The Holy Qur'an has introduced education as one of the essential propositions for the development of human beings to perfection, on the basis that the profession of teaching has always been of great value to Muslims. The Holy Qur'an has introduced education as one of the essential propositions for the development of human beings to perfection, on the basis that the profession of teaching has always been of great value to Muslims. It was in the ignorant society of that time that no effort was made, so the origins of this tradition in the Islamic era go back to the first days of the emergence of the Islamic religion, but this ethics-based profession It is through this descriptive-analytical method that the author describes the angles during this research and finally concludes that The teaching and teaching profession in Islamic culture and among Muslims requires a high degree of ethics and diverse talents to put the teacher and teacher in their true position.

The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign language are put forward.

Allameh Majlesi has narrated two narrations in Bihar al-Anwar with the content of criticizing the teacher. These narratives, whose content is in conflict with rational and narrative evidence, are placed in a common linguistic structure with the guild of weavers and women, which tell the intellectual and cultural atmosphere of the era of their formation. Although these narrations are out of the field of hadith and cannot be called hadith, since the text is not formed in a vacuum, searching for these items in the previous texts to discover and achieve the conditions and context of production The ruling text and discourse is essential.In the following article, in addition to the genealogy of hadiths in the sources of the parties and finding the origin of the transmission of these reports, the discursive analysis of the discussed items has been investigated and analyzed using the analytical-descriptive method. In fact, the hadiths under discussion have no evidence, and no traces of them were found in the advanced sources of Shia narratives. The first citation of these hadiths was seen in the 7th century in Kidari's Sharh Nahj al-Balagha, which seems to have no source other than folklore.

Teachers pose different perspectives toward teaching. Some teachers share this attitude that teaching is just a job and a sole source of income, while others believe that teaching is a vocational and moralistic career associated with love, commitment, and devotion. This study, in the form of a qualitative grounded theory approach, aimed to deeply investigate the interrelationship of data emerged from teachers’ perspectives toward teaching as profession to develop a model in this regard. Therefore, twenty-six Iranian English teachers, teaching at schools and Farhang language institute, were requested to share their ideas as to how they view teaching as a profession. A semi-structured interview, in three sessions with 20 participants and focus-group interviews with 6 participants were conducted. Based on Corbin and Strauss's (2014) systematic steps for grounded theory, the data then transcribed and codified. The findings ended with an eight-factor model containing 40 categories. The factors include: a) source of income, b) decreasing motivation, c) poverty and inclination to become a teacher, d) insufficient salary, e) deteriorated quality of teaching, f) experience, g) society negative attitude, h) dissatisfaction. The proposed model opens a new window for teachers and reminds the government educational policymakers, training centers, ministry of education, and those who care about quality education and students’ academic achievements to observe income inequality, and salary differentials, increase teachers’ social status, and motivation, facilitate difficult working conditions, reduce resource wastage, support teachers appropriately, decrease teachers’ financial concerns, terminate the sense of socioeconomic inequality, and speak out the voices of marginalized teachers.

The relation between English language teaching and religion has not been given sufficient attention. Most of the existing explorations of this relationship have tended to reify Western-biased outlooks of this phenomenon, which rightly highlight serious moral dilemmas derived from a focus on Christian evangelization, neo-imperialist dynamics attached to the spread of English, and valid questions about the quality of teaching while proselytizing (e.g. Edge, 2003; Pennycook & Coutand-Marin, 2003). This body of work, however, fails to consider other possible and multiple ways in which religious values come to bear in ELT considering, for instance, non-Western, less globalized, and less diverse contexts such as rural locales in a South American country. This paper presents an alternative outlook, drawing on a narrative study of the current state of ELT in rural Colombia. The analysis uncovers religion-informed metaphors that illuminate how the spiritual values of eight teachers intersect with their professional identities. It suggests that spirituality plays a central role in helping teachers navigate the complex sociocultural conditions of teaching English in rural areas, influencing their roles beyond language instruction.

The quality of teacher assessment and selection system is the most strategic element in the success or failure of educational systems. Assessment and selection of value-creating teachers is not achieved by chance and is a function of a set of multiple, multi-level, contingent and integrated factors and dimensions. The first goal of this study was to identify the framework of essential competencies for assessment and selection before entering the teaching profession, and the second phase was to determine the order of importance of these competencies. To answer the research questions, an exploratory sequential mixed-methods design was used. The qualitative part was conducted at the level of conceptual ordering using Grounded Theory method. Participants were chosen from among experienced teachers and subject experts using criterion sampling, and data saturation was achieved after 14 interviews. Data were collected using semi-structured interviews and analyzed with open coding. After categorizing the findings of the previous phase, with reference to experts and applying the DEMATEL technique stages as one of the methods of group decision-making based on pairwise comparisons, the influence and impact of each criterion were calculated. After analyzing the data in the qualitative phase, 8 factors were identified, including cognitive knowledge, metacognitive knowledge, cognitive ability, metacognitive ability, identity insight, social insight, personal disposition, and interpersonal disposition. The findings of the quantitative phase indicated that the first three factors in order of influence include metacognitive ability, social insight, and interpersonal disposition. The results indicate a wide range of essential competencies required for the teaching profession and highlight the necessity of devising a scientific, evidence-based, and integrated mechanism for accurately assessing such characteristics before entering the teaching profession.

Objective: The purpose of this study is to identify the main factors and map out scenarios that are credible and desirable for the professional development of teachers in South Khorasan Province.n Materials and Methods: This research is of applied type and it has been done with new methods of future research (Delphi and scenario). Also, the methods of collecting field information are documentary and library. Mick Mac software and Wizard scenario were used to analyze the indicators and variables. The statistical population consisted of 30 professional development specialists including teachers, experts, and education managers who were selected purposefully (criterion-based). The criterion of purposefulness is a master's degree and at least 15 years of service.m Results and Conclusion: The results of this study showed that 13 main factors are effective in the professional development of teachers in South Khorasan province. These factors include the development of teachers' abilities in individual and social roles, scientific developments, the position of teachers in society, the level of cooperation and interaction with teachers and professionals, the development of cognitive and self-learning abilities, motivational status and interest in jobs, the development of school culture and professional ethics, government and public financial support for teachers and schools attention to specialization, technology development, social media, media literacy, school reliance, attention to effectiveness, and the development of communication (local, national, and international). These factors led to 39 possible situations based on scenario analysis. After analyzing the possible situations, 6 plausible scenarios and 3 scenarios with a strong probability of occurrence in the professional development of South Khorasan province were identified.y

The current study aimed to investigate stdents-teachers’ inclination towards teaching profession in Farhangian University of Kurdistan Province from 2015 to 2018. In this descriptive study, a total of 258 student-teachers (133 males and 125 females) from among 928 student-teachers were selected using stratified sampling method. The data were collected by using a researcher-made questionnaire in a five-point Likert type scale. The validity of the questionnaire was confirmed by employing contact validity index and expert views. The reliability of the questionnaire was assessed using the Cronbach’ s Alph method (α = 0. 99). The findings revealed that the interest of both male and female student-teachers was significantly higher than the hypotitical mean among the four cohorts. The mean scores of student-teachers interest in teaching profession before entering university for both groups was higher than the hypotitical mean. The trends of interests in continuing being teacher for male students for the four cohorts is increasing, while the trend for female students is fluctuating, meanwhile, the 2019 cohort, both male and female are different from the other cohorts.