NEW THOUGHTS ON EDUCATION
Year:2021 | Volume:17 | Issue:3 (61)|Papers Count:10

Aim: This study examined the mediating effect of interpersonal teacher behavior on the relationship between character strengths and teachers' self-efficacy beliefs for students' moral education. In a sample consisting of 200 teachers (100 male 100 female), the Short Measure of Character Strength, the Questionnaire on Teacher Interaction and Teacher Efficacy for Moral Education Scale were administered. Results showed that the partially mediated model of interpersonal teacher behavior on the relationship between character strengths and teachers' self-efficacy beliefs for students' moral education had acceptable fit to data. In these hypothesized model, character strengths and interpersonal teacher behavior accounted for 25% of the variance in self-efficacy beliefs for students' moral education. These finding show that the part of available variance in teachers’ self-efficacy beliefs for students’ moral education in the context of prediction the teachers' beliefs by character strengths, accounted for interpersonal teacher behavior.

Aim: The present study aimed to analyzing the “ Factors Influencing Teaching Choice (FIT-Choice) Scale” by Richardson and Watt (2006) among the student-teachers of Farhangian University of East Azerbaijan in the academic year 2017-2018. In this descriptive survey study, 580 student-teachers of Farhangian University of East Azerbaijan were included by simple random sampling. The data collection tool was FIT-Choice Scale by Richardson and Watt (2006) that has 58 questions with a 7-point Likert scale. Data analysis was performed using factor analysis statistical test in SPSS 25 software. By performing exploratory factor analysis on 58 items, 15 factors were extracted. The share of each factor was as follows: social participation 21. 79%, ability and intrinsic value 6. 20%, willingness to work with children and adolescents 5. 65%, social status 4. 96%, time for family 4. 46%, prior teaching and learning experiences 3. 94%, expertise 3. 23%, social dissuasion 2. 68%, social influences 2. 53%, income and salary 2. 49%, satisfaction with occupation 2. 10%, fallback career 2. 00%, job transferability, 1. 93%, high demand 1. 90%, and job security, 1. 72%. These 15 factors together explain 67. 64% of the total variance. Given the diversity of factors affecting the choice of teacher profession in students and the existence of factors such as job security, alternative job, income that is not related to improving the quality of teacher education, it seems to develop scientific and practical strategies to select and attract talented and motivated students.

Aim: The aim of this study was to develop and validate a curriculum design for in-service training of preschool teachers using practical action research method through participation of 24 preschool teachers and 6 experts in educational sciences. The results showed that the in-service training program need to extend teachers’ understanding, skills and attitudes about child development, children with special needs, educational games, effective communication, children's rights, foundations and principles of learning, arts education and design of learning environments. These objectives could be achieved through selecting and organizing six key syllabus with their specific content headlines. Throughout this course, teachers need to be considered as active participants and the time and the place of the training course should be tailored to their needs and situation. Likewise, teachers’ performance should be evaluated by authentic methods and its results need to be considered as a tool to provide constructive feedback and to improve the performance of teachers and their professional promotion.

Aim: The present study aims to explore and develop the ethical codes for the work and technology curriculum of the junior high school from the teachers' point of view. This qualitative research used phenomenological methodology. The findings showed that teachers identify two main categories and twelve subcategories for work and technology curriculum ethical codes: work ethical codes of responsibility, fairness, honesty and integrity, trustworthiness and halal earning, and technology ethical codes of intellectual property, copyright, information security, privacy, access, information accuracy and networking etiquette).

Aim: The present study was conducted to investigate the effectiveness of Gross emotional regulation education package on female students’ procrastination. The study population included all students of University of Birjand in the academic year 2017-18, and the sample included 30 female students who scored high in the Schwarzer and Diehl procrastination scale (2000) and the Gratz and Roemer (2004) difficulties in emotion regulation scale (DERS), and were placed in trial and control groups. The study method was quasi-experimental with pre-test and post-test design, a control group, and follow-up. Emotion regulation was taught using Gross emotion regulation training package. Students’ post-test score reduced in the procrastination and difficulty in regulating emotion, which suggests effectiveness of training. According to the results, emotion regulation training reduces procrastination and facilitates emotion regulation by reducing the difficulties in regulating emotions.

Aim: The purpose of current study was to investigate the structural relationships between the investigative courses and students’ learning outcomes, mediated by students’ engagement levels including high-level thinking, classroom efforts, participatory learning, faculty-student interaction, interpersonal relationships, and institutional supports. Research method was descriptive with a correlational design. The results showed that the model fitted the data well and explained the relationship between the variables. Also, based on the results, the relationship of investigative courses with high-level thinking, student classroom efforts, participatory learning, and faculty-student interaction was positive and significant. In addition, although the direct effect of the investigative courses on learning outcomes was not significant, its indirect effect, mediated by of participatory learning, was positive and significant. Furthermore, other mediating effects of the components related to levels of engagement were not significant.

Aim: Several intrapersonal and external factors could affect students’ learning and performance in mathematics. This study aimed to explore the relationship between students’ perceived teacher support and mathematics performance by considering the mediating roles of mathematics self-efficacy, internal motivation, and anxiety. Multi-stage sampling was used to choose 408 students. The SEM findings suggested that the proposed model had a good fit. Additionally, there was a significant, positive relationship between perceived teacher support and mathematics performance. Moreover, perceived teacher support could explain students’ mathematics performance via the mediating roles of mathematics self-efficacy, anxiety, and internal motivation. Furthermore, mathematics self-efficacy affected the other two mediating variables and thereby influenced mathematics performance. The findings implied that mathematics performance could significantly be improved by paying especial attention to different types of teacher support and making educational interventions for increasing teachers’ supportive behaviors, which can consequently increase mathematics self-efficacy and motivation and decrease mathematics anxiety.

Aim: Comprehensive Sexual Education (CSE) is one of the global programs designed by UNESCO. Therefore, due to the lack of research in this field, purpose of this study is to provide a model of sexual education in Iran based on CSE. Data collection include of many resource: documents of the country's education system, Studying available scientific resources, and reviewing international research related documents such as the CSE. Results show that CSE is a comprehensive program that is consistent with many of the current religious beliefs, values, and norms of current Iranian society, although some differences are also evident. Also the final model of sexual education in Iran is stetted in sections of goals (cognitive, attitude and skill), principles, content (human development, communication, personal skills, sexual behavior, sexual health, culture and society) and educational methods (direct and indirect).

Aim: Teacher leadership has been overlooked in language teaching. This phenomenological study examined language learners’ views on EFL teacher leadership to provide an accurate understanding of teacher leadership concept in this field. Twenty-one BA candidates in TEFL at Islamic Azad University, Chalous Branch took part in the study. The data were collected from the participants through semi-structured interviews about the qualities that distinguish teacher-leaders. The data were analyzed by coding and thematic analysis revealing that a collection of various characteristics including the five themes of professional command, personal capacities, rapport capacities, purposefulness, and flexibility constitute the traits of EFL teacher leadership. Results suggest that learners' views transcend teachers' knowledge and teaching techniques and incorporate elements that not only include teachers' behavioral characteristics, but those that are constructed via interaction between teachers and pupils. It can be extrapolated that in learners' views, the concept of teacher leadership differs from the traditional perspectives.

Aim: The present study was done with the aim of “ synthesis a curriculum model of entrepreneurship in the field of education based on Akker’ s spider web” . Achieving a desirable curriculum and entrepreneurial universities is one of the key solutions in order to remove unemployment, poverty and comatose economy of the country. One of the most complete curriculum’ s models is Akker’ s spider web that presented the logic as main element and the core mission of curriculum. The present study was done through Research Synthesis method and 183 articles including 75 Persian and 108 English articles were entered in the synthesis process. After obtaining the elements of entrepreneurship curriculum in accordance with the ten elements of the Akker’ s model, the content validity of the elements was assessed and the model was validated by Delphi method and the final model was designed and formulated. The findings of the present study indicated that the rational of the entrepreneurship curriculum is developing entrepreneurial spirit in the universities and society. Promoting entrepreneurship competencies in students and enhancing their entrepreneurial intention are the most important goals of entrepreneurship curriculum. Content should have a flexible and need-based approach. Allocating adequate time and space, supporting entrepreneurial ideas by institutes, student working in groups on real entrepreneurial projects and using various methods of assessment are other necessities of the entrepreneurship curriculum. In such a process, students play an active role and teachers facilitate learning.