RESEARCH IN TEACHER EDUCATION
Year:2021 | Volume:3 | Issue:2 (6)|Papers Count:6

The purpose of this study was to investigate the internship curriculum with the approach of educating reflective teacher from the perspective of professors of Farhangian University. This study was a qualitative research by using phenomenological method. The method of data collection was semi-structured interviews. 15 professors were purposefully selected. These professors, as internship instructors in 4 consecutive semesters with a reflective teacher approach, provided the researcher with a lot of information on how to implement the program and its effects on students. Data were collected through semi-structured interviews and the text of the interviews was analyzed and interpreted using a coding (three-steps) method. The long-term relationship of the researcher as a professor of Farhangian University and the continuous observations of this research environment confirmed the validity of the research findings. Findings showed that the curriculum approach of Farhangian University emphasizes reflective action and situational practice, but content requires the use of combined (PCK) and applied knowledge. Learning is context-based and is organized according to individual situations and experiences. The program are effective by employing the strategy of reflective observation, narration, action research and lesson study; Dialectical dialogue, problem solving in education, providing reflective feedback, self-assessment and peer evaluation based on levels of success in assessment, have been able to focus on professional self-awareness, agency, willingness to learn and change, risk-taking to face challenges, professional interaction and reducing the gap between students’ opinions and actions. In implementation, the program has faced challenges such as: organizational structures, rules and procedures governing the relationship between the university and education, the dominance of traditional methods in schools and the limited conditions for gaining professional experience, lack of scientific and professional support for performers by relevant authorities, scientific and research centers tailored to the requirements of the program.

The quality of teacher’ s life is a clear and decisive sign of the process of excellence or destruction in any society. The present study aimed to investigates the complex problems of teacher’ s profession. An attempt was made to identify the problems in their optimal performance and to investigate the factors that underlie motivation using a qualitative approach and phenomenological method. A Semi-structured interview was used to collect data and theoretical saturation of the data was obtained after 21 interviews using standard sampling. In order to increase the reliability, verifiability, and reliability of data accuracy, the methods of “ inspection and review at the time of coding” , “ utilizing the opinions of research colleagues and verifying them” , “ explaining the details of the data collection and analysis process” , “ long-term conflict” , simplification and negative case analysis was used. Indepth analysis of the teachers’ perceptions led to issues such as unfavourable organizational conditions, managerial interventions and fortifications, unfavourable working environment conditions, lack of salaries, benefits and welfare facilities, reduction of students’ interests and preferences to the learning process, degradation of teacher status Identify the lack of background for academic and professional development. The findings showed that teachers suffer from problems in the education system that, due to the lack of solutions, have provided grounds for discouragement, lack of motivation and optimal performance of some of them. It seems that the continuation of these problems can deepen, complicate and consolidate it and intensify and accelerate some of the unfortunate social and moral consequences and reduce the health and growth of the individual and society.

Considering the evaluation as one of the components of the teacher training subsystem, required that the academic satisfaction of new teachers of the educational quality of Farhangian University be examined at the national level. The aim of this study was to compare the academic satisfaction of new with Continuous Bachelor’ s Degree and graduate students of (Title 28) trainee of Farhangian University, in terms of their perception of the impact of university educational quality in the areas of planning and preparation, classroom environment, education, professional responsibilities, and university facilities and equipment. This study was done by causal-comparative method. The statistical population included 46851 new teachers with Continuous Bachelor’ s Degree and 14467 (Title 28) trainee. The sample size based on Morgan table and in proportion to the statistical population, included 379 new teachers with Continuous Bachelor’ s Degree and 360 trainee new teachers (Title 28) which were selected by random sampling of multi-stage clusters. The data collection tool was a researcher-made academic satisfaction questionnaire that was used after validation and reliability. The data were analyzed using analysis of variance and the results showed that the newly graduated teachers with Continuous Bachelor’ s Degree have significantly more academic satisfaction in the five domains than the trainee new teachers (Title 28). Despite the differences in the level of education and gender of new teachers, their academic satisfaction does not differ significantly in terms of education and gender in the five domains.

This article examines the historical models of elementary school teacher training in Iran. From the establishment of Darolmoalemin (1297) to the establishment of Farhangian University (1390), models of elementary school teacher training in Iran have been experienced. Identifying these models provides historical experiences of elementary school teacher education to policymakers and those interested in the teacher education system. The research method in this article is historical. The statistical population included all historical documents related to the field of teacher training and purposive sampling method was used for sampling. Samples were selected from documents that contained relevant data and information to answer the research questions. The data collection method is the documentary method and the data analysis method is the historical exploratory method. By examining the historical documents of the teacher education system in Iran, 7 models of primary school teacher education in Iran can be identified. Darolmoalemin, Preliminary University, Teacher help classes, One-year teacher training, Knowledge Corps, Teacher training centers and Farhangian University. This article deals with the historical necessities of the formation of these models, the method of student admission and the curriculum of these models.

Interactions in Farhangian University as a university that responsible for Educating, Empowering and Employing Teachers in the Ministry of Education is very important. The purpose of this study was to identify the interactions in the Farhangian university from the perspective of contexts, strategies and guidelines. This goal was taken into consideration, by using written sources and documents related to teacher education system and interaction management, document the and statute of Farhangian university and documentary research method. The data were analyzed using reflective thought analysis technique with Maxqda software version 12. The findings of this study showed the contexts, strategies and related guidelines regarding the interactions of Farhangian University with each of the factors and stakeholders. Identified stakeholders are: 1. Higher education and scientific and research centers 2. Education and its branches in cities 3. Schools., 4. Individuals such as faculty members, teachers, teacher-students, students, parents, 5. Cultural, artistic and sports institutions 6. Policy Institution and government in connection with each of them, the necessary contexts, strategies and guidelines were obtained. The results of this study showed Interaction management should be considered as one of the main cores in the management system of Farhangian University.

The purpose of this study is to predict the teacher-students’ mental health based on self-efficacy and social support variables. Due to the nature of the subject and the research objectives, the research design is non-experimental and correlational. The statistical population of this study included all undergraduate teacher-students of Shahid Mofteh Campus (Tehran) of Farhangian University, from which 247 people were selected by cluster random sampling. In order to collect the data, General Health Questionnaire (GHQ-28), General Self-Efficacy Questionnaire (Sharer et al., 1982) and Social Support Questionnaire (Wax et al., 1986) were used. Inferential statistical indices (multivariate regression) were used to analyze the research data. The results showed that there is a significant negative relationship between self-efficacy and social support variables with physical symptoms, and those variables can significantly predict changes in physical symptoms among the teacher-students (P <0. 021). There is a significant negative relationship between self-efficacy variable with anxiety and insomnia and self-efficacy variable can significantly reduce anxiety and insomnia among the teacher-students (P <0. 005). Self-efficacy and social support variables can significantly explain and predict social dysfunction among them (P <0. 001). Also, the self-efficacy variable can explain and predict the changes of depression in a significant way among them (P <0. 001). According to the findings, by using methods to increase student self-efficacy and social support, it is possible to improve the level of mental health among them.