درخت حوزه‌های تخصصی

Purpose: The purpose of this study was to investigate the appropriateness of the content of the educational network - growth information with the educational needs and interests of its users. Methodology: The present study was applied in terms of purpose and descriptive in terms of implementation method. The research community of students and teachers of the second-high school of Nazarabad city were in the academic year of 2018-19. The sample size was calculated according to the Cochran's formula of 345 students and 105 teachers, who were selected by multi-stage cluster sampling. The research instrument of the researcher-made questionnaire had two forms of student (41 items) and teacher (34 items). Their formal and content validity was confirmed by 10 experts and its reliability by Cronbach's alpha method for both student and teacher forms were 0.98. Was obtained. At the descriptive level, data analysis of central orientation and scattering indicators including mean, standard deviation, frequency and frequency percentage were used, and at the inferential level, t-test was used to test statistical hypotheses. Findings: The findings of the present study showed that the average content of the educational network - growth information in terms of needs and interests of students and teachers and their five dimensions in both groups including knowledge needs, skill needs, attitude needs, interests and thinking ability and problem solving below It was moderate (P <0.05). Conclusion: Due to the incompatibility of the content of the educational network - growth information with the educational needs and interests of students and teachers, it is necessary to design and prepare appropriate content after proper and comprehensive educational needs assessment.

Purpose: This study aims to infer the perception of experts about the psychological characteristics of effective teachers to clarify the angles and dimensions of the psychological characteristics of teachers. Methodology: The method of the present research is a qualitative phenomenon of phenomenological type, which has been purposefully selected from among experts in the field of psychology, especially educational psychology, and those who are directly related to the discussion of education, up to 12 people. And interviewed. The interview was first recorded with the permission of the interviewer and then turned into a text and sentences and phrases were analyzed using the Colaizzi method. Findings: According to the findings of interviews with experts in the field of education, the psychological characteristics of an effective teacher included eight themes, which were: 1. Behavior in the classroom including helpful, resilient, committed and motivated, 2. How to interact, including student’s comfort, listening, emotional relationship and having a simple expression, 3. Psychological ability including logical thinking, critical thinking, high emotional intelligence, self-confidence, social personality type and optimism, 4. Expressive skills including appropriate body language characteristics, large vocabulary, persuasive skills, 5. Mental health, 6. Creativity, 7. Ethics and 8. Discipline, including the characteristics of having mental order, regular knowledge, keeping promises and coming to class on time. Conclusion: The results showed that an effective teacher has psychological abilities in the field of thinking, including logical and critical thinking, to improve the teaching process in the classroom by creating challenges and paying attention to details. On the other hand, an effective teacher needs intelligence. It is a high emotion to build a constructive relationship, which in this connection also requires confidence so that an effective teacher can attract students in the classroom with a decisive and confident presentation.

Purpose: The aim of this study was to develop a program for teaching philosophy in a narrative manner and to evaluate its effectiveness on moral intelligence, epistemological beliefs and emotional self-awareness in adolescents. Methodology: The method of quasi-experimental research was pre-test-post-test design with control and follow-up group, also in terms of exploratory data type. The statistical population in the qualitative section consisted of 15 specialists in educational sciences and philosophy who were selected by purposive sampling method. Also, the statistical population in the quantitative part included 30 students in 2019 who were tested in two groups of 15 using stepwise cluster sampling. The experimental group underwent 8 sessions of 90-minute philosophy training in a narrative manner. The data collection tool was exploratory in the qualitative part of semi-structured individual interviews. In the quantitative part, Lenick and Kiel (2011) Moral Intelligence Questionnaire, Biles (2009) and Grant et al. (2002) Emotional Self-Awareness Questionnaire were used. Qualitative data analysis was used for content analysis and in quantitative part for confirmatory factor analysis, analysis of variance with repeated measures was used. Findings: The findings showed that among the components of teaching philosophy in a narrative way were responsibility, forgiveness, honesty, courageous behavior, moral values and communication skills. The results also showed that teaching philosophy in a narrative way is effective on moral intelligence, epistemological beliefs and emotional self-awareness of adolescents. Conclusion: Therefore, paying attention to the mentioned variables in prevention and designing more appropriate treatments will help researchers and therapists in the field of adolescents.