درخت حوزه‌های تخصصی

The term ‘teacher emotions’ is defined as feelings and affections teachers experience in their professional practice. Teacher identity, as the beliefs, values, and perceptions that teachers hold about themselves and their roles, holds paramount importance in the realm of education as it profoundly shapes the teaching and learning process. This study sought to delve into modeling EFL teachers’ emotionality and identity. In so doing, a quantitative correlational design was used. The participants employed included 200 Iranian male and female EFL teachers who were selected from different language institutes of Iran through convenient sampling. To collect the data, the Teacher Emotionality Questionnaire and the Revised Identity Style Inventory (ISI-5) were used. To analyze the data, Structural Equation Modeling (SEM) was run. As unveiled by the results, positive emotionality (i.e., enjoyment, responsiveness, emotional support and flexibility) was a direct and significant predictor of informational identity. Positive emotionality was a negative and significant predictor of diffuse-avoidant identity. Negative emotionality (i.e., anxiety and burnout) was a significant and negative predictor of informational and normative identity. Negative emotionality was a significant and positive predictor of diffuse-avoidant identity. Congruent with the findings, it is concluded that Iranian EFL teachers are exposed to different kinds of positive and negative emotions. The results also lead to the conclusion that diffuse-avoidant identity aspect is weak in teachers who experience positive emotions. In sum, it is concluded that emotionality and identity aspects are interrelated in EFL teachers. EFL teachers should make attempts to experience more positive emotions than negative ones so that their identity is developed in a positive and authentic direction.

In today's competitive world, universities and organizations are successful that are able to make the most of information and knowledge. For this reason, many universities have started knowledge orientation through entrepreneurship education. The aim of the present study was to investigate scientific articles and researches in relation to entrepreneurship education model. To identify the elements of the native model of entrepreneurship education, a qualitative approach and content analysis method was used. Therefore, for this purpose, 50 articles developed by local and international authors were reviewed. Findings showed that entrepreneurship education model can be classified in three dimensions of capability-oriented, personality-oriented and lesson-oriented themes, which can be used to design a native model of entrepreneurship education in higher education.

The purpose of this research was to investigate the ethical foundations of supervising teachers in the digital age. This research was developmental-applied in terms of purpose and qualitative-quantitative method. The field of the study was school principals in the field of monitoring virtual education, who were selected by the snowball method and at the limit of theoretical saturation. Also, the statistical population of the quantitative part included 120 principals schools in Sanandaj. They were selected randomly using Morgan's table. For measuring the proportionality of the model, the opinions of 30 educational management professors, educational ethics researchers, and educational science professors were obtained. The tool of the qualitative part was a semi-structured interview, whose validity was confirmed by Guba and Lincoln's (2000) opinion method and reliability by agreement between coders. Based on the findings of the research, principals' supervision of teachers' virtual activities was subject to three main concepts of teachers' individual ethics, teacher's social ethics identifiers and spiritual-Islamic ethics identifiers in the form of 5 main categories and 29 components. According to the results, he presented a framework for supervising teachers in the form of 5 general concepts (individual ethics in the classroom, educational content of teachers, social ethics, monitoring relationships and identifiers of spiritual-Islamic ethics), which according to the experts' opinion, the proposed framework of this research is valid and It has a good fit.

The present study aimed to explore the strategies and challenges faced by Iranian teachers in classroom management. The importance of this study lied in its potential contribution to effective approaches in classroom management, professional growth of teachers, and research knowledge. To serve that end, it utilized a qualitative research design, employing semi-structured interview and open-ended questionnaire to gather data from a sample of Iranian teachers. The findings revealed that Iranian teachers were required to use different strategies to put their knowledge resources and practices of classroom management into the real context of classroom with high effectiveness. The study also indicated several challenges faced by Iranian teachers, such as students’ misbehavior, class communication, fulfillment of learner expectations, time management, care for and attention to learners, giving and receiving feedback, interactions with students’ families, flexibility, accountability and commitment, lesson planning, group work planning, and professional ethics. It can be concluded that teachers’ classroom management literacy is fed by different knowledge resources. Moreover, classroom management literacy is not formed overnight, but it is the product of various knowledge domains. More importantly, classroom management is not an easy task for Iranian teachers. These findings have significant implications for Iranian teachers, teacher educators and curriculum planners.

The current study used a qualitative methodology to examine how Iranian EFL learners practically applied Metacognitive Reading Strategies (MRs) when reading narrative and expository English texts. The study also investigated the participants' perceptions of the impact of text type on using MRs while reading narrative and expository English passages. The researchers selected 40 intermediate EFL learners studying TEFL at Islamic Azad University and Farhangyan University using purposive sampling as focused participants. The instruments employed included the Oxford Placement Test, semi-structured interviews, and think-aloud protocols. The data analysis involved theme-based analysis. The think-aloud protocol analysis indicated that participants employed multiple strategies when engaging with the expository text compared to the narrative text. The finding suggested that text types affected readers` overall performance. The semi-structured interviews revealed that learner's perceptions of text type played a vital role in reading different text types. The practical implications of the study were also discussed.

This study aimed to explore the attachment patterns in children diagnosed with Fetal Alcohol Spectrum Disorders (FASD) by examining the experiences and perceptions of their primary caregivers. A qualitative research design was employed, utilizing semi-structured interviews with 14 primary caregivers of children diagnosed with FASD. Participants were recruited from specialized clinics and support groups. Data were collected through in-depth interviews, focusing on topics such as the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used to support attachment. The interviews were transcribed and analyzed thematically, with theoretical saturation achieved when no new themes emerged. Four main themes emerged from the analysis: the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used by caregivers to support attachment. Caregivers emphasized the importance of emotional bonding, effective communication, physical closeness, and consistent caregiving in fostering secure attachment. They reported a range of attachment behaviors, including both secure and insecure patterns, influenced by the neurodevelopmental impairments associated with FASD. Key challenges included managing emotional outbursts, behavioral issues, and balancing caregiving roles. Caregivers employed various strategies such as therapeutic interventions, establishing routines, positive reinforcement, and emotional coaching to support attachment. The study provides a comprehensive understanding of the attachment patterns in children with FASD, highlighting the critical role of responsive caregiving and the adaptive strategies used by caregivers. The findings underscore the need for targeted interventions and comprehensive support systems to enhance attachment and promote the developmental well-being of children with FASD. Further research is needed to explore the long-term impact of these attachment patterns and the effectiveness of specific interventions.