مجله راهبردهای نوین تربیت معلمان
پیاپی 16 (پاییز و زمستان 1402)

One of the new models that has been proposed and considered for the growth of teachers' professions through the teacher-centered research process is of research in teaching. This study was conducted with the aim of identifying opportunities before, during and after the research course of primary schools in Bandar Abbas. The study population was all primary school teachers in District 1 of Bandar Abbas, where 20 semi-structured interviews were conducted by purposive sampling. For data analysis, inductive analysis method with coding system was used. Findings and results showed that the three categories of opportunity to exchange experience, the opportunity to increase the level of knowledge and the opportunity to change professional insights as opportunities before practical engagement with the course and three categories of motivation to increase productivity and use useful findings in the classroom, the opportunity to develop responsibility. In group work and changing the culture of the teaching-learning system from individual to group, it was considered as opportunities during and after practical conflict with research.

The present research investigated the content of secondary chemistry textbooks in Iran regarding their attention to industies. The study was an applied-descriptive and content analysis type. The statistical population included 10th, 11th, and 12th-grade chemistry textbooks and the technical and vocational chemistry textbook published in 2021-2022. This research encompassed all the content of these books, including text, images, tables, questions, and activities. And a full-count sampling method was used. Data analysis was done using the descriptive statistics method. The process reliability was verified by experts. The results showed that secondary high school chemistry textbooks had similarities and differences concerning their attention to industrial activities. In all books, paying attention to the secondary industrial sectors (manufacturing industries) was higher than the other sectors. Except for the 11th-grade chemistry book, where the frequency of the primary industrial sectors was slightly higher than that of the tertiary industrial sector, in other books, tertiary industrial sectors were in second place. The 11th-grade chemistry book paid the most attention to the industry category, differing from other books. The other three books had almost equal attention to the industry category. 62.0 percent of the coded items were in the text, and book images were in second place, with 36.2 percent. Textbook activities accounted for 1.8 percent of the coded items, and no industry-related items were coded in the textbooks' tables.

The present research was conducted with the aim of studying the lived experience of teachers from in-service courses. The research method was qualitative and the strategy used was phenomenology. The potential participants of the research were all the participants of the in-service courses, 21 of them were selected by the purposeful sampling method based on the rule of theoretical saturation. This means that the data reached theoretical saturation with 21 people. The data was obtained through semi-structured interviews and analyzed with thematic analysis technique. The results of the research showed that teachers experience from in-service courses are defined in 66 basic themes and 10 organizing themes. The main themes of the organizer of the research include neglecting educational needs assessment in the design of courses, the lack of technical and legal contexts suitable for in-service training, the lack of required managerial and structural contexts, and the impossibility of real evaluations. certification and marketization of in-service training, lack of specialized and quality content, weak interaction in the training process, facilitating attendance in courses, paying attention to individual learning, reducing individual and organizational costs. Therefore, based on the results of the research, the quality of in-service training can be increased by accurately assessing the needs of in-service training, improving the interaction between lecturers and teachers, and creating the necessary technical and management platforms.

The aim of this study was to conduct a pathological study of the interview process, selection and choice of candidates to enter the teaching profession through Farhangian University of Khorasan Razavi Province. For this purpose, phenomenography method and semi-structured interview tools were used. The target population was all professors and experts in the field of educational sciences and psychology of Farhangian University of Mashhad and Ferdowsi University of Mashhad, all students, teachers and graduates of Farhangian University of Mashhad and all interviewees were selected by Khorasan Razavi Education Organization. They were identified and interviewed by purposive sampling method. The research was theoretically saturated with 20 professors, 10 students and graduates, and 5 selected interviewers. Interviews were recorded, analyzed, and coded. In the central coding stage, the codes were categorized into 21 categories and in the selective coding, the injuries of the selection process of candidates entering Farhangian University were categorized in three stages: exclusive interview, selection interview, and medical examination. Finally, research and practical suggestions were presented for the use of experts, officials and, those in charge of interviewing, selecting, selecting and, accepting candidates to enter the teaching profession.

Lesson study is a Japanese model for professional training of teachers. They meet in the relevant meetings and exchange opinions about educational issues and topics and the structure and content of the textbooks, review the reforms and changes and prepare themselves for better teaching. The problem of this research is the unfamiliarity and complexity of the Persian textbooks of the first, second and third elementary school; The proposed solution is to examine and analyze their styles. The type of research is exploratory, its approach is qualitative-quantitative and its method is descriptive-analytical. The statistical population and sample include all the lessons of the three mentioned books except the exercises. The background of the studies has also been examined in line with lesson study, but stylistic analysis is a new work that can open the meaning and purpose of each lesson for teachers and familiarize them with the meaning and nature of the text. The findings of this research show that Persian II has more stylistic variety, Persian I is more expressive, narrative and descriptive, Persian III is more allegorical than the other two. Farsi II and III are more fictional as well. The questioning, causal, analytical, comparative, explanatory and exemplary style in all three books is also very low. From findings, it can be concluded that the mentioned books do not have much philosophical nature. Another reason is that in the narrative style that is prominent in the mentioned books, there is no element of causality and verisimilitude of fictional style.

The Purpose of this research is to identify the individual and specialized characteristics needed by teachers to teach in the critical conditions of Covid-19. This is qualitative applied research with a phenomenological approach. The research community consist of primary school teachers in Fars province in 1401, who were selected as a research sample using a purposeful snowball method. The sample selection criterion was data saturation, which was reached after conducting 27 semi- structured interviews with teachers. The data were analyzed in the MaxQDA2020 software using the content analysis method, which includes 62 open codes, 9 central codes, and 1selective code. Validity and authenticity of the data were confirmed by three education specialists and tow experienced teachers. Examining the result showed that the most important characteristics and abilities that teachers should have in these conditions include media literacy with 8 codes, interactions with 7 codes, the ability to analyze the situation with 7 codes, interest and motivation with 7 codes. The code is effective evaluation implementation with 6 codes, knowledge with 4 codes, management with 4 codes, attitude and awareness with 10 codes, and ability and skill with 9 codes.

The aim of this study was to investigate the social effects of Empathy and Consensus Movement in Corona Conditions on Teaching students of Farhangian University, based on their lived experiences. In order to do the research phenomenological approach and Van Manen six-stage method was used. The data were collected through an open- response researcher-made questionnaire. The participants were 63 BA Farhangian teaching students residing in different provinces in 1399-1400 educational year. The results showed widespread social effects of Empathy and Consensus Movement in Corona Conditions. The effects can be divided into two general groups: attitudinal and performance changes. Perspective-change in relation to the importance of help and the degree of social supports, the relationship between individual and social health, and recognition of the importance of unity, empathy and social coherence are the categories of attitudinal change.
In the attitudinal-change domain, participants judged and evaluated the national movement of confronting Corona. Participants criticized the performance of the ex-government in these aspects. In the domain of social performance, the data showed increasing growth in students' social interactions and their widespread accompany, in different forms, in the empathy and consensus movement. The analysis of data showed that tangible and intangible cultural-religious legacies have an active role in creating the social coherence; legacies such as Iran rich civilization, rich literature background, Eight-year Imposed War experience and the presence of model personalities like Shahid Ghasem Soleimani.

Paying attention to the role of educational leaders as one of the key elements in the development of teachers and identifying their talents, abilities and potentials for achieving goals is an undeniable necessity in the education system. The present research has been conducted with the aim of investigating the competencies of the head of the educational group from the point of view of teachers and principals of elementary schools.The approach of the current research is a qualitative approach and the method used is the phenomenological method. The participants included those teachers and educational managers who had knowledge and experience about the subject of the competencies of educational leaders and could provide valuable information to the researchers, who were selected using purposeful sampling and criteria-based method. The data was collected through semi-structured interviews with15 elementary teachers and9 educational managers, and in order to analyze the data, coding was done in three stages open , central , and selective coding. Ensuring the validity of the data was done through control by members and to increase the guaranteeability, efforts were made so that the researcher's mental assumptions are not effective in the stages of data collection. The findings of this research show that the competencies of educational leaders from the point of view of teachers and principals include3 general categories of individual competencies (personality competencies and attitudinal competencies), managerial competencies (self-management competencies, human relations management competencies, teaching process management competencies and learning) and scientific and occupational skills (knowledge skills and professional skills.(

The purpose of this research is to present a casual model of servant leadership and entrepreneurial passion regarding the mediating role of organizational atmosphere Among the technical and professional teachers In District (No.1) Of Shiraz City. The statistical population consists of 678 teachers, that is consisting of 334 male teachers and 344 female teachers. Based on Morgan's table and Cochran's formula, 248 individuals were selected as the sample using a stratified sampling method. The questioneries were used in this research are servant leadership questionarie of Gholipur et.al (2009), Cardon’s Entrepreneurial passion questionarie (2013), and Torkzadeh and Moharer’s organizational questionarie (2012). It is worth mentioning that the present research is applied due to its application for motivating and enthusiastic entrepreneurship among technical highschools’ teachers of Shiraz. From the perspective of the implementation method, it is also descriptive and correlation due to the study of the relationships between variables in the path analysis model. Findings of the research show that the evaluated model has good fitness indicators. In general, the results show that the components of servant leadership (service, humility, trustworthiness and kindness) either directly or indirectly through the mediating role of the components of the organizational atmosphere variable (internal, developmental, group and logical atmosphere) affect the variable of entrepreneurial passion in the investigated sample.

Teachers' academic optimism culture facilitates a collaborative atmosphere, school health, students' academic success, and school effectiveness. The purpose of this study was to identify the factors that promote the development of teachers' academic optimism culture in Tehran schools in the academic year 2022-2023. This study was conducted with a qualitative approach of the phenomenological type. The sample size consisted of three international theorists and twenty-one internal experts in the field of education who were purposefully selected and semi-structured interviews were conducted with them. The necessary data were collected based on theoretical saturation. For the purpose of data analysis, NVivo10 software was used with the use of coding (open, axial, and selective). The findings of this study indicate that seventeen factors play the most important role in the growth and development of teachers' academic optimism culture in schools. These factors are ranked in order of priority as follows: "Quality of teachers' lives", "Teacher empowerment", "Motivational characteristics", "Empowering structure", "Personality characteristics", "Supervision and guidance", "Constructive interactions", "Awareness-raising", "Professional ethics characteristics", "Quality of educational and developmental activities", "Constructive feedback", "Quality of the educational environment", "Psychological and occupational security", "Quality of the curriculum", "Educational policies", "Meritocracy", and "Organizational justice". In the end, the identified seventeen factors can be a guiding charter for the country's educational planners and policy makers. On the other hand, teachers' academic optimism culture in schools develops when the mentioned factors are considered in a coordinated manner.

Attitu des and beli efs are import ant aspects of orie ntating to behaviors. In the field of rese arch utilization, also, teachers’ attitudes have been attended to the use of resea rch during teach ing processes. The pre sent study has been condu cted to design a model in order to promote teachers’ attitudes toward ds research. To conduct it, four variables incl uding attitudes of other people towards research, perceived compete ncy, profes sional skills, and re search skills of teachers were co nsidered as influe ntial varia bles and their role on research a ttitude as well as both er end ogenous varia bles were examined by stru ctural equation mod eling. Data were gathered from 335 teachers in Tehran province. Result reve aled that direct paths of all variables were statistical ly signific ant and all paths between independent factors were nonsignificant except a path of attitudes of other people e on perceived comp etency. A dditionally, professional skills were the most important influence factor on research attitude. Afterwards, there were research skills and attitudes of other people. The final casual model can be considered an adequate framework for teacher development and also for teacher education.

Islamic thinkers have presented their educational ideas by benefiting from two important and rich sources of Islam, that's mean the Qur'an and the Sunnah. Therefore, the present study, focusing on the educational opinions and teacher behavior of Faiz Kashani and Shahid Sani, two great Islamic thinkers, seeks to identify the components of Disciple-educating in their opinion. The thematic analysis method was used in this qualitative research. In this way, the book Al-Mahja Al-Bayda authored by Faiz Kashani, and the book Maniya Al-Marid authored by Shahid Sani, which are in the field of moral education and in which the mutual etiquette of the student and the teacher is discussed, were selected and analyzed using the purposeful sampling method. In this way, 21 overarching themes were identified in the reviewed documents, which were categorized into two organizing themes of ethical behavior (11 themes) and scientific behavior (10 themes), and finally, all themes were placed under the overarching theme of Disciple-educating. The findings of the research showed that among the inferred themes, 9 themes; Kindness and benevolence, chastity of self and purity of intention, observance of fairness and respect, God's pleasure, humility and modesty, implicit inhibition, attention to understanding and talent, gradual education and ranking of materials, accompanying science and practice have more richness and in The reviewed works have had a rich presence and are considered the most important components of Disciple-educating from the perspective of Faiz Kashani and Shahid sani.