JOURNAL OF CURRICULUM STUDIES (J.C.S.)
Year:2020 | Volume:15 | Issue:56 |Papers Count:10

Narrative inquiry is one of the approaches to the professional development of teachers and student teachers. The purpose of this study was to investigate the achievements of the narrative inquiry program for teachers and student teachers. This study was conducted using a Meta-Synthesis method. Out of the 150 sources found during the Meta-Synthesis steps, 60 documents were consistent with the criteria which were used as the corpus for study. As a result of synthesizing the findings, two main categories and 15 concepts were extracted. The research question was that according to the results of the researches, what have been the achievements of narrative inquiry for teachers and student teachers? In response to this question and due to the scarcity of researches conducted nationally, international databases were studied. The findings were coded, categorized and themed and next the Meta-Synthesis procedures were completed. The results showed that narrative inquiry enables teachers to change their professional identity and develop their professional knowledge, skills, and attitudes.

This article is a comparative study about the teaching of three groups of elementary school teachers in schools Maragheh who were absorbed through the three method: training in Farhangian university, temporary employment test and temporary teaching in school. Required data were collected by a questionnaire from a sample of 97 individuals who were selected by proportional sampling. The analysis of the data was done using ANOVA and showed that the "teaching" of three groups of elementary teacher's is Similar. Teachers who have attended four years or one year of teacher education are similar to teachers who have not completed formal teacher education courses. Despite some of the limitations of the study, the question is whether the four-year teacher education can continue to be defended? Has the University of Farhangian been effective? Field data show that the success of a four-year teacher training course is not enough to defend a job qualification in elementary education.

The purpose of this paper is to identify and rank the failures of implementation of the curriculum "Geography Teaching Course" in teacher training university. This University has been based on teacher training centers since 2011 on the basic education document, the national curriculum, document of future perspective, with mission of human training for educational training institution. The research data were collected using quantitative and descriptive method, and using a questionnaire in a statistical society consisting of teachers, students and curriculum planner in teacher training university. For this purpose, the population of the statistical community were selected from the group of teachers and curriculum planner as a whole and in the student group, 15 persons were selected through a snowball method. Despite the fact that the university curriculum planner believed they have been properly studied all elements of the curriculum in geography education, the research findings indicate that among the three groups of target society, teaching strategies, goals, content, learning activities are the most important elements of the curriculum that are considered as one of the most important failures of the curriculum of geography education.

The present research aimed to identify the failures and shortcomings of the professional performance of teachers graduated from teacher training university. To this purpose, a mixed approach was taken using a questionnaire among teachers graduated from Shahid Sadughi Institution of Kermanshah (Iran) in the summer of 2016 as well as through open interviews performed in 2016 and 2017. The results obtained from questionnaires, which had been validated and verified during interview processes, showed that the most important problems perceived by people participating in professional performance processes were largely related to the class management and government, teaching in multigrade and grade 1 classes, specialized education, and effective interactions with colleagues and students' parents. In the views of participants, the main sources of these failures were the lack of some applied subjects, mismatch of instructional contents with realities present at schools, poor teaching by some teachers, lack of relevance of some provided subjects to the academic majors, and problems with provision of training in universities.

The aim of this study is to analyze the tacit knowledge of high school English language teachers of objective evaluation methods that its method is interpretive phenomenology. The research population includes selected high school English language teachers of Shahriyar Country Education Department in the academic year 2018-2019. This study is based on the purposeful sampling of selecting the desirable cases and until saturation eighteen teachers (7 males and 11 females) were selected in which we would continue sampling to reach cases which no new information would be obtained. The data were obtained from the teachers through semi-structured interviews and were analyzed by content analysis method. Analysis of the data showed that a significant amount of teachers' tacit evaluation knowledge is formed by objective evaluation and these teachers have great confidence in this type of evaluation and related tests. The tacit knowledge of the participants in the three areas recognized for this knowledge, which includes individual tacit knowledge, interpersonal and organizational knowledge is noteworthy.

The purpose of this study was to investigate the role of organizational trust, teacher collaboration, and participatory decision making in teaching Activities with Mediation Role of Self-Efficacy (structural equation modeling). The research was conducted within an applied framework and in terms of implementation descriptive-correlative of structural equations. The statistical population of research were all elementary teachers in West Azarbaijan province, Iran (n=11522), which among them 376 people were selected as sample through Cochran formula and multistage clustering method. The data collection tools included questionnaires of trust, cooperation and corporate decision making, teaching, self-efficacy. The research data was analyzed SPSS and LISREL software. The findings showed that in addition to trust, the direct effect of Collaboration among Teachers, participatory decision-making, self-efficacy on meaningful teaching were significant, Except Participatory, trust and decision-making in teaching with mediation role of Teachers' Self-Efficacy were confirmed Therefore, it is necessary to create conditions for teachers' self-efficacy.

The present study was conducted to identify and prioritize the educational needs of primary school teachers implementing Shahab program. The research method was a descriptive survey. The statistical population included all primary school teachers implementing the Shahab program in Najafabad of Isfahan, in the academic year of 2017-2018 (n=505). According to Krejcie-Morgan's table, 200 of the population were selected by stratified random sampling method as the sample size. The data collection tool was a 45-item questionnaire conducted by the researcher on teachers' educational needs for identifying eight types of talents on a five-point Likert scale. The questionnaire was developed using Gardner's theory of multiple intelligences and its application in the classroom. The validity of the questionnaire was confirmed by 5 educational specialists. The reliability of the questionnaire was calculated through Cronbach's alpha coefficient and the coefficient was estimated to be 0. 93. The findings from this study using Friedman's statistical test showed that the priorities of the educational needs of teachers implementing the Shahab program in identifying different talents are: motion-sports, spatial, social, artistic, experimental sciences, mathematics, religious culture and verbal, respectively. Due to the high average of educational needs in the field of identifying each of the talents, except for the talent of experimental sciences, there was no significant difference between the opinions of teachers.