RESEARCH IN TEACHER EDUCATION
Year:2020 | Volume:3 | Issue:1 (5)|Papers Count:6

The purpose of this study was to investigate the problems of the internship course from the perspective of the professors of this course in the curriculum of Farhangian University. For this purpose, using a qualitative approach and based on purposive sampling, semi-structured interview was conducted with 25 professors of internship in Isfahan Farhangian University. The content validity of the interview questions was confirmed by experts. To increase the accuracy of interview analysis, the peer question method, exploration by the subjects (Halloway & Wheeler, 2009) and the audit trail (Gal et al., 2012) were used. Data analysis was performed in three stages of open, axial and selective coding. The results showed that the problems of the internship course can be classified into two dimensions: “ curriculum” and “ implementation” . According to the results, the most problems in the curriculum dimension, in the component of internship curriculum objectives: idealistic view and personal goals (0. 84), in the content component: student does not pass the prerequisite courses (0. 84), in the component of learning-teaching strategies: lack of familiarity of some internship professors with the method of qualitative research (0. 60), and in the evaluation component: the necessary lack of coordination in the evaluation method was (0. 52). The highest frequency of problems identified in the implementation dimension, including: insufficient cooperation of education in sending licenses (0. 68), lack of vehicle for internship instructor (0. 54), lack of justification of school principals for internship (0. 36), lack of good teacher educator as a model for student-teacher (0. 68), lack of suitable textbook for this course (0. 88), low level of knowledge of student-teacher about the content of textbooks (0. 52), disagreement of in-service teachers in the internship unit training (0. 72), the shortage of manpower aware of the internship unit in the university to solve problems and administrative-official ambiguities was (0. 60). The teaching profession seems to be a professional activity that requires a philosophy to link theory and practice. Therefore, it is necessary to pay attention to coherent planning in order to provide practical and theoretical training for the internship course at Farhangian University.

The aim of this study was to identify and determine the components of professional development of faculty members of Farhangian University in order to provide a conceptual framework. The research method is of exploratory composition type, which was performed sequentially in two qualitative and quantitative sections. First, in the qualitative stage, through semi-structured interviews with 20 experts in human resources and teacher training who were selected by purposive sampling, the components of faculty members’ professional development, including Educational, research, service and personal components were identified. In the quantitative section, the statistical population of the study was all faculty members of campuses of Farhangian University all over the country (930 people). A sample of 208 people was selected by relative stratified sampling. A researcher-made professional development questionnaire was used to collect the data. For additional analyzes, structural equations were used to model the causal relationships with emphasis on LISREL software. The findings showed that structural equation modeling analysis supported the model’ s fitness with the data. The results of this study can provide new ways to pay fundamental attention to the professional growth of faculty members and make desirable changes in the review of the human resource improvement program.

The purpose of this study was to review and systematically combine the researches performed on promoting teaching reflection with a focus on technology methods and tools facilitated reflective discussion. The research method was a systematic review and this review covered scientific research over the past ten years (2008-2018). By searching different databases and applying inclusion criteria, finally 26 articles were identified as eligible for analysis and the research results were organized into two general categories including the facilitating methods and facilitating technological tools. In the category of methods, two types of methods for identifying incoherent situations were identified, including providing and helping to identify incoherent situations. Identified methods for deepening reflective discussion included asking questions to guide reflection, questioning ideas, providing expert and stakeholder feedback, highlighting conflicts, presenting questioning stimuli, and asking questions for reflection evaluation. To recognize change, two categories of retrospective and futuristic methods were identified. For the facilitation technology tool that support reflection promotion, four types of tools were identified: 1. Tools related to data management and documentation, 2. Tools for presenting and preparing reflective content, 3. Reflection representation tools and concepts related to reflection, and 4. Social tools that facilitate reflection discussions. The findings of the present study can help university professors, especially Farhangian University, to facilitate the promotion of students’ reflection by using these methods.

The purpose of this study was to investigate Farhangian University faculty members’ prioritization of their job responsibilities and to evaluate quality of their performance by teacher-students. The research method was descriptive survey and the statistical population of the study included all faculty members and teacher-students of Farhangian University of four provinces (Mazandaran, Golestan, Semnan and Gilan). The sample included 50 faculty members of Farhangian University and 514 teacher-students who were selected by random sampling method. The research instrument was researcher-made questionnaires: 1-Questionnaire of faculty members’ prioritization of their job responsibilities and 2-Teacher-students evaluation questionnaire of teachers’ performance quality. The questionnaires content validity was confirmed by expert professors and their reliability was obtained according to Cronbach’ s alpha coefficient of 0. 72 and. 0. 95 respectively. The results showed that in the view of male faculty members, there is no difference between the different dimensions of their job responsibilities. But from the perspective of female faculty members, there is a difference between the different dimensions of their job responsibilities. Evaluation of faculty members’ performance by teacher-students showed that in their view, the quality of faculty performance in the components of teaching and training, research, supervision and guidance and learning ethics is at a desirable level. Also there is a positive and significant relationship between faculty members’ prioritization of their job responsibilities and the quality of their performance in the components evaluated by teacher-students.

Loneliness is a widespread phenomenon that all individuals experience in a period of their life and a serious risk factor to physical and mental health. This feeling is influenced by various factors, including cognitions and schemas. The purpose of this study was to investigate the role of early maladaptive schemas in loneliness of Farhangian University students. This research is a descriptive correlational study. The research sample, including 334 students (175 girls and 159 boys), were randomly selected from the students of Arak Farhangian University. The research instruments included Young’ s Early Maladaptive Schema Scale (short form) and the California Loneliness Questionnaire (UCLA). Data were analyzed using correlation coefficient and regression analysis. The results showed that there is a positive relationship between loneliness and all schematic domains as well as all early incompatible schemas, except the schemes of “ abandonment / instability” and “ self-sacrifice” . Regression analysis also showed that the domain of “ Disconnection and Rejection” alone predicts 37% of the variance and the combination of three incompatible schemas of “ Social Isolation /Alienation “ , “ Emotional Deprivation” and “ Vulnerability “ also accounted for a total of 53. 8% of the variance of loneliness. Overall, the results showed that the feeling of loneliness is related to and strongly influenced by the initial maladaptive schemas, especially the schemas of “ Disconnection and Rejection” .

The purpose of this study was to investigate the level of students’ satisfaction with the quality of education and teaching of Ardabil Farhangian University professors. This research was applied in terms of purpose and descriptive-survey in terms of method. The statistical population of the study included all students (509) of Ardabil Farhangian University studying in the academic year 2019-2018 who were selected by stratified random sampling of 219 people (89 girls and 130 boys) based on Morgan table. A researcher-made questionnaire on the quality of teachers’ teaching was used to collect the data, the reliability of which was 0. 91. One-sample t-test, ANOVA and Friedman ranking test were used to analyze the data. The results showed that the average satisfaction of students with the quality of teaching and its components in Farhangian University professors is higher than the average. Beside this, the results obtained from the ranking of Friedman test showed that among the various dimensions of teaching quality of university professors, students’ satisfaction in observing ethical issues in teaching and learning, teaching skills and content mastery, respectively, ranked first to third.