowledge in addition to their expertise in teaching discipline. Officials have duty to provide educational principles with technical surveillance; because main aim of acquisition is being the queen of mind in useful scientific findings nor superficial and old scientific materials. Creative teacher has more mental and brain precipitation and he feels less disability and deficiency. He is ready to discourse with students patiently and encourage them to creating new and fresh thought. self-centeredness, questioning activity, critical thinking, nonresistance against changing, increasing focus, having desire for learning, understanding and analyzing, creating conflict in students' thinking process in field of developing process are been confirmed as important elements and must take the necessary measures to create the appropriate conditions.Educational institutions are one of the infrastructure and important institutions in society because of having the important role in education and training next generation. Because most important form of human interaction is the communication that is founded based on question and answer. Therefore questionnaire as a skill is required at all levels of community interaction. Students' acquaintance with questionnaire and creating motivation for planning question, can be intensifier and helpful for the mechanism of making question and develop this ability in students. In other words, increasing confrontation of students with the astonished and challenging materials and their involvement with topics and their feeling need to find solution lead to strengthen the abilities to question and to try for again cognitive balance of learners.

The world of the 21st century is the world of production and advancement of science and knowledge, population growth, globalization, and so on. Globalization sees the world as a single place where local communities, especially individuals, are forced to accept their existence as part of a larger whole. One of the most important and serious issues related to the process of globalization is the issue of survival or continuity of identities. Experts believe that the process of globalization leads to the establishment and domination of a culture over the universe and indigenous cultures are forgotten; But the realized reality we are witnessing shows that the process of globalization does not mean the forgetting of indigenous, ethnic, linguistic and regional cultures; And even globalization has strengthened the emergence of frameworks of non-national collective identities, the most important of which are ethnic and linguistic identities. Education, learning and upbringing in any cultured society are closely related and reciprocal. There are different approaches to culture, each approach offering specific patterns of education. Educational systems are based on a set of interactions between parents, teachers, students and community members. These interactions are influenced by many factors, including social and cultural factors such as language and linguistic values. Language is one of the most important variables that affects the learning process. The language through which we teach students plays a vital role in their cognitive, emotional, and moral development as students communicate, perform assignments, are evaluated, present, and read through language.Language is part of one's identity and culture, and the local language should reinforce both through school. Local languages improve teaching and learning and have significant benefits for the community. Using the local language in the education system builds self-respect and pride in the local culture. By strengthening the importance of local languages, interest in local knowledge and culture is strengthened. Today, many people around the world speak more than one language, which is due to the various cultural and social issues and needs of today's society. Most nations of the world are multilingual. In fact, it is difficult to find a nation that is monolingual. In bilingual areas, the curriculum presented to students in the form of learning assignments is meaningful to the teacher, while in some cases it is not comprehensible to bilingual students, causing the flow of feedback to become one-way and the learning-learning process to be effective. Lose yourself. Students who do not speak their native language face many oppositions, ideologies, and stereotypes. They are confronted with changing realities in their communities that are only partial, as well as pervasive messages on television, news, and online media. These students are in a constant state of transition. They are constantly on the move, constantly interacting with different (sometimes competing) cultures and languages. Therefore, the main question in this research is:What do bilingual students expect from the official school curriculum?Sub-questions:• What are the goals of bilingual students expecting to learn from the formal school curriculum?• What content do bilingual students expect to learn from the formal school curriculum?• What methods do bilingual students expect to receive from the formal school curriculum?• What kind of assessment do bilingual students expect from the formal school curriculum?

The present research has been done in the paradigm of interpretiveness in a qualitative way and with a phenomenological method. The study population included all bilingual students of Saravan city who were studying in the 2019-2020 academic year. Purpose-based sampling was used to select the studied samples. The sample size in this study was determined using the data saturation criterion, which means that the selection of samples continued until the researcher did not receive new data and the data was saturated. Finally, 18 bilingual students participated in this study.

. Objectives• Applying education in the mother tongue in the early years of elementary school• Simultaneous use of mother tongue and formal education in school• Teaching an official language before entering school• Teaching other languages (Arabic and English) in the curriculum2. Content• Design of ethnic-linguistic content in official content• Combining formal and ethnic content in the curriculum• Inclusion of customs and ethnic-linguistic culture in the official content• Emphasis on the overlap of ethnic-linguistic and official content;• Existence of valuable ethnic-linguistic content• Development of official regional content• Interaction between formal and ethnic-linguistic content in the curriculum3. Teaching methods and strategies• Teacher using different methods• Applying a participatory and collaborative approach• Simultaneous use of official and mother tongue• Use of mother tongue in the early years of school• Refer students to mother tongue stories• Refer students to personal experiences• Fair treatment and avoidance of teacher discrimination against bilingual students• Avoid making fun of bilingual students by the teacher• Respect for bilingual students4. Evaluation• Evaluate circuit performance• Paying attention to the inability of exams and scoring in measuring students' learning• Accuracy of quantitative tests• Use of oral evaluation• Incomplete and inaccurate descriptive evaluation• Use portfolio in learning• Pay attention to daily and monthly evaluationDiscussionSeeing schools that have many things in common, such as the number of students, educational resources and facilities, and the economic status of students, but are very different in terms of student learning and academic achievement, makes us think that the reason What could this be? Bilingualism is always one of the issues that affect the process of education and learning of people in their community and is a phenomenon that occurs in all parts of the world. This study was conducted to identify the expectations of bilingual students from the formal curriculum and it can be claimed that this study has shown the most important expectations of bilingual students from the formal curriculum. The results showed that bilingual students believe that the main mission of the educational system is to develop a curriculum that responds to the cultural and linguistic characteristics of bilingual students because neglecting the culture and language of the minority creates many educational problems and social challenges.

The purpose of this study was to investigate and evaluate the feasibility of implementing the components of the internship curriculum model in the undergraduate course of Farhangian University. This research is applied based on the purpose and descriptive-survey in terms of method of obtaining data. The statistical population of this study is all the planning and curriculum specialists of Tehran universities and the experts of the departments of the author's office and the internship professors and teachers of Tehran in the academic year 2020-2021. Using Morgan table and stratified random sampling method, 52 people were estimated for curriculum specialists and 84 people for professors and teachers, respectively. The tool of this research was a researcher-made questionnaire. The validity of the questionnaire was confirmed by 6 curriculum experts and professors. Cronbach's alpha value for the whole questionnaire was 0.89. The results of univariate t-test showed that there is a significant difference in the mean of the components and indicators of the internship curriculum of Farhangian University with the hypothetical average of the sample, at the significance level of 0.05 (p-value ≤0.05). Therefore, it can be inferred that the amount of "components and indicators of Farhangian University undergraduate internship curriculum" is rated as "below average". Therefore, the status of the indicators of the internship curriculum of Farhangian University is not favorable in implementation.The general belief in the current era is that the knowledge and skills acquired in higher education institutions play an important role in the cultural, social and economic development of countries. The university is a scientific, social, cultural, economic and political institution that plays an important role in the development of societies (UNESCO Science, 2015). On the one hand, the university can be considered as a process indicator, indicating the status of promotion and the level of growth and development of society, and on the other hand, as a predictive indicator, the field of growth and development of society in the future. (Qahramani et al, 2012).Among higher education institutions, Farhangian University has a different role; Improving the general competencies of students to educate university-educated citizens on the one hand and providing the ground for their students to achieve professional qualifications and professional qualifications on the other hand, shows the position of this university in society, so this university can Considered one of the most sensitive and important components of the education system, because the success and failure of the transformation of the educational system depends on the creation of the necessary professional abilities and capabilities in teachers who are actually executors The main programs are in the real environment of education (Almasi et al, 2017).The teacher is the main agent of the education system and the spirit of the educational system of any country, and it is through his wise efforts that the lofty goals of the educational system are achieved. What children, adolescents and young people acquire in school is influenced by the characteristics, qualities, scientific, cultural, religious, social, moral and spiritual competencies of teachers, because it is not possible to achieve quality teachers without regard to quality teacher training. . In order to be as successful as possible, training is essential, in addition to intellectual capital (core job skills).Community Verified iconAdvanced such as how to use technology to share knowledge with others and understand the customer or build a system and spontaneous creativity (Noe, 2010). Empirical evidence has shown that insufficient preparation for teaching affects students' learning outcomes, teaching effectiveness, and teacher burnout rate (Chang & HO, 2019). Therefore, teacher training institutions and universities need to find a way to improve their educational services (Soltani, 2020, p. 187).In fact, the teacher's practice and attitude are influenced by the way of teaching and the quality of training courses in teacher training centers. The quality of curriculum and educational planning of teacher training, the content of textbooks, teaching methods, the performance of teachers in these centers and holding internships, strengthens the skills, beliefs and professional attitude of future teachers. . Hence, the nature of the performance of the teacher education system as an organization in preparing professional teachers with four personality and identity-building competencies (thematic competency, educational competency, thematic-competency competence, general competence) to work in The most sensitive part of society, namely education, is very important (Musapour and Ahmadi, 2018).What is important is the training of the teacher of thought, the specialty of the training of the teacher of thought, which itself requires well-thought-out and purposeful curricula to achieve desirability. Internship is an integral and vital part of the teacher training curriculum, which is the source of the student-teacher excellence journey from the "inexperienced" to the "experienced". If internship is a means and a teacher to think about the goal, then measures should be considered so that the device is as appropriate as possible to the goal and can provide arrangements to experience and practice the profession under the supervision of the student-teacher, under the guidance and coaching of various forms and Distinguish thinking to be consistent and mature. Quality assurance of teacher preparation including activities including admission,The rate of creation and development of professionalism in student-teachers, relationship with schools, management commitment to quality, creation and definition of standards and performance indicators, social accountability and competency evaluation system (Delshad and Iqbal, 2010).Accordingly, the teacher education system should emphasize its core, namely the interactions between faculty and student-teachers in the form of internship programs. This process, which is interpreted as the Achilles heel of quality (2014) Mehr Mohammadi, requires a model that this research intends to provide in a comprehensive and explanatory way. According to education experts, the competence of any educational system is equal to the competence of teachers trained in that system. Teacher competence refers to their ability to meet the needs and demands of the teaching profession by using an integrated set of knowledge, skills and attitudes so that this set is reflected in the teacher's performance and reflection. Good teaching is closely linked to the concept of teacher quality.Community Verified iconThe main agent in the implementation of good teaching is the teacher, part of the quality of which is provided through the way of training and education of the teacher during his preparation period in teacher training centers and units. One of the ways in which teachers are trained and professionally developed and is directly related to learning outcomes and reduce inequality is internships. Therefore, as a result, one of the main and effective challenges in accessing the quality of education is to improve the quality of teacher education (UNESCO, 2015).

. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students. The aime of this study was to investigate the academic course satisfaction among agricultural, natural resources and engineering students. In terms of goal the study was applied while in terms of data collection method it was a descriptive – correlational survey research.The statistical population of study consisted of 2313 undergraduate students at the University of Kurdistan in the academic year 2017-2018. Applying Cochran's formula of sampling, 200 students were selected using stratified random sampling technique. A questionnaire was used for data collecting the validity of which was verified by experts. The reliability of the questionnaire was confirmed by calculating Cronbach's alpha. For data analysis, descriptive statistics and inferential statistics were used. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students. The aime of this study was to investigate the academic course satisfaction among agricultural, natural resources and engineering students. In terms of goal the study was applied while in terms of data collection method it was a descriptive – correlational survey research.The statistical population of study consisted of 2313 undergraduate students at the University of Kurdistan in the academic year 2017-2018. Applying Cochran's formula of sampling, 200 students were selected using stratified random sampling technique. A questionnaire was used for data collecting the validity of which was verified by experts. The reliability of the questionnaire was confirmed by calculating Cronbach's alpha. For data analysis, descriptive statistics and inferential statistics were used. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students. The aime of this study was to investigate the academic course satisfaction among agricultural, natural resources and engineering students. In terms of goal the study was applied while in terms of data collection method it was a descriptive – correlational survey research.The statistical population of study consisted of 2313 undergraduate students at the University of Kurdistan in the academic year 2017-2018. Applying Cochran's formula of sampling, 200 students were selected using stratified random sampling technique. A questionnaire was used for data collecting the validity of which was verified by experts. The reliability of the questionnaire was confirmed by calculating Cronbach's alpha. For data analysis, descriptive statistics and inferential statistics were used. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students. The aime of this study was to investigate the academic course satisfaction among agricultural, natural resources and engineering students. In terms of goal the study was applied while in terms of data collection method it was a descriptive – correlational survey research.The statistical population of study consisted of 2313 undergraduate students at the University of Kurdistan in the academic year 2017-2018. Applying Cochran's formula of sampling, 200 students were selected using stratified random sampling technique. A questionnaire was used for data collecting the validity of which was verified by experts. The reliability of the questionnaire was confirmed by calculating Cronbach's alpha. For data analysis, descriptive statistics and inferential statistics were used. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students.

The aim of this study was to analyze teacher’s experiences of history teachers from the factors and obstacles of teaching in the history curriculum of the second year of high school in 1395-96. History lesson according to the characteristics and importance of educating the young generation, It should be considered in many cases By improving the teaching conditions and also reviewing the content of the textbook, a way will be created to make students interested in this lesson. Due to this important point, the main purpose of this study is to critique and analyze the history curriculum from the perspective of history teachers And the main research question is: 1- What do teachers expect from a history curriculum? 2- What is the reason for students' indifference and inattention to the history lesson and establishing a relationship with it?this research is a qualitative research and a descriptive phenomenology which uses targeted and skilled person-based sampling, and was done through a semi-structured interview with 13 teachers in the 7th district of karaj city. interviews were recorded and then transcribed and using the Brown and Clark thematic method and were analyzed in the form of content analysis and coded using AtlasTi. findings from interviews with teachers in relation to teachers experiences of barriers to teaching history,especially in terms of content and method of teaching history lesson, included in six main themes “the educational role of history”, ”historiography”, “repulsion of history”, “history teaching”, “the place of history”, and “audience” and sixteen sub-themes were identified. Overall, the findings showed that the teachers believed learning history as a regular and continuous process requires adopting appropriate methods with its own teaching, And that is the transition from general and general ideas to specific and specific information in the process of education and emphasis on unity between all components, while avoiding excessive partisanship, regardless of the more general pre-organizers. In this case, it will accelerate learning and provide an accurate and scientific insight to the person. However, it seems that in the history lesson, less attention has been paid to its principles and teaching methods. In Iran, students are faced with a huge amount of names, years, regions and raw information that have no thematic connection with each other. Preserving this wealth of information, while tedious and tedious, in many cases makes the learner elusive. On the other hand, the dryness and aimlessness of the material is another reason for the reluctance of students to learn history. History teaching generally faces many problems and shortcomings, History teaching is traditional and book-based, based on teacher lectures and often one-sided. In this type of education, students have no role in teaching and teaching is based on memorization, listening and speaking.so, it can be said that the lack of direct connection between history textbooks and students 'personal lives in teaching history is another reason for students' indifference and lack of interest in studying history.it should be acknowledged that the use of various active teaching methods in history lessons in Iranian schools, despite the obstacles and problems such as high student density, lack of necessary facilities, generally wrong view of history lessons, large volume of materials and short teaching hours The lesson of history and ... seems difficult. But with all the problems and obstacles, history teachers can use their art to make students aware of history lessons and its role in the future of the country with a combination of different teaching methods, and while creating a cheerful and inquisitive spirit of students, their minds to create Prepare the connection between the historical space of the past and the space of the present. When history teachers are familiar with the three pillars of teaching, namely the content of the lessons, the teaching method and the students' knowledge, and strive to increase their knowledge, In this case, they can better play a role in shaping the lesson, creating interest in students and providing the opportunity for creativity and talent. In discussing the content of the book, the teachers pointed to two main topics of historiography and the content of the book, and considered each of them important in making students interested in studying history. The secretaries believed that the way history was written was very important, emphasizing the three pillars of trustworthiness, balance of events, and simplification. In discussing fiduciary duty, many of them demanded that the historical material be presented in exactly the same way as what happened in the book. Do not underestimate people or give them the role of myth. According to the teachers, every human being makes mistakes in her life and a human being cannot be considered innocent. They believed that this would seem very unrealistic to today's student because they have access to a variety of sources to check the accuracy of the book. Therefore, the best thing to do is to be trustworthy while writing, and without one-sided judgment, to state everything that has happened and leave the judgment to the student. The teachers also believed that the content of the history book was not attractive enough to attract the student to the text, and this was due to the great fragmentation of the material. Finally, the teachers emphasized that in writing textbooks, it is very important to pay attention to the learner's learning ability, because in the absence of such a comprehensive ability, she only memorizes the material, According to the teachers' interviews, this happened in connection with the history lesson and it is more important for the students to get a passing grade than anything else. This indicates that in the content of the history textbook, no attention has been paid to the learner's ability to learn. Overall the finding showed that teachers pay special attention to the impact of the content and method of teaching history lesson, and it was considered a factor for students to escape from history. They want to change in the way content is written, as well as the proper training of teachers to use new teaching methods. The last point is that the history curriculum of the secondary school is very important both in terms of belonging to a specific age group that has a high level of abstract thinking and in terms of its content, which influences the attitude and political orientation of students. In addition, due to the vast amount of information and its diversity in the current era, there is a need for content that prepares students to live in real life and should be a teaching method that helps students in the correct processing of information and correct judgment.

The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination.

The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used.

The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable had a significant positive effect on students' academic procrastination. In other words, academic procrastination is a function of perception of class structure on the one hand and students' self-supervision on the other hand. So in this way, the focus of educational systems should be based on the optimal management of these variables.

The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as photography", "Avoiding friends and classmates" And "decline in learning." The findings showed that the interviewed students experienced different consequences from the effects of the implementation of the school distance education program during the corona outbreak, and in general, they face additional challenges in their learning process, some of which are presented in the present article. Been paid.The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as photography", "Avoiding friends and classmates" And "decline in learning." The findings showed that the interviewed students experienced different consequences from the effects of the implementation of the school distance education program during the corona outbreak, and in general, they face additional challenges in their learning process, some of which are presented in the present article. Been paid.The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as photography", "Avoiding friends and classmates" And "decline in learning." The findings showed that the interviewed students experienced different consequences from the effects of the implementation of the school distance education program during the corona outbreak, and in general, they face additional challenges in their learning process, some of which are presented in the present article. Been paid.The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as photography", "Avoiding friends and classmates" And "decline in learning." The findings showed that the interviewed students experienced different consequences from the effects of the implementation of the school distance education program during the corona outbreak, and in general, they face additional challenges in their learning process, some of which are presented in the present article. Been paid.The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as

Entrepreneurship education is a process of preparing people with the ability to recognize business pills, self-esteem, knowledge, skills and insights to act on them (Olugbola, 2017). Many experts believe that one of the main factors determining the level of entrepreneurship in any country is entrepreneurship education (Valerio et al, 2014).Acquiring the power or skill that leads to entrepreneurship with the provision of environmental factors is the most important fruit of entrepreneurship education (Oconnor, 2013). Entrepreneurship education is an empowering tool that provides the knowledge, skills, attitudes and experience needed to meet life's challenges (Mamman, 2014). In fact, entrepreneurship education refers to all activities that aim to flourish entrepreneurial mentality, attitudes and skills in a range of areas such as idea generation, startups, growth and innovation (Nyello et al, 2015). Research also shows that entrepreneurship education is one of the important factors that lead to an increase in entrepreneurial attitudes in both potential entrepreneurs and emerging entrepreneurs (2014 Hattab,). Lonappan et al (2011) classify entrepreneurship education methods in their classification, including case study, group discussion, individual presentation, individual report writing, group project, lecture, guest speaker, seminar, web-based learning. And introduce the recorded video. Learning by lecturing is inevitable for everyone at some point in time because it is a good tool for providing basic information and transferring experimental sciences and even in some cases the most appropriate teaching method. But in this method, the student is not given the opportunity to think, which is essential in learning (Love, 1990). This teaching method has a one-way mode and the explanation and description of phenomena by the teacher or professor has a major role and is teacher-centered. The main purpose of this method is knowledge transfer (Alizadeh, 2009 Fathiazar, 2011,). Despite the common method of teaching lectures in most universities in the country, about 80% of the training provided by this method is forgotten during 8 weeks (Azizi, 2003). Therefore, in recent decades, the need to revise traditional teaching methods and use new and active methods of learning and student-centered has been felt by the educational system and the application of these methods has become common in various sciences (Love, 1990). Also, the results of the study of Karimi et al. (Karimi et al., 2014) show that entrepreneurship education has not been able to improve the ability of learners to identify business opportunities using common and traditional teaching methods. Therefore, despite the growing need for entrepreneurship education, this type of education is still immature and has not been able to meet the educational and practical needs of learners as it should and perhaps, both in terms of content and in terms of teaching tools and methods. Deficiencies (2014 Bellotti et al,). Adjeji and Rahman (2018) in a study have reviewed the background of innovative methods of entrepreneurship education and introduced the method of using guest speakers as one of the innovative methods for entrepreneurship education (Adedeji & Rahman, 2018). Teaching by "guest speaker" method is another common educational method, especially in entrepreneurship education. This method (guest speaker) has been introduced as one of the effective methods in entrepreneurship education studies (Neck & Green, 2011). The guest entrepreneur lecture gives the opportunity to get acquainted with their life story. People's life stories tell of their experiences and fateful decisions in life (Atkinson, 1998). Entrepreneurs' life stories show how they have found their way to success in work life and the real business market (Rea & Carswell, 2001). Hills (1988) also sees guest entrepreneurial lectures as a way to boost students' confidence to become entrepreneurs. He believes that the entrepreneur, as the guest speaker, brings to the student's mind the thought that "if he can, I probably can too. Gartner & Vesper (Gartner & Vesper, 1994) refer to the guest entrepreneur lecture as a "living case" for reading. Shepherd (2004) introduces this type of lecture as an indirect way to enhance the student experience. The guest speaker entrepreneur can explain to students his or her experience of failure and the emotions he or she was experiencing at the time, and how to manage those emotions in order to experience failure rather than frustration and confusion (Shepherd, 2004). Using entrepreneurs to talk about their experiences of failure and success can be used as a live case study that can be effective in two areas. The first is content; Such as marketing, sales, product development, capital gain. The second is the role and focuses on the process and activities that the entrepreneur has done. It is better to use more guest speaker for role training; Because there are so many educational resources about content, books and magazines (Gartner & Vesper, 1994).

This study was a semi-experimental research with two groups using pre-test and post-test with the aim of comparing two teaching method of lecture and guest speaker in learning business and entrepreneurial skills of trainees in Eyvan Woman Technical and Vocational Training Center.

This research was a semi-experimental and pre-test post-test with control group.In this regard, 30 female tailoring trainees of this center were divided in two control and experimental groups with using random assignment method. Lecture teaching method was used for control group and method of guest speaker was used for experimental group. The business and entrepreneurial skills of trainees of both groups, before and after teaching, were compared together by a questionnaire including 50 questions with 13 subscales based on a 5- point Likert scale. To analyze the research hypotheses, the two independent samples t-test was used by SPSS software. In this research, two groups were compared with each other in terms of entrepreneurial skills, preparation to enter the business, financing methods, start up business, marketing skills, sales skills, service skills, communication skills, skills in finance and accounting, business consolidation, skills decision-making, management skills and human resource skills.

The results showed that except of human resources skill, in other twelve cases, in the experimental group, mean of scores was significantly higher than the control group. It is recommended that educational planners use the guest speaker at training business, technical and vocational skills.

One of the cognitive skills of children is creativity. Creativity is a complex type of cognition that involves countless processes (Takeuchi & Jung, 2019). Creativity is a psychological process that leads to problem solving, idea generation, conceptualization, art formulation, and theorizing that is innovative and unique (Nazari & Yazdanseta, 2019). Given today's conditions and the daily advancement of technology, it is thought that education should only focus specifically on employing and training people to use these technologies properly. But just owning and using these technologies does not help people in the world today and in the future. Today, the important issue is to train people who can acquire different types of thinking skills and face the changes that they face every day, and make appropriate decisions with the help of these skills (Badri Gargari & et al. 2014). Play and art, due to their relevance to childhood, have received more attention from psychologists and researchers in the field of creative development. By engaging children in fun, entertaining, and enjoyable activities, children can be well helped to break free from cognitive and social inhibitions and develop their cognitive abilities. Games and artistic activities such as painting and storytelling, theater and drama are a series of enjoyable, optional, childcentered, motivational activities involving flexibility in choosing and using an object (Landreth, 2012). Mindfulness is a method of education that is increasingly used. This treatment is a special type of short-term and immediate treatment that motivates and interested people who have just entered training or people who are in training (Crane, 2013). The goal of mindfulness is for people to become aware of their thoughts, feelings, and bodily senses and to communicate differently with them. Through mindfulness and sitting meditation exercises focusing on breathing as well as cognitive skills training, they are provided with the opportunity to automatically detect the activity of their dysfunctional cognitive processes (Piet & Hougaard, 2011).