RESEARCH IN TEACHER EDUCATION
Year:2021 | Volume:4 | Issue:1 (7)|Papers Count:6

Goals: Today, much emphasis is placed on the application of the flipped method in the teaching of various experimental sciences. Despite this emphasis, there is not much research evidence to support it. This study examines the impact of the use of flipped methods, collaboration, exploration, and lecturing on the experimental science learning of sixth grade elementary school students. Method: The current research is applied in terms of purpose and quantitative approach, which was performed on a quasi-experimental basis using four groups with pre-test and post-test with the control group. The statistical population was the sixth grade classes of boys 'primary schools in Neishabour city. In this study, 40 students from four classes in boys' primary in the city of Neyshabour, whose teachers were purposefully selected, participated. In each school, ten sixth-graders with moderate intelligence were selected according to the teachers. The experimental groups were trained using exploratory, collaborative and reverse teaching methods, and the control group was trained by lecturing in Five 45-minute sessions using designed protocols. It should be noted that two sessions were dedicated to teacher training for the proper implementation of educational protocols. The duration of this course was five weeks and the content of that ninth chapter was the topic of the Energy Science textbook. Data collection tools included designed teaching protocols in collaborative, reverse and exploratory methods, and pre-test and post-test forms, each with ten questions, the validity of which was examined using teachers' opinions. To analyze statistical data, descriptive statistics indicators(mean and standard deviation) and inferential statistics(one-way analysis of variance, analysis of covariance and for significant differences between groups, Toki follow-up test) were used. Regarding the research questions, the results showed that there is a significant difference between the methods of reverse teaching, exploration, cooperation and lecturing in the learning of sixth grade elementary students in the field of experimental science energy. Findings: there is a significant difference between the effect of the flipped method and the effect of other methods. This study suggests the use of flipped teaching methods to teach various topics along with other methods such as collaboration and exploration for experimental science lessons. Conclusions: Generally, the results showed a significant increase in the flipped teaching method compared to other methods. Also, the collaborative method had a greater impact on the learning rate of experimental sciences than the exploration and lecture method.

Along with the tremendous advances that have been made in recent years in the exploration of the neural mechanisms underlying learning, memory, reasoning, emotion, and other cognitive processes, there has been a strong desire to apply this knowledge to improve educational policies and practices. While there is seen such a growing desire by educators, teachers, policymakers and other educational agents, some neuromyths have become common. The present study aims to identify the prevalent neuromyths among teacher-students of Farhangian University. For this purpose, a survey research methodology has been used. The population was included all teacher-students of the six centers located in Tehran(4785 people) and the sampling method was proportional stratified sampling method. A total of 449 valid questionnaires were completed voluntarily and applied in the final analysis. A questionnaire including 59 true and false claims about the neuromyths has been used. The validity of the instrument was confirmed by experts and its reliability was higher than 0. 88 by calculating the Kuder-Richardson 21 formula. The results showed that 8 of neuromyths are the most prevalent among teacher-students. These misunderstandings included: to differentiate curriculum and instruction according to the preferred sensory learning style of individuals; to improve literacy skills through exercises that rehearse co-ordination of motor perception skills; to differentiate curriculum and instruction based on hemisphere dominance(left brain, right brain); to improving attention through the brain gym; to learn the second language after learning the native language; to assimilate human memory with computer; to enhance the mental capacity of children using omega-3 supplements; to improve academic performance through fatty acid supplements(omega 3 and 6). Overall, the results of this study indicate the widespread prevalence of neuromyths among teacher-students, and it is suggested that appropriate policies be taken to promote teacher-student's literacy about the valid educational applications of brain research.

This study aims to determine the effectiveness of Mindfulness Based Stress Reduction on job stress and job burnout of teachers in Minoodasht. This research was applied in terms of purpose and in experimental implementation of pre-test-post-test with control group. The population of this study was male teachers in Minoodasht city, 200 of whom were selected by two-stages cluster. The questionnaire of the British Institute of Health and Safety (1990) was used to measure job stress and the questionnaire of Mazlach et al. (1996) was used to measure job burnout. The construct validity of the Persian versions of both questionnaires had previously been confirmed by confirmatory and exploratory factor analysis methods and their content validity and reliability in this study were calculated by Cronbach's alpha method of 0. 81 and 0. 84, respectively. Following their 60 scores one standard deviation above the mean were randomly assigned in two experimental and control groups. The experimental group was undergone by mindfulness-based stress-reduction, however, the control group received no intervention. After 8 sessions interventions, both with stress and burnout in the post-test questionnaires were evaluated. The results of multivariate analysis of covariance showed a significant difference between experimental and control groups after the intervention of occupational stress test variables and burnout(P<01/0). Comparison of means showed that the mean of two variables of emotional fatigue and depersonalization in the post-test in the experimental group changed lower than the control group, while the mean of individual performance in the experimental group in the post-test changed higher than the control group. Therefore, it is possible to take steps to reduce job stress and job burnout of teachers through in-service training based on mindfulness-based stress reduction methods.

The purpose of this study was to identify the components of managerial ethics and the extent of their reflection in the educational documents of Iranian education in order to provide a model for selecting the Managers of Farhangian University. The purpose of the present study was applied research and in terms of method, according to the nature of the research and the type of question, it was a qualitative type of content analysis. The statistical population of the study included the educational documents of education in Iran (document of fundamental change, national curriculum document and theoretical foundations of fundamental change of education) that all three documents were selected as a statistical sample by census method and examined. The findings of the study, which were conducted after two stages of reviewing relevant sources and texts and the background and approval of 4 experts, identified 15 key components of managerial ethics, which are: justice, piety, insight and foresight, fidelity, legalism, humility. And humility, honesty and truthfulness, simplicity, meritocracy, compassion, courage, religiosity, open-mindedness, consultation and participation in decision-making, and responsibility. Another finding of the present study is that in the transformation documents a total of 2979 times the components of managerial ethics have been mentioned, among which the component of religiosity with 810 cases and the important component of courage with 19 cases in all three documents have the highest and lowest frequency, respectively.

The main purpose of this mixed study was to determine the role of physical spaces affecting the academic vitality of students from the perspective of teachers and to examine the attitudes of elementary school students towards it. In part qualitative, the research method was descriptive phenomenology. Participants in this section were experienced and knowledgeable teachers who were selected using of the case critical method (13 teachers). . The data collection method was semi-structured in-depth interview. Using the themes analysis method, 22 basic themes (color, curtain, layout, shape and size of the class. . . ) and 4 organizing themes (visual stimuli, class physics, outdoor space and equipment) and a comprehensive theme were extracted from the interviews in the section. Quantitatively, the research was conducted in a descriptive survey method. The statistical population was all elementary school students in Shiraz, from which 192 people were selected by random cluster sampling and were evaluated using a 16-item researcher-made questionnaire obtained from the qualitative part of the study. The validity of the questionnaire was assessed by content validity method and the correlation of items with the total score and reliability was obtained by Cronbach's alpha method. The findings of statistical analysis by one sample t-test and independent sample t-test indicated that students' perception about different aspects of academic vitality was significantly below the acceptable range( p=0/001). In relation to the effect of educational physical space and regarding two physical and visual stimuli variables on academic vitality, there also was a significant difference on the part of girls(p=0/04)which in its turn indicates that in comparison with boys, girls are more under the influence of educational physical space. Paying attention to implementing an appropriate and happy educational physical space for creating efficient learning and academic vitality among the students is of crucial importance.

The purpose of this study was to investigate the culture of teacher education in the narratives of graduates of Farhangian University, Imam Sajjad Campus in Birjand. The research method was qualitative and narrative research. The method of data analysis was thematic analysis in which the narrations related to the professors in the projects of 15 graduates of the primary education of Imam Sajjad (AS) Campus in Birjand city in 2019-2020 were analyzed. In order to obtain the validity and reliability of the data, the methods of reviewing the participants and reviewing the non-participating experts in the research were used. The findings showed that some teachers used active teaching methods of group discussion and collaborative learning, and some used passive methods of lecturing and reading slides. Attitudes, knowledge and scientific mastery of professors were also different. University professors use the necessary teaching skills such as communication skills, classroom and time management, and some do not have the necessary research skills. In relation to morality, some were flexible, justice-oriented, and law-abiding, with enduring moral competencies and enduring personality traits, but some were inflexible. The research findings also showed the method of continuous and final evaluation; Therefore, there is a diversity of education culture in its various dimensions and professors do not adopt a relatively uniform style in dealing with student-teachers.