نشریه توسعه حرفه ای معلم
سال هشتم شماره 3 (پیاپی 29، پاییز 1402)

The purpose of the present study is to investigate the lived experiences of student teachers about the use of technology in virtual education. The research method is qualitative and phenomenological. The participants in this study were female students of Farhangian University of Makazi Province, who were selected by the purposive sampling method and with the criteria of setting two semesters of virtual education (N=16). In order to collect data, a semi-structured interview method was used. Data analysis was carried out using the seven-step Claysey method. The obtained results indicated the existence of two general themes of challenges and opportunities of using technology in the virtual education of student teachers. These challenges include the lack of acquiring the necessary competencies in learning courses, organizational problems, curriculum problems, problems caused by the lack of face-to-face communication and the lack of infrastructure. At the same time, the use of technology in virtual education has some opportunities such as removing time and place restrictions, increasing access to content, and developing technology materials for students. According to the results, it is necessary to provide the necessary support to adjust the challenges of virtual education.

The aim of this research is to epistemological investigate of science teaching based on Wittgenstein's view on certainty and human understanding. To achieve this goal, conceptual analysis method (concept structure evaluation) and progressive deductive method have been used, and an attempt has been made to analyze the nature of sciences from his point of view through the analysis of Wittgenstein's opinions in the Philosophical Investigation and On certainty, then its implications are deduced in the field of teaching sciences in schools. The findings of the research show that Wittgenstein position on sciences is against positivism and through the presentation of the "river bed" parable about human knowledge, it includes a novel view on science that is far from fundamentalist and relativism criticisms. Based on these theories, the teaching of sciences should be done according to its dynamic relationship with humanities and social and cultural structures, and in the teaching of these sciences, special attention should be paid to the history and sociology of science.

The main objective of this research was to compare teacher recruitment, retention, and teacher education policies from the perspective of school principals, specifically focusing on the performance of graduates from continuous bachelor's degree programs at Farhangian University and graduates from other universities, known as "Maharat Amuzan" under Article 28. A mixed-methods approach with a simultaneous explanatory design strategy was employed, utilizing a survey method for the quantitative phase and thematic analysis for the qualitative phase. The quantitative phase involved a comprehensive sample of all school principals, totaling 320 participants, selected through multi-stage cluster sampling. Data was collected using a researcher-made 24-item questionnaire adapted from the Public Schools Teacher Performance Evaluation Guide (2015), in Chesterfield County, Virginia. The quantitative data was analyzed using descriptive statistics, independent t-tests, and one-way ANOVA tests. In the qualitative phase, 32 school principals participated. Thematic analysis was utilized to analyze the qualitative data. The research findings indicated that school principals' satisfaction with the "Knowledge and Skills," "Behavior and Conduct," and "Ethics and Morality" dimensions of teachers' performance from Bachelor's degree graduates were at a highly satisfactory level. While, their satisfaction with the performance of "Maharat Amuzan" under Article 28 was at a satisfactory level. The observed difference in satisfaction levels between these two groups was statistically significant and school principals were more satisfied with the performance of continuous bachelor's degree teachers compared to teachers of other universities known as "Maharat Amoz" Article 28". Additionally, female school principals reported greater satisfaction with the performance of both groups of teachers compared to their male counterparts, and this difference was statistically significant in the domains of knowledge, skills, and overall satisfaction. However, the observed differences based on age and managerial experience were not statistically significant. Moreover, the qualitative findings not only confirmed the quantitative results but also provided insights into the reasons behind the preferences and criticisms to each of the teacher acceptance policies. Based on the results of this study, some suggestions were made to policy and decision makers to improve the quality of teacher training and recruitment.

The purpose of this research was to evaluate the quality of professional qualifications of multi-grade teachers in Kurdistan province.The approach of this research is a combination of sequential exploratory type. The interviewees in the qualitative phase consisted of 20 professors of educational sciences who were selected purposefully. The statistical population in the quantitative phase included 400 multi-grade teachers of Kurdistan province, from among whom, 100 were selected as the sample of the study. The research tools included semi-structured interviews and researcher-made questionnaires, the content and face validity of the questionnaire were approved by some educational sciences professors. Also, the reliability of the questionnaire was estimated using Cronbach's alpha method of (α = 0.92). The results of the research showed that the quality of the professional qualifications of multi-level teachers in Kurdistan province had a acceptable level in all components except the use of information technology in teaching, the highest quality was related to attention to practical activities in the classroom with an average of 3.58 and the lowest quality was related to the use of information technology in teaching with a value of 1.01.

The purpose of the present research was to investigate the development of the professional identity of student teachers during their studies at Farhangian University. The data reported in this article is part of a wider project that was carried out at Farhangian University of Kerman (Shahid Bahonar and Khajeh Nasir Campus). The statistical population of the research consisted of all student teachers who had completed at least two semesters of internship at the university. The data collection tool was the narration of 20 students in answering the questions. The sample was selected in a purposeful way according to the purpose of the research. Narrative analysis method was used to analyze the data. In order to ensure the validity of the findings, the methods of triangulation (using direct quotations from the narratives along with the stated themes and using the findings of scientific research) and group judgement (confirmation of the research findings by several experts in the field of education and its revision by several professors of educational sciences of the university) were used. Also, to ensure the reliability of the findings, more detailed notes of student teachers' narrations were tried. The results of student teachers' reports were presented in four formats: 1) Feeling like a student but thinking like a teacher. 2) Confronting current and past experiences: internal tensions and dilemmas. 3) Increasing awareness of the complexity of the classroom context. 4) Teaching profession: aspirations and concerns of future teachers. The results of this research can be used in the planning of teacher training courses in Farhangian University.

The purpose of this study is to identify the challenges and solutions of the social-cultural identity formation process of Farhangian University students. This is a qualitative research with inductive data analysis method using coding system via an in-depth interview. For validation, the audit trail method was used. Research validity was carried out using the method of review by professors. The research community included 2250 students of Farhangian University of Hormozgan province, and the research sample included 15 people who were selected based on the principle of saturation. Eleven key categories emerged as the findings of the data analysis which include impact of western culture on student teachers, passivity and disinterest of student teachers towards participating in cultural and social activities and programs, lack of expert planning, educational and executive forces regarding the activity. and cultural and social issues, gender segregation (lack of experience of mixed social atmosphere), insufficient attention to the dignity of student teachers and teaching profession, lack of suitable platform and conditions for the implementation of activities and all-round participation of student teachers in cultural programs and the social aspect of the university, lack of introduction of a suitable model of behavior in the society and the university for student teachers, lack of cultural and social field programs at the university level and crisis of occupational and cultural-social identity in a large number of students are creating challenges for the formation of cultural and social identity. Also, eleven key categories include raising the level and dignity of student teachers in the university and society, involving student teachers in the planning and implementation of cultural and social activities of the university, creating an environment for freedom of speech for student teachers regarding the expression of cultural and social issues, creating an expert and dynamic core regarding planning, training and implementation of programs, cultural and social issues, explaining and teaching cultural and social issues and programs to student teachers in detail, making social and cultural programs and making activities attractive and competitive in the university, creating a basis for improving knowledge, implementing field programs focusing on cultural and social issues, and designing and preparing uniforms for student teachers are the solutions for the formation of cultural and social identity. In general, it can be said that the attitude of some students has moved towards modernity and post-modernism as an ideal movement and the idea of leaving the country is the root of some of them. The influence of the western lifestyle in the society is increasing day by day and the authentic Iranian-Islamic social cultural values and beliefs are being weakened. In addition, the common cultural conflicts in the society between sub-cultures and Iranian-Islamic culture with Western culture are increasing. It is necessary to explain and teach the programs and cultural and social issues to the student teachers.