دانشگاه کردستانتدریس پژوهی2476-568610220220717The Mediating Role of Satisfying Basic Psychological Needs and Cyberspace Addiction In The Relationship Between Self-Knowledge and Procrastination In Secondary School Studentsنقش میانجی ارضای نیازهای بنیادین روانشناختی و اعتیاد به فضای مجازی در رابطه بین خودشناسی و اهمالکاری تحصیلی در دانشآموزان دوره تحصیلی متوسطه دوم21162432https://doi.org/10.34785/J012.2022.025FAسکینه نصیریگروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، همدان، ایرانیداله قاسمی پورگروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، همدان، ایران0000-0002-2145-3834سعید آریاپورانگروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، همدان، ایران0000-0003-3761-4068Journal Article20220116Past research shows that academic procrastination among students is a serious problem with significant consequences (Madjid, Prayogo & Shodiq, 2021). Procrastination causes slow decision-making process and delayed behaviors (Rabin, Fogel & Nutter-upham, 2011). In Kim & Seo's (2015) definition, academic procrastination is defined as the intentional delay in starting, continuing, or completing academic assignments, which has a strong relationship with poor performance, lack of academic progress, cheating in exams, and dropping out of school. Also, studies have shown that academic procrastination is related to cyberspace and Internet addiction (Eshghi & Farhadi, 2017; Shahbaziyan & Bahadorikhosroshahi, 2017). Addiction to virtual space, due to the availability of the internet, having attractive and group games and the ability to communicate without introducing yourself to the audience can be one of the reasons for academic procrastination (Shahbaziyan khonig, Hussaynpour Banadig, & Rahnamayi Bastam, 2019). Due to the fact that they devote a long time to cyberspace, teenagers who are dependent on cyberspace experience isolation, the lack of interpersonal relationships, which is one of the basic psychological needs, and they also procrastinate in education, they enjoy less social support, and they are not optimistic about their future education, career or society (Senol-Durak, & Durak, 2011).<br />According to self-determination theory there are three basic psychological needs in all cultures (Deci & Ryan, 2017). These needs have existed in all ages and are necessary for growth, integration and psychological well-being and behavior change (Ryan & et al., 2011; Ryan & Deci, 2000). These needs include: autonomy, competence, and relatedness (Deci & Ryan, 2000; Vansteenkiste, Soenens, & Luyckx, 2006). Autonomy is the need to experience, choose and regulate behavior according to one's own will. The need for competence is the need to be effective in interactions with the environment, as well as expressing the desire to use talents, abilities and skills, as well as pursuing challenges within the limits of one's ability and mastering them (Reeve, 2018). Relatedness is the need to communicate with others, meaning intimacy with others and having the feeling that others are important (Deci & Ryan, 2008). By fulfilling the needs of autonomy, competence and relatedness, teenagers can be motivated internally so that they can study science for its own sake, without trying to satisfy these needs in the virtual space. Adolescent students must grow in an environment that naturally and healthily supports this needs, otherwise they will seek to satisfy these needs in the virtual space and try to fulfill them pathologically .But in the meantime, having self-knowledge and identifying these needs is necessary to properly satisfy basic needs. In other words, lack of self-knowledge causes neglect of basic needs and satisfying them through addiction to virtual space, which leads to academic procrastination.<br />Self-knowledge is “attention and awareness, bearing the processing of the current experience, reflecting on the current experience and tying it to the past experience, waking up blocked experiences from the past and making sense of them in the shadow of a new point of view, creating a coherent and complete narrative of what has been lived And the formulation of goals and motivations that is in harmony with needs and values” (Ghorbani, 2016, P: 171). As mentioned before, research show the relationship of self-knowledge with various variables, including basic psychological needs and cognitive emotion regulation strategies (Gholamali Lavasani & et al., 2019; Ghorbani, & et al., 2014), the emotional atmosphere of the family and students' self-control (Shekarchi & et al., 2021), adolescent identity (Robenzadeh & et al., 2019) and also with academic help-seeking (Narimani & Rahimzadegan, 2020). But little research has been done in relation to academic procrastination and self-knowledge. Also, a review of past researches showed that no research has been conducted on the mediating role of basic psychological needs and cyberspace addiction in relationship between self-knowledge and academic procrastination. Therefore, present study aimed to investigate the relationship between self-knowledge and academic procrastination with the mediating role of basic psychological needs and cyberspace addiction in secondary high school teenagers. The method of present study was descriptive-correlation of the type of structural equation modeling. The statistical population of the research included all the students of the secondary high school in Malayer city (N= 7450) in Hamadan province. The participants in the research were 515 academically procrastinating students who were selected random clustering from six schools. The sample group filled out a questionnaire including academic procrastination scale (Solomon & Rothblum, 1984), basic psychological needs scale (Deci & Ryan, 2002), cyberspace addiction (Young & Rodgers, 1998) and integrative self-knowledge scale (Ghorbani, Watson & Hargis, 2008). The data were analyzed by Pearson's correlation method and path analysis, using version 26 of the statistical package for social sciences and AMOS-24. The results showed that the direct coefficients of all paths of the model except the effect of autonomy on academic procrastination and relatedness on academic procrastination were significant (P<0.001). Also, the results showed the indirect effect of self-knowledge on academic procrastination with the mediation of basic psychological needs and cyberspace addiction was -0.49, which was significant (P<0.001). Therefore, the mediating role of basic needs was confirmed. This finding is consistent with the research of Foroghi pordanjani & Sharifi (1998). Reflecting on past experiences and making sense of them, which is a form of awareness, is one of the aspects of self-knowledge (Mousavi & Ghorbani, 2006), which satisfies basic needs and prevents addiction to cyberspace. Also, the findings showed that self-knowledge has a positive and significant relationship with autonomy, that is, the direct effect of self-knowledge on autonomy is significant. If the teenager has high self-awareness, he can act autonomously in his activities. This finding is consistent with the research done by Shekarchi & et al. (2021) which showed that the level of self-control of students is largely related to integrative self-knowledge. Conceptually, self-control largely overlaps with the need for autonomy. In this research, the findings showed that self-knowledge has a positive and significant relationship with the need for competence. The higher the self-knowledge, and the more a person knows his feelings, the more his competence need will be satisfied. This finding is consistent with the research of Mousavi and Ghorbani (2006). Competence is the psychological need to be effective in interacting with the environment and reflects the desire to expand abilities and skills and in doing so seek desirable challenges and master them and opportunities for personal growth (Deci & Ryan, 2014). It seems that students who have high self-knowledge experience more competence by engaging in their homework. Also, another finding of present research showed that self-knowledge has a positive and significant relationship with the need relatedness. This finding is in line with the research Narimani & Rahimzadegan (2020). This finding shows that a person can satisfy this innate human need that leads to growth and advancement in the shade of self-knowledge and recognition of the need for interpersonal relationships. Another finding of present study is that there is a negative and significant relationship between self-knowledge and cyberspace addiction, which means that the lower self-knowledge may causes cyberspace addiction. Low self-knowledge towards oneself and the availability of virtual space causes a tendency to overuse this space. According to the results, autonomy had no significant relationship with procrastination. This finding is inconsistent with previous researches (e.g. Reeve, 2018). The possible reason for this disparity can be seen in the autonomy of students in using cyberspace. In other words, nowadays families support their children's autonomy by providing tools such as computers and personal mobile phones. But this can end at the cost of addiction to their virtual space. Another finding was the negative and significant relationship between competence and procrastination. That is, the more students feel competent, the less procrastination he has. This finding is consistent with Kim & Seo (2015) and Reeve (2018). By doing homework, students increase their sense of competence, and this sense of competence motivates them more to do their academic work, as a result of which academic procrastination disappears. The results of the present study showed that satisfying the need for relatedness does not have a significant effect on academic procrastination. This finding is inconsistent with previous researches (e.g. Reeve, 2018). The reason for this can be satisfying the need for relatedness in a harmful way in cyberspace and also in their other relationships.<br />Another finding of this research showed that cyberspace addiction is related to academic procrastination. This finding is in line with the researches of Eshghi & Farhadi (2017) and Shahbaziyan & Bahadorikhosroshahi (2017). Excessive use of the virtual space will drain the student's resources and cause the motivation and thoughts to be diverted from education and will lead to academic procrastination.هدف پژوهش حاضر بررسی نقش میانجی ارضای نیازهای بنیادین روانشناختی و اعتیاد به فضای مجازی در رابطه بین خودشناسی و اهمالکاری تحصیلی در دانشآموزان دوره متوسطه دوم بود. روش این پژوهش همبستگی از نوع معادلات ساختاری بود. جامعه آماری پژوهش کلیه دانشآموزان دوره دوم متوسطه شهر ملایر (7450 نفر) بود که از بین آنان 515 نفر بر اساس فرمول کوکران و با روش نمونهگیری تصادفی خوشهای انتخاب شدند. هر یک از شرکتکنندگان، پرسشنامهای شامل مقیاس اهمالکاری تحصیلی سولومون و راثبلوم (1984)، مقیاس نیازهای بنیادین روانشناختی (لارگاردیا و همکاران، 2000)، مقیاس اعتیاد به فضای مجازی (یانگ و راجرز، 1998) و پرسشنامه خودشناسی انسجامی قربانی و همکاران (2008) را تکمیل نمودند. دادهها با روش همبستگی پیرسون و تحلیل مسیر و با استفاده از نرمافزارهای SPSS-26<strong> </strong>و AMOS-24 تجزیهوتحلیل شدند. نتایج نشان داد اثرات مستقیم خودشناسی بر نیازهای بنیادین روانشناختی (35/0β > ) و اعتیاد به فضای مجازی معنیدار بود (50/0-β = ). در بین نیازهای بنیادین، اثرات نیاز به شایستگی بر اهمالکاری معنیداری بود (36/0β = )، درحالیکه نیازهای ارتباط با دیگران و خودمختاری بر اهمالکاری تحصیلی اثر معنیداری نداشتند. اثر اعتیاد به فضای مجازی نیز بر اهمالکاری معنیدار بود (46/0β = ). اثر غیرمستقیم خودشناسی بر اهمالکاری تحصیلی از طریق نیازهای بنیادین روانشناختی و اعتیاد به فضای مجازی نیز معنیدار بود (49/0-β = ). یافتههای پژوهش نشان میدهد خودشناسی از طریق ارضای نیازهای بنیادین روانشناختی و کاهش اعتیاد به فضای مجازی میتواند در کاهش اهمالکاری تحصیلی اثربخش باشد. بنابراین با فراهم کردن محیطی که در مدرسه و خانواده از نیازهای بنیادین حمایت میکنند میتوان از اهمالکاری تحصیلی دانشآموزان جلوگیری کردhttps://trj.uok.ac.ir/article_62432_f9a571f5ed9f9f796c51559f030494bc.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220713Identify Strategies for Teaching Skill And Workshop Courses During The COVID-19 Pandemicشناسایی راهبردهای آموزش دروس مهارتی و کارگاهی در دوره همهگیری کووید-19382262411https://doi.org/10.34785/J012.2022.026FAهادی براتیاستادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران0000-0002-9677-4224محمد خوب چهرهدکتری مدیریت آموزشی، آموزشوپرورش، بیرجند، ایرانJournal Article20220115Due to the spread of Covid-19, countries almost the world over resort to closing schools and present the major challenge in teaching skill and workshop courses. The present study investigates the technical and vocational branches training strategies during the COVID-19 pandemic. This research, based on the purpose is applied research that has done by the qualitative method. The participants study included all training groups in technical and vocational branches in the education system of the South Khorasan of the 2020-2021 academic year. For this purpose, using purposive sampling method, 15 people were selected as participants. To collect the data, a semi-structured interview used.The validity of the measurement tool has confirmed through Coders agreement. Maxqda 10 software was used for data analysis. Data were analyzed and classified based on the Strauss and Corbin (1990) model in three consecutive steps and open, axial and selective coding techniques. The results of the research showed that the technical and vocational branches training strategies During the COVID-19 Pandemic, could be classified form of 5 factors (electronic content production, technical support, social factors, individual factors and classroom management), 12 components and 54 indicators. So; it can be concluded that effectiveness of online teaching skill and workshop courses requires better support for teachers in online learning environments and suggested that special attention be paid to the development of teachers' professions. Starting in February 2020, Education systems around the world have been impacted in an unprecedented manner and scope as a result of the rapid spread of COVID-19. In June of the same year, the Organization for Economic Co-operation and Development assumed that an intentional and effective education response, the COVID-19 pandemic is likely to generate the greatest disruption educational opportunity worldwide in a generation. In most, if not all countries around the globe, schools have closed–often repeatedly–for considerable amounts of time in an effort to contain the spread of COVID-19 Educational, Scientific and Cultural Organization, the United Nations Children. Remote teaching and learning were implemented in many countries, with the mediums and methods of delivery determined by local conditions and resources. However, many schools also retained some face-to-face teaching and learning, typically with significant changes to regular school operations resulting from, for example, new hygiene and distancing regulations. At the peak of school closures in early April 2020, over 90% of the world’s school-aged learners were estimated to be affected. According to findings from the Survey on National Education Responses to COVID-19 School Closures by August 2020, on average across 108 countries, students had missed approximately 10 weeks of in-person instruction. The COVID-19 pandemic worldwide has caused a swift change in the teaching and learning approaches giving way to a rise in using multimodal remote learning. The employment of multimodal approaches showed an inadequate capacity resulting in a lack of preparation in online instruction by many institutions. The disruption brought about by the COVID-19 pandemic in the education system affected almost 1.6 billion students in over 200 countries. Most higher education institutions returned to their respective campuses and selected students depending on the nature of their programmers in alert levels while other students continued with online teaching, learning, and assessment. Although online learning has been gaining traction as an alternative or to enrich in-person educational activities for some time, the COVID-19 pandemic accelerated the transition away from physical locations. But The COVID-19 pandemic disrupted education provision at an unprecedented scale, with education systems around the world being impacted by extended school closures and abrupt changes to normal school operations. In order to ensure learning continuity during the pandemic, education systems had to react fast, with very little time to prepare new distance learning measures and relatively few existing solutions immediately available. Countries were faced with the challenges presented by variations in, for example, students’ access to the internet, learning resources and digital devices the availability of parental or family support for students, and the familiarity of the teaching staff with approaches to remote teaching. In addition, schools were faced by new challenges regarding the monitoring of student learning when teaching and learning were disrupted by the pandemic measures. As a first response, many education systems pushed the introduction of home-schooling programmers and remote learning, offered free online resources, delivered paper-based assignments to students’ homes, or used public TV and radio broadcasting channels to deliver education programmers.In this regard, the results of the investigations show that in Iran, due to the spread of Corona and the conflict in Iran's education system, in order to prevent the spread of the Covid-19 virus and the epidemic of more people in the society, the use of virtual education in all subjects and at all levels of education. Was considered. In this regard, Education launched a messaging program called Shad (Student Education Network) and virtual education started working in the form of Student Education Network (Shad) with the messaging platform. The results of the surveys indicate that the theoretical courses are less affected by the challenges of virtual education, but from the virtual training, the workshop and practical courses are of a much lower quality. The present study investigates the technical and vocational branches training strategies during the COVID-19 pandemic. This research, based on the purpose is applied research that has done by the qualitative method. Therefore, the current research was conducted with the aim of investigating the strategies of teaching skill courses and workshops during the covid-19 epidemic period. For this purpose, using purposive sampling method, 15 people were selected as participants. To collect the data, a semi-structured interview used. The interview questions relates to the provision and nature of support made available for schools, teachers, and students as well as, respondents’ perceptions of the availability of and use of support and relates to changes in the practical and organizational aspects of teaching and learning, such as the degree to which lessons were delivered remotely, the relative proportions of online or offline methods, and the provision of materials and resources to students and teachers. As well as teachers’ experiences of changes in the mode and frequency of communication with each other, their personal working environment, changes in the mode and frequency of assessments, the provision of feedback to students and their families, and perceptions of the quality of student learning. The research method used in this study components of Straus and Corbin’s (1990) grounded theory data coding technique. Techniques used for data collection and data analysis are based on the grounded theory method and include open, axial and selective coding to develop a hierarchical model. Information and data, based initially on concepts in the literature, are gathered as open code through expert interviews with 15 head teachers from of the South Khorasan of the 2020-2021 academic year. Research data are classified and filtered by micro and macro categories and validated and edited to provide the final model. The findings showed that in the themes network, the concept of education strategist is an inclusive theme that describes the technical and vocational branches training strategies during the COVID-19 pandemic with 5 organizing themes (electronic content production, technical support, social factors, individual factors and classroom management) and 12 basic themes Explains. Therefore; it can be concluded that effectiveness of online teaching skill and workshop courses requires better support for teachers in online learning environments and suggested that special attention be paid to the development of teachers' professionsشیوع ویروس کرونا (کووید-19) موجب تعطیلی مدارس اکثر کشورهای جهان شد و ارائه دروس مهارتی و کارگاهی را با چالش اساسی مواجه کرد. هدف از پژوهش حاضر، بررسی راهبردهای آموزش دروس مهارتی و کارگاهی در دوره همهگیری کووید 19 است. پژوهش بر اساس هدف، کاربردی که به روش کیفی انجامشده است. شرکتکنندگان این پژوهش شامل کلیه گروههای آموزشی شاخههای فنی و حرفهای آموزشوپرورش خراسان جنوبی در سال تحصیلی 1400-1399 بودند. بدین منظور با استفاده از روش نمونهگیری هدفمند 15 نفر بهعنوان شرکتکننده انتخاب شدند. برای جمعآوری دادهها از مصاحبه نیمه ساختاریافته استفاده شد. روایی ابزار اندازهگیری با توافق کدگذاران تأیید شد. برای تجزیهوتحلیل دادهها از نرمافزار MAXQDA10 استفاده شد و دادهها بر اساس مدل استراوس و کوربین (1990) طی سهگام متوالی در قالب کدهای باز، کدهای محوری و کدهای انتخابی تحلیل و طبقهبندی شد. یافتهها نشان داد که راهبردهای آموزش دروس مهارتی و کارگاهی<strong> </strong>در دوران همهگیری کووید-19 را میتوان در قالب 5 عامل (تولید محتوای الکترونیکی، حمایت فنی، عوامل اجتماعی، عوامل فردی و مدیریت کلاس)، 12 مؤلفه و 54 شاخص طبقهبندی کرد. بنابراین؛ میتوان نتیجه گرفت که اثربخشی آموزش دروس مهارتی و کارگاهی آنلاین مستلزم حمایت بهتر از معلمان در محیطهای یادگیری آنلاین است و پیشنهاد میشود که توسعه حرفهای معلمان موردتوجه ویژه قرار گیردhttps://trj.uok.ac.ir/article_62411_c52a012e2ee1d39487c269b5e9796bd9.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220720The Role of Curriculum Literacy in Teachers' Job Performance Mediated by Teaching Orientationنقش سواد برنامهریزی درسی در عملکرد شغلی معلمان با میانجیگری جهتگیری تدریس603962434https://doi.org/10.34785/J012.2022.027FAسحر تقی پوردانشجوی کارشناسی ارشد برنامهریزی درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایرانابراهیم صالحی عمراناستاد گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایرانمیمنت عابدینی بلترکاستادیار و عضو هیأت علمی گروه علوم تربیتی، دکتری مطالعات برنامه درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایرانJournal Article20220120In today's world, the success of organizations directly depends on the effective use of human resources. In fact, it can be said that great organizational changes originate from the unlimited intellectual capabilities of human beings. On the other hand, the "performance" of each person in any situation, indicates his insight and awareness of a particular situation or issue. Performance means achieving and completing the goals, tasks or tasks of the organization. Performance is seen as a degree of cognition of goals and shows that any individual, group or unit of work can achieve their goal through it. Performance is an action or behavior that is related to the purpose of the organization and can be measured based on an individual's competence such as individual participation. Job performance is the behavior or action of an individual towards specific tasks that he or she must be aware of as an employee. Job performance is the set of job-related behaviors that individuals display. Also, performance is defined as activities that are normally part of a person's job and activities and should be done. In another definition, job performance is defined as the organizational value of an employee's job behaviors at different times and job situations. Organizational value is an estimate of the activities and services of its employees, such as doing a job with a good working relationship with other employees. In educational organizations, due to its sensitivity and infrastructure, the discussion of evaluation and attention to teacher performance is of particular importance, so that every year teacher performance is measured and compared based on specific worksheets. The survival and efficiency of educational systems depend on the diverse knowledge and expertise, abilities and skills of human resources, especially teachers. The more prepared, competent and capable teachers are, the more they will contribute to improving the efficiency of systems. More broadly, teachers' job performance is defined as their contribution to the achievement of educational goals and objectives. While in some studies it is limited to teaching behavior. However, the job performance of teachers applies not only to the classroom or school, but to all the environments in which students are present. Therefore, the job performance of teachers can be considered multidimensional. These dimensions include lesson preparation, education, student evaluation, commitment, extracurricular activities, effective supervision and supervision, effective leadership, motivation and discipline, educational, professional, personal characteristics, classroom management, taking into account students' individual differences Continuous use of motivational tools, teaching style and method, finding solutions to problems and guiding students. In this regard, previous research shows that many variables can play a role in improving teachers' job performance, one of which is curriculum literacy. Education in today's societies is the most important pillar for achieving development and transformation. Among these, the largest share of efforts goes to teachers as operational models of educational systems, which are at the forefront of designing and implementing educational programs to achieve the goals. The curriculum planning process is one of these models that includes the organization of activities and evaluation and its purpose is to create the desired changes and the learner axis. Curriculum literacy can be defined as the process of teachers' understanding and analysis of a formal curriculum with high-level mental skills. Because the main factor reflecting the programs to the process of teaching and teaching teachers. In this context, teachers need to understand and analyze programs, in other words, be literate in the curriculum so that programs are reflected in the learning and teaching process. Curriculum planning literacy is an important competency of the teacher, he presented the competencies that teachers should have in relation to this type of literacy under the headings of purpose, content, learning-teaching processes and evaluation. these competencies are essential skills that can be reproduced and improved. Improving the quality of education in each level and field of study requires the application of the principles and techniques of the curriculum. The application of curriculum techniques is important due to its basics and the implementation of learning principles in reviewing and improving existing programs and trainings in schools, universities and human resources training centers. In this case, it is necessary for teachers to have full knowledge of curriculum planning. Teacher curriculum literacy also allows teachers to sometimes develop the most appropriate curriculum for the class, as it is the only teacher who has sufficient knowledge of his or her students. Prefabricated curricula oblige the teacher to follow guidelines that may conflict with the teacher's values. In this case, such a procedure will destroy the independence of the teacher. Studies show that programs that are designed to be more flexible give the teacher more leeway and are more proportionate. In this case, teachers should have the necessary knowledge and literacy for curriculum planning and be familiar with the basics of curriculum planning and curriculum elements so that they can select and prepare the necessary teaching aids and the type of learning activities appropriate for students based on their creativity and innovation. One of the variables through which curriculum literacy affects teachers' job performance is teaching orientation.Teachers should consider the orientation of teaching, learning, and individual differences of students while continuously learning the psychological findings and improving their performance, and also try to increase the quality of their job performance. Teaching orientation; Methods, activities, and techniques that a teacher uses in front of a class. Teaching orientation is considered as a level above a classification that includes two or more impressions. Perceptions of teaching and learning in general include teachers 'knowledge of teaching and, in particular, their beliefs about teachers' preferred teaching and learning methods and their ideas about the role of teachers and learners in the knowledge acquisition process. In fact, teaching orientation refers to a coherent set of beliefs. The research conducted on teachers' perceptions of teaching classifies them into two groups: 1- Teachers who look at teaching as knowledge transfer 2.Teachers who view teaching as facilitating the construction of knowledge by students. The research on teachers' beliefs about teaching and learning, which is in full relation with the two perspectives of transition and constructivism of teaching, was organized under two more general titles: teaching-oriented orientations and learning-oriented orientations. The main characteristic of teaching-oriented orientation is the dominant role played by the teacher. Teachers who express this orientation believe that if they teach well and provide information to students in a well-organized and interesting way, learning will be achieved automatically. In contrast, the main feature of learning-oriented orientations is the role for students to be involved in the learning process and the construction of knowledge by themselves. Teachers with learning-oriented orientations to teaching and learning focus on students as learners. Students and their way of thinking or creating favorable conditions helps students to learn. Core learning refers to a person's commitment and attention to developing their abilities, knowledge, skills, and competencies through the acquisition and sharing of information. Learning occurs mainly through organizational interaction with the environment and observation. Learning orientation (learning-centered) is an inner mindset that motivates the individual to develop competence. Therefore, it is highlighted as an important internal stimulus for active dominance. People with learning orientation look for challenges that provide learning opportunitiesپژوهش حاضر با هدف تعیین نقش سواد برنامهریزی درسی در عملکرد شغلی معلمان با میانجیگری جهتگیری تدریس انجام شد. طرح پژوهش، کمی و روش مورد استفاده، توصیفی- پیمایشی بود. جامعه آماری شامل معلمان مدارس مقطع متوسطه اول شهرستان بابل که تعداد آنها 1229 نفر بود و بر اساس جدول مورگان 291 با روش نمونهگیری طبقهای نسبتی انتخاب شدند. ابزارهای پژوهش؛ پرسشنامه سواد برنامهریزی درسی نوربخش(1391)، عملکرد شغلی پترسون (1992) و جهتگیری تدریس ساموئلوویچ (1999) و پایایی پرسشنامهها بر اساس ضریب آلفای کرونباخ به ترتیب 87/0، 86/0 و 91/0 بوده است. نتایج تحلیل دادهها نشان داد، بین سواد برنامهریزی درسی و عملکرد شغلی معلمان در سطح 01/0<strong> </strong>معنادار است. همچنین بین مقیاسهای سواد برنامهریزی درسی و مقیاس تدریس محور معنادار نمیباشد اما با مقیاس یادگیری محور معنادار بهدست آمد. بین جهتگیری تدریس و عملکرد شغلی نیز رابطه معناداری مشاهده شد و سواد برنامهریزی درسی از طریق ابعاد جهتگیری تدریس (یادگیری محور و تدریس محور) با عملکرد شغلی رابطه دارد. در نهایت نتایج نشان داد مدل اثرگذاری پژوهش دارای برازش لازم است. با توجه به نتایج میتوان نتیجهگیری نمود که جهت ارتقای عملکرد شغلی معلمان باید سواد برنامهریزی درسی و جهتگیری تدریس آنها توسط سازمان آموزش و پرورش مورد توجه قرار گیرد.https://trj.uok.ac.ir/article_62434_94438a49038e58a93430d51b31e7795d.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220726Identifying The Components of Research Culture Development in Primary Schoolsشناسایی مؤلفههای توسعه فرهنگ پژوهش در مدارس ابتدایی876162425https://doi.org/10.34785/J012.2022.028FAپروین رزمجوئیمدیریت آموزشی، دانشکده علوم تربیتی، دانشگاه آزاد اسلامی، مرودشت،ایران.رضا زارعیاستادیار گروه مدیریت آموزشی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.نادر شهامتاستادیار گرو مدیریت آموزشی، واحد مرودشت، دانشگا آزاد اسلامی، مرودشت، ایران.مسلم صالحیاستادیار گروه مدیریت آموزشی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.Journal Article20220122Research in education is the only tool that is used to improve and make useful changes in the quality of education programs and functions. Paying attention to research and the value and status of the culture of research and its development and questioning is a basic slogan in education and the training of teachers and students who are researchers and seekers is the most important mission of education. "Research culture" includes interdisciplinary values and ideas, as well as an environment where researchers can flourish as people with research capacities. The culture of research and innovation develops in a society where the educational and cultural system provides a suitable background for it. The result of continuous scientific and research activities makes the society gain knowledge, dynamism and efficiency. Due to the course of change and evolution of social developments, the education organization is one of the important and effective organizations and has a special sensitivity. In the meantime, the school as a small and vital complex is considered one of the most important social, educational and educational institutions and the main pillar of education and the most important indicator of the performance of the education organization. Teachers play an important and bold role in the success of research culture among students. They have an important and sensitive role that their performance can affect the personal and social life of students, therefore they should be fully aware of their duties as educational facilitators. Nalla & Nalla( 2016) and Puplampu, ( 2021) <sup> </sup>have pointed out the leadership style, institutional support, ability to defend or express, present, discuss, and defend their work to peers, guide, writing skills, labs, time management, collaborative working skills, confidence levels and increased tolerance for frustration. The organization of education and training has not been able to present a clear strategy for the foundation and development of the research culture despite having a huge human force. This has always caused challenges such as the lack of up-to-date activities of schools and the failure to meet the deep needs of the society, the passivity of teachers and students in the 21st century, the weakening of the feeling of the need for progress in the young generation, the weakening of the culture of reading books, the weakening of the spirit of questioning, non-blossoming of potential talents and non-fertility of critical thinking , reduction of doubt to addicted beliefs, elitism, poverty and scientific stagnation, lack of scientific and logical movement in dealing with problems and attitude and emotional dealing with criticism. The study of the conducted research shows that the lack of a comprehensive policy based on systematic studies, the failure to use efficient human resources in research, the predominance of the memory-oriented approach over the research-oriented approach, the weakness of the content of textbooks, the weakness of the necessary motivations in researchers and project managers, the inconsistency of organizations in the matter of research, the lack of budget and the existence of administrative bureaucracy in order to spend the approved budget, the lack of necessary communication between educational research organizations and higher organizations, the lack of information centers and the lack of application of research results in decision-making , the involvement of politics and religion in research are among the challenges and problems of research in education. In the current research, based on the primary themes obtained, five individual, organizational, extra-organizational, programmatic and informational factors have influenced the development of research culture. The study method was qualitative with a exploratory approach and potential participants included teachers and experts in the field of research of the Education Organization of Fars Province who were selected using the purposive sampling. The sample size according to the adequacy criterion of the number of participants based on theoretical saturation reached 14 people. Qualitative data collection tool Semi-structured interview research was selected and data analysis was performed based on content analysis. To validate the data, methods of feedback to participants, researcher review and stance, and alignment with scientific sources were used. The reliability of the findings was assessed using the opinions of the members of the steering committee, including experts from primary schools, as well as the dissertation committee. Findings showed that from the perspective of primary school teachers and experts, 5 main factors (individual, organizational, extra-organizational, Programmatic, informational) and 15 components will lead to the development of research culture in primary school. Also, the four components of self-growth, school curriculum, empowerment and freedom of action were of higher importance. The meaning of individual factors in education and research is self-esteem and interest and readiness to change, attitude, knowledge and research literacy and having some psychological components such as necessary and sufficient abilities and skills, the ability to understand the issues around problem solving and having spirit doing team work. Organizational factors refer to the impact of policy in education such as the lack of importance to research and the researcher, the lack of application of research findings in society's policies and the lack of use of researchers' opinions in policy-making teams. Extra-organizational factors refer to economic and credit issues, political components (applying the opinions of pressure groups on the process of classroom education, lack of freedom of expression and freedom after scientific expression, relationship orientation in the appointment of managers, filtering of some sites related to the keywords of the research title, the lack of feeling of job security) and legal issues. Programmatic factors refer to problems such as memorization approach, non-applicable content of textbooks, and inactive text books content. Information factors refer to the weakness of the information system and the lack of promotion of research culture due to the lack of proper communication space. According to what has been said, in the development of research culture, the role of teachers is very important and without accepting the role of research in school by teachers, solving and improving structural and interventional problems and fundamentally changing the educational approach, education and training will not be successful in practice. The development of this culture will not be achieved.پژوهش حاضر با هدف<strong> </strong>شناسایی مؤلفههای توسعه فرهنگ پژوهش سازمانی در معلمان دوره ابتدایی در سال 1399 انجام شد. روش مطالعه از نوع کیفی بوده و مشارکتکنندگان بالقوه شامل معلمان و صاحبنظران حوزه پژوهش سازمان آموزش و پرورش استان فارس بودند که با استفاده از روش نمونهگیری هدفمند انتخاب شدند. حجم نمونه با توجه به معیار کفایت تعداد مشارکتکنندگان بر مبنای اشباع نظری به 14 نفر رسید. ابزار گردآوری دادههای کیفی پژوهش مصاحبه نیمه ساختاریافته و تجزیه و تحلیل دادهها بر اساس تحلیل مضمون انجام شد. برای اعتباریابی دادهها از روشهای بازخورد به مشارکتکنندگان، بازبینی و موضعگیری پژوهشگر و همسوسازی با منابع علمی استفاده گردید. اعتمادپذیری یافتهها با استفاده از نظرات اعضای کمیته راهنما شامل کارشناسان مدارس ابتدایی و همچنین کمیته رساله انجام شد. یافتهها نشان داد که از دیدگاه معلمان و صاحبنظران مدارس ابتدایی، تعداد 5 عامل اصلی و 15 مؤلفه موجب توسعه فرهنگ پژوهش در دوره ابتدایی خواهد شد. عوامل اصلی عبارت بودند از: عوامل فردی، عوامل سازمانی، عوامل فراسازمانی، عوامل برنامهای و عوامل اطلااعاتی. همچنین چهار مؤلفه خودبالندگی، برنامهدرسی مدارس، توانمندسازی و آزادی عمل از اهمیت بالاتری برخوردار بودند. نتایج این پژوهش میتواند دریچههای نوینی را برای توجه بنیادی به بالندگی معلمان و بسترسازی و توسعه پلکانی فرهنگ پژوهش در آموزش و پرورش و تغییرات مطلوب در بازنگری برنامه درسی از رویکرد آموزشمحوری به پژوهشمحوری بگشاید.https://trj.uok.ac.ir/article_62425_16229553cf8ad6ef4841675236058761.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220804A Meta-Analysis of Research on Multicultural Education, Citizenship Education, Moral Education, Political Education and Religious Education In Iranفراتحلیلی بر پژوهشهای آموزش چندفرهنگی، آموزش شهروندی، تربیت اخلاقی، تربیت سیاسی و تربیت دینی در ایران1118862280https://doi.org/10.34785/J012.2022.029FAشیرکوه محمدیاستادیار دانشگاه سمنان، گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران.Journal Article20220202Schools always need to respond to the values of social classes in the society to gain legitimacy. Since the values are not limited to academic progress and technical-economic achievements, it is expected that schools respond to a diverse human and social values. Therefore, Schools need to institutionalize education that is linked to social and human value. The human-social values are manifested in dimensions such as multicultural education, citizenship education, ethics education, political education and religious education. In fact, In order for schools to be accepted in the society and among different social classes, they must also institutionalize human-social values. Accordingly, the legitimacy of schools depends on responding to a diverse values. Indeed, only through institutionalizing accepted human-social values, schools can be accepted in the society and also can establish a stable social base for themselves. Therefore, schools are expected to accept cultural and racial diversity and create an opportunity to reduce inequalities and cultural biases; make students understand citizenship rights; educate the students ethics and make them a real human beings; finally, to institutionalize spiritual and religious values as a stable trend in them. The importance of these values has gone so far that some researches have shown that school leaders can penetrate their followers and lead them to higher goals by rely on value systems and create values. Different researches have evaluated the current status of Iran's educational system in responding to human-social values. It is possible to evaluate the performance of the educational system by obtaining a comprehensive view of the researches which is conducted up to now. The present research aimed to evaluate the issue through a systematic review of all researches conducted in Iran. Although different researches in Iran have investigated aspects of multicultural education, religious education, ethics education, political education and citizenship education, but now there is a need to integrate these researches to obtain a comprehensive view. Legitimacy is based on the evaluations of powerful stakeholders. This means that powerful stakeholders in society evaluate the mechanisms of an organization (in this case, the educational system). If the organization has been able to institutionalize their values in its mechanisms, it will receive the financial aids and other support from those stakeholders. As a result, the organization will be stable and constant. But if that organization cannot institutionalize that values, the aids and support of the stakeholders will decrease or be cut off, and according to Illich, de-schooling will happen in the society. For the sake of this reason, when an organization is in crisis and its reputation is criticized, the managers and policy makers of that organization have to react immediately and repair the damage to their reputation. Therefore, it seems that organizations are always forced to respond to the demands and expectations of stakeholders and organize their mechanisms in such a way that those demands and expectations are internalized and institutionalize in the organization. Depending on the diversity and influence of the stakeholders in a society, we are faced with two approaches for legitimization. I have named these two approaches as engineered approach and diversity approach. Educational systems that institutionalize values through engineered approach, institutionalize a unified identity and culture. Therefore, the values related to the official and dominant culture of the society are taken into consideration but other values which is different from the dominant culture are neglected. This means that the social institutions of the society internalize the values of the dominant class and powerful shareholders in such an approach. An institution that adopts diversity approach firstly accepts comprehensiveness. For example, schools in this approach accept that education is a comprehensive process and an aspect of education shouldn’t be reduced in favor of another aspect. In such an approach, it is not acceptable to pay attention only to economic and technical values and ignore other social and cultural aspects. In this approach, it is also accepted that the demographic, religious, and racial composition of a society is not uniform. Therefore, diversity and differences should be accepted and respected and the values of diversity in School should be institutionalized. This research was done to provide a clear and comprehensive picture of the status of institutionalization of these values by relying on the researches that have investigated multicultural education, citizenship education, moral education, political education and religious education. Qualitative meta-analysis method was used for this purpose. Therefore, qualitative meta-analysis method was used, which tries to integrate the findings of all researches. Then, discover the basic elements of those researches and conceptualize the findings and general directions in a new format. Finally, interpret and explain those elements and findings. The entry and exit criteria for the research were determined and based on that, the research reports were selected and organized. The entry criteria included the research nature of the study and also describing the current situation. Therefore, any promotional or review studies were excluded from the research process. In addition, any study that dealt with a topic other than describing the current situation was excluded from the research process. The exclusion criterion was the low quality of the study, for which the CASP checklist was used. 89 final researches were studied and analyzed in the form of a census. Among these 89 studies, 27 studies were related to multicultural education, 29 studies were related to citizenship education, 16 studies were related to moral education, 10 studies were related to political education, and finally, 7 studies were related to religious education. In addition, the oldest research was related to 2008 and the most recent was related to 2020. Considering this frequency distribution, it is clear that less researches had investigated the current situation of religious education and political education. The findings of the current research showed that the institutionalization of human-social values was weak and ineffective. From a quantitative and numerical point of view, textbooks, educational models and educational evaluations have paid insufficient and inappropriate attention to human-social values. From a qualitative point of view, the approach taken in teaching these values has been based on passive, mechanical and conservative methods that do not lead to deep learning in students. In this way, students have become familiar with many cultural, moral, religious and citizenship values only at the conceptual level, but since these values have not been given enough attention, as well as, active approaches that need to consider the awareness and freedom of students have not been used, values such as moral virtue, peaceful coexistence, law-oriented ethics, true belief in spiritual values have become foreign words and actions in the educational system. In addition, the findings of the current research showed that schools have only focused on the values that follow the education of obedient citizens, adhere to social integrated values and are in line with official national, patriotic and religious values. be This is despite the fact that this method does not lead to the deep institutionalization of uniform and integrated social values. In fact, only free and conscious education can lead to the development and movement towards values. This is also the reason that the only condition of education is not the transfer of values and culture, but this transfer should be free and conscious to internalize the deep layers of culture in the students. This institutionalization of values leads to breeding (not education). In breeding, only the superficial and insignificant level of a culture can be transferred to students by relying on indoctrination and repetition, as well as forcing and restraining, and the institutionalization of values is reduced to the transfer of information and mere knowledge enhancement. This is while the information-oriented method, memorization and repetition, indoctrination and imposition leads to superficial and fragile learning. While in order to internalize values, a true and stable tendency must be created in the student to move and to turn, and this can only be done in active, dynamic, free and conscious ways. In the same way, not only the racial, cultural, ethnic and religious differences of the learners are not paid much attention to, but even the inner nature of the learner is also neglected.بر پایه نظریه نهادی، پذیرفتهشدن نظام آموزشی توسط محیط بیرونی تنها در گرو نهادینه کردن ارزشهای انسانی- اجتماعی است. پژوهش حاضر بر آن بود تا عملکرد آموزشی و تربیتی مدارس ایران در نهادینه کردن این ارزشها را مورد ارزیابی قرار دهد. بدینمنظور، فراتحلیلی کیفی بر تمامی پژوهشهایی که به بررسی وضعِ موجود نظام آموزشی در نهادینه کردن ارزشهای چندفرهنگی، شهروندی، اخلاقی، سیاسی و دینی از سال 1387 تا 1399پرداخته بودند، انجام شد. در گام نخست، 323 پژوهش شناسایی شدند که تنها 94 پژوهش به بررسی وضع موجود پرداخته بودند. پس از کنترل کیفی و پایش این پژوهشها با استفاده از تکنیک کاسپ (CASP)، در نهایت، 89 پژوهش به فراتحلیل راه پیدا کردند. یافتهها نشان داد که نظام آموزشی در نهادینه کردن ارزشهای انسانی- اجتماعی، ضعیف و ناکارآمد عمل کرده است. از یکسو، در آموزشها، توجهی ناکافی و نامناسب به این ارزشها شده است. از دیگرسو، رویکردی که در آموزش این ارزشها در پیش گرفته شده است، رویکردی غیرفعال، مکانیک و محافظهکارانه بوده است که بهادگیری ژرفی در دانشآموزان نمیانجامد. این مساله سبب شده که دانشآموزان تنها در سطح مفهوم با این ارزشها آشنایی پیدا کنند و گرایشی راستین و پایدار در آنها برای حرکت و روآوردن به این ارزشها ایجاد نشود. در نهایت، تنها اهرمهای فشار محیط بیرونی برای گذار به گونهگون شدن مدارس است که میتواند بستری برای نهادینه کردن ارزشهای انسانی- اجتماعی فراهم کند که خود نیز نیازمند هموار و همتراز شدن ساختار اجتماعی جامعه است.https://trj.uok.ac.ir/article_62280_a2205734cfe0fdd78eb584cc9004ac55.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220805Lived Experience of Teachers From Teaching Multi-Grade Classroomsتجارب زیسته معلمان از تدریس در کلاسهای چندپایه14311262394https://doi.org/10.34785/J012.2022.030FAتقی زواردانشیار مدیریت آموزشی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.صیاد عبدالهی اصلکارشناس ارشد تحقیقات آموزشی. دانشگاه شهید مدنی آذربایجان، تبریز، ایران.0000000271324913پروین بهاریکارشناس ارشد تحقیقات آموزشی. دانشگاه شهید مدنی آذربایجان، تبریز، ایران0000-0001-7910-5259واقف دلخوشکارشناس ارشد تحقیقات آموزشی. دانشگاه شهید مدنی آذربایجان، تبریز، ایران.Journal Article20220205Education is one of the main and decisive pillars and determining factor of social development In particular, primary education as basic education has a practical and extremely important role.It is necessary for the government to provide suitable educational opportunities for the development of themselves and students.Multi-grade classes are very important as a solution to create equal learning opportunities for all children who need to be educated.If education in multi-grade classes is provided in a scientific and principled way, the strategies of education in these classes can be used to improve the quality of education in other schools, A multi-grade classroom is a special educational situation in which students from at least two grades up to a maximum of six grades are present, led by one teacher (Mahdipour, 2018).Multigrade classes in rural areas of developing countries are mainly open for children to access primary education, but in developed countries they are not a necessity but an educational choice.Since our country is one of the countries where the dispersion of its villages has caused the population of students to decrease, therefore, in order to provide education services to them, classrooms are held in multi-levels.The planning and application of teaching, the process of assessment and class management in multi-grade classes are more complicated and difficult (Aksoy, 2017).The workload of a multi-grade teacher and teaching time is much more than that of a single-grade class, and the space and facilities available to the students of these schools are much more limited than normal classes.Therefore, in the classification of the problems of multi-grade classes, the problem of lack of time is at the top of the problems.Considering the most fundamental goal of any educational system, which is academic progress; Achieving these goals of academic progress and self-management in multi-grade classes can actually be the biggest concern of policy makers and education executives.It believes that multi-grade teaching requires additional learning materials because learners often need to work independently.(Sepahvand, 2018) In his research, he came to the conclusion that in multi-grade classes, teachers use more learning strategies that are appropriate to the individual differences and age of the students and diversity in learning styles. All the teachers were of the same opinion that using a teacher's assistant in teaching both speeds up teaching and increases the self-confidence of the assistant's students.considering the number of challenges that have arisen and the necessity of the lack of deep and detailed findings in this field, as well as the existence of many classroom management problems in multi-grade classes, the results of this research can be used by teachers and other education officials, and help education in order to organize multi-grade classes better and more scientifically, especially in terms of time and efficient classroom management;In line with the professional development of multi-grade teachers and increasing the effectiveness of teaching in these classes, using the lived experiences of teachers will be one of the most important sources of providing practical information for use in managing multi-grade classes. Therefore the aim of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas. The need to conduct this research and other researches in this field seems absolutely necessary considering the growing speed of multi-grade classes, and the short-term benefits of the results of this research are the use of inexperienced and new teachers of multi-grade classes. The basis for raising the quality of teaching and learning and one of the long-term benefits is that the results of this research can be used by the planners of the education organization. In this study, the research method is qualitative and phenomenological. The goal of phenomenological research is to clearly describe and identify phenomena.The participants of this research included formal primary school teachers of Mako city who had teaching experience in multi-grade classes. among them the participants of the research are 15 people with a criterion-based purposeful sampling method. The research tool is a semi-structured interview so that the participant can describe his or her perspective on the subject, as he or she has experienced it, using his or her own language and words.At the beginning of each interview or before, the participants were introduced to the purpose of the research. The interviews were between 20 and 40 minutes and only one interview session was conducted from each participant. In the current research, using semi-structured interviews, the collected data was accurately and objectively recorded and was approved by the steering committee (expert professors, experts and multi-grade teachers) and parallel interviews were conducted and all the recorded interviews were carefully examined and compared. and all the steps of validating the research data, including designing the basic interview questions, conducting preliminary interviews and parallel interviews, and determining the level of theoretical saturation of the interviews, were strictly under the control of the steering committee, and finally the validity of the data was approved by the steering committee.In order to obtain the credibility of the interview questions, the opinions of expert professors, experts and teachers who have served for years in schools and multi-level classes in the rural areas of Mako city were used.And to ensure the reliability of the research data, the method of repeated study, data comparison, summarization and classification of information was used without making any changes in the data.became The data was collected using semi-structured qualitative interview and analyzed by Claizey's seven-step method. In order to validate the data, the opinions of expert professors, experts and teachers who have served for years in schools and multi-grade classes in rural areas of Mako city were used. In-depth analysis of teachers’ experiences resulted in identification and categorization of 6 main topics: Teacher qualifications, Functions of lack of planning and supply of human resources, Educational program issues, Comfort and facilities, Support and value multi-grade classes, and advantages of multi-grade classes; and 11 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, Curriculum content and implementation, Teachers' salaries and school fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, Positive aspects related to teachers and positive aspects related to studentsresulted.هدف پژوهش حاضر، توصیف تجارب زیسته معلمان از تدریس در کلاسهای چند پایه دوره ابتدایی در مناطق روستایی است. در این مطالعه روش پژوهش کیفی و از نوع پدیدارشناسی بوده و میدان پژوهش شامل کلیه معلمان چند پایه دوره ابتدایی مناطق روستایی شهرستان ماکو بوده که از بین آنها مشارکتکنندگان پژوهش به تعداد 15 نفر با روش نمونهگیری هدفمند ملاک محور، انتخاب شدند. دادهها با استفاده از مصاحبه کیفی نیمه ساختاریافته گردآوری شد و به روش هفت مرحلهای کلایزی، مورد تجزیهوتحلیل قرار گرفت. جهت اعتباریابی دادهها، از نظرات اساتید متخصص، کارشناسان و معلمانی که مهرومومها در مدارس و کلاسهای چندپایه مناطق روستایی شهرستان ماکو خدمت نمودهاند، استفاده گردید. تحلیل عمیق تجارب معلمان، به شناسایی و دستهبندی 6 مضمون اصلی: صلاحیتهای معلمی، کارکردهای عدم برنامهریزی و تأمین منابع انسانی، مسائل برنامه آموزشی، رفاه و امکانات، پشتیبانی و ارزش نهادن به کلاسهای چند پایه و مزایای کلاسهای چند پایه و 11 زیر مضمون: روشهای تدریس، کلاسداری، مشکلات دانشآموزان کلاسهای چند پایه، مشکلات معلمان کلاسهای چند پایه، مشکلات خانوادههای دانش آموزان کلاسهای چند پایه، محتوا و اجرای برنامه درسی، دستمزد معلمان و هزینه مدارس، کاستن از مشکلات کلاسهای چند پایه، بهبود و افزایش بهرهوری کلاسهای چند پایه، جنبههای مثبت مربوط به معلمان و جنبههای مثبت مربوط به دانشآموزان منتج شد.https://trj.uok.ac.ir/article_62394_ad251f959d03cf96a4e8cd298d245f0f.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220812Qualitative And Data Base Model of Teachers' Talent Development (Case Study: Ardabil Primary School Teachers)مدل کیفی و داده بنیاد از توسعه استعداد آموزگاران (مطالعه موردی: معلمان دوره ابتدایی شهر اردبیل)16914462455https://doi.org/10.34785/J012.2022.031FAحسن باشکوه اجیرلودانشجوی دکتری مدیریت آموزشی،دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی،اردبیل، ایران.عادل زاهد بابلاناستاد گروه مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی،اردبیل، ایران.0000-0001-8653-9602تقی اکبریدانشیار گروه مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی،اردبیل، ایران.علی خالق خواهدانشیار گروه مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی،اردبیل، ایران.Journal Article20220210Organizational managers seek to discover and implement the best management practices, and talent management is a suitable option to help them. The implementation of the talent management process in organizations means that organizations must identify their competent and talented employees (talent identification), take development measures such as providing training and experience opportunities for these talents (talent development) and finally can have these talents. For long-term programs (talent retention). Talent development is one of the main and important dimensions of talent management, which is related to measures such as appreciation and compensation of services, providing training and experience opportunities, mapping career path, developing the capacity and individual and collective capabilities of employees, and so on. Talent Development By emphasizing program development, selection, and implementation of a development strategy for all organizational talents, it ensures that the organization has enough talent now and in the future to achieve its strategic goals. Therefore, managers must have a specific management strategy and development plans, because the task of creating a suitable platform for training and development of organizational talents is the responsibility of managers. In this regard, attention and investment to improve the competencies, talents, skills and abilities of employees, competent management, development of correct and needs-based program, development of content-oriented content and the accurate implementation of these programs to achieve employee development is recommended. In education, despite the fact that this institution has different conditions than commercial organizations, but in the field of attracting, retaining and developing talents, empowering and strengthening the skills of teachers, there is competition. It can be said that the success of educational organizations depends on the level of talent and their development, and the failure of these organizations is due to their poor leadership and management. It should be noted that the growth and development of societies is due to changes in their educational system and a fundamental change in the country's educational system requires the effective use of resources and facilities, proper use of organizational talents and the development of these talents. Lack of self-specific talent model on the one hand and lack of awareness of the conditions and reality in the education organization on the other hand has led to the failure of talent management planning in this organization. The component of talent development independently has not been studied much in educational organizations. There is a serious shortage in the development of talented manpower in primary school and the talents of teachers have been neglected. It has also been argued that despite the lack of knowledge on the component of talent development, evidence suggests that organizations are designing their own talent development processes. Therefore, the present study was conducted to design a model for developing the talent of primary school teachers. This research is an exploratory research in terms of nature and from the perspective of purpose, it is an applied research and of qualitative and phenomenological studies. The statistical population includes sample teachers of the last three years, administrators, education experts and university professors. The selection of the statistical sample was based on the purposeful sampling method and on the people who have the most knowledge and information about the research topic. In the present study, after interviewing 20 participating experts, the topics were theoretically saturated. Qualitative research data were analyzed through a coding process based on the systematic design of foundation data theory (Strauss & Corbin, 1998). For the validity and reliability of the main and sub-concepts and categories as well as the proposed model has been evaluated and approved using the following two methods: 1- Validity evaluation in a communication method in which the main and sub-concepts and categories are extracted and The inference was reviewed by the participants in the interview and their opinions were taken into account. 2- By consulting experts, experts and professors of educational management, the categories have been reviewed several times, some rare concepts have been removed. The analysis of the findings of this research shows that the competencies of talents (knowledge, attitude, and ability) are the central phenomenon of the research, and the influencing factors include 1- the development of organizational knowledge, such as organizational trainings upon entry of employees for their organizational socialization and on-the-job trainings for Updating teachers' skills 2- The process of effective communication with the theme of facilitating the circulation and transfer of information for the purpose of knowledge management is affected. Also, the effective causal factors including 1- managerial factors (compensation for services and teachers' commitment to development) and 2- organizational factors (decentralization in order to delegate more authority and positive budgeting approach in order to resolve financial concerns) were introduced in the form of causal factors affecting the central category of the research. The necessary basis for this effective strategy is the strategic intelligence of the organization. This means that if the organization has a specific program to provide welfare services and support to employees as well as positive orientations to facilitate organizational learning; It will be possible to implement a performance management strategy. Also, adopting a school-based approach (participation, financial independence, appointing competent principals and delegating decisions to the school) is an intervention factor that can strengthen or weaken the talent development strategy. The results indicate that the strategy of establishing performance management in action and reaction with contextual and environmental factors will lead to organizational excellence. Organizational excellence means achieving the individual development of teachers and enhancing their capabilities and abilities, followed by the development of organizational achievements. achieving organizational goals requires the ability to motivate employees. The excellence of the Education Organization depends on the employment of elites, the training and development of these talents, the continuous evaluation of teachers 'performance and the award of certificates of teaching competence, the improvement of the quality of teaching and, in general, the promotion of teachers' professional capacity. Achieving such a level requires the implementation of the talent management process, including the identification and recruitment, training and development and retention of talents.<br />Determining the level of teachers 'competence using appropriate tools, planning for education according to the level of competence of individuals and facilitating the flow of information are important measures that, if aligned with the organizational strategy, will lead to the empowerment and development of teachers' talents. If the training, improvement and development of human resources is the focus of future plans, the result will definitely be the success and excellence of the education organization. The successful planning and implementation of development programs will be guaranteed if it is accompanied by consultation with teachers and their participation. Therefore, a participatory approach is recommended.پیشرفت سازمانهای امروزی منوط به رشد و توسعه نیروی انسانی آنهاست در این راستا، رهبران سازمانی به دنبال مدیریت بهینه استعدادهایشان هستند. ازاینرو، پژوهش حاضر با هدف طراحی و ارائه الگوی توسعه استعداد معلمان دوره ابتدایی در شهر اردبیل با رویکرد کیفی و مبتنی بر طرح نظاممند اشتراوس_کوربین (1998) انجام شد. جامعه آماری شامل معلمان نمونه سه سال اخیر، مدیران، خبرگان آموزشوپرورش و اساتید دانشگاه میباشد که از طریق روش نمونهگیری هدفمند با 20 نفر از آنان مصاحبه به عمل آمد. دادهها با استفاده از مصاحبه نیمه ساختاریافته جمعآوری شد و به روش کدگذاری باز، محوری و انتخابی تجزیهوتحلیل گردید. یافتههای پژوهش نشان داد که «شایستگی استعدادها» بهعنوان پدیده محوری؛ عوامل مدیریتی و عوامل سازمانی در قالب عوامل علی؛ مدیریت عملکرد بهعنوان راهبرد؛ استراتژی سازمانی تحت عنوان عوامل زمینهای؛ مدیریت مدرسه محور بهعنوان عامل مداخلهگر و پیامدهای توسعهسازمانی و توانمندی فردی معلمان عناصر الگوی ارائهشده را تشکیل دادند. طبق نتایج این تحقیق، آموزشوپرورش میتواند از طریق ارتقای شایستگی معلمان و بکارگیری مدیریت عملکرد به تعالی سازمانی دست یابد.https://trj.uok.ac.ir/article_62455_40d696c134021fa88264b23a25a07b6e.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220824The Effect of Project Based Learning on Academic Emotions Among Physic Studentsاثربخشی یادگیری مبتنی بر پروژه بر هیجانات تحصیلی دانشجویان فیزیک19217062438https://doi.org/10.34785/J012.2022.032FAحسین واحدیاستادیار گروه علوم تربیتی و روان شناسی، دانشگاه فرهنگیان، تهران، ایران0000000332524899ناصر کریمیاستادیار گروه علوم پایه، دانشگاه فرهنگیان، تهران، ایرانJournal Article20220104Academic emotions are one of the important variables in the field of education and can affect educational outcomes. Academic emotions are defined as things that are directly related to academic activities and success outcomes. Academic emotions are important because of their impact on well-being, the quality of learning, progress, and social interaction in the classroom. These emotions are experienced in all academic situations before, during and after class, lessons and exams. Positive emotional states facilitate creative, flexible, and constructive approaches, while negative emotional states facilitate dry, more analytical ways of thinking. Some studies have examined the effectiveness of a project-based approach on academic achievement, motivation, learning style, attitude, creativity, and the development of cognitive skills, but very little attention has been paid to academic excitement. Until recently, these emotions were neglected except for test anxiety. Attention to this issue has increased in the last decade, however, emotions have not escaped attention as effective phenomena that occur in the classroom situation. The aim of this study was to investigate the effect of project-based learning on the academic excitement of physics students in the basics of electricity and magnetism at Farhangian University. In the framework of this goal, two hypotheses were examined: Project-based learning in physics course has an effect on the positive academic emotions of Farhangian University students. Project-based learning in physics also affects the negative academic emotions of Farhangian University students.<br />In this study, a quasi-experimental method and a pre-test-post-test design with a control group were used to evaluate the effectiveness of the project-based independent learning variable on the dependent variable of students' academic emotions. The statistical population of the study included all physics students who studied the basics of electricity and magnetism at Farhangian University in the academic year 2009-2010. The statistical sample of this study included 132 physics students of Farhangian University (including 4 classes) who were purposefully selected and randomly divided into two classes of experimental group (66 people) and two classes of control group (66 people). First, both groups were evaluated using the Pekrun Academic Achievement Emotions Questionnaire. Then, the project-based independent learning variable was applied to the experimental group and no new intervention was performed on the control group and the students were trained in the same traditional teacher-centered way. Finally, at the end of the semester, the changes of the dependent variable in both groups were measured by the same questionnaire.<br />The Pekrun Academic Achievement Emotion Questionnaire (Pekrun, Goetz, Titz, & Perry, 2002) is designed to assess learners' academic achievement emotions. This questionnaire is a self-report tool that is based on qualitative and quantitative research and measures the academic excitement of learners who experience in different educational situations. The questionnaire has three parts: emotions related to the class, emotions related to learning and emotions related to the exam. Each of these categories is divided into two categories of positive and negative emotions. In this study, the emotions related to class and learning were evaluated. Classroom subscales measure class enjoyment, hope, pride, anger, anxiety, shame, frustration, and fatigue. The Learning Excitement section measures the emotions of hope, pride, anger, anxiety, shame, frustration, and fatigue.<br />The educational package of the present study, including the course content, was prepared by the researchers based on a project-based learning approach. After review by four professors of physics and two professors of educational sciences, the training package was reviewed and modified. The package included electroscope construction, Tesla coil construction, Pencil charcoal resistance, IC batteries, Electric magnet construction, Projectile LEDs, Tape suspension, and AC converter. This program has been presented to undergraduate physics students in the first semester of the academic year 2009-2010. Analysis of covariance test was used to analyze the research data.<br />The results of analysis of covariance showed that the comparison of positive classroom emotions between the two groups F (24.24) was significant at the level of P <0.001. Also, in the positive emotions of learning, the observed F (12.08) is significant at the level of P <0.001. Therefore, by confirming the first hypothesis of the research, it can be said that project-based learning in physics has an effect on the positive academic emotions of Farhangian University students. The results also showed that the comparison of negative classroom emotions between the two F groups (20.39) was significant at the level of P <0.001. Also, in the negative emotions of learning, the observed F (55.75) is significant at the level of P <0.001. Therefore, by confirming the second hypothesis of the research, it can be said that project-based learning in physics has an effect on the negative academic emotions of Farhangian University students.<br />The results of this study showed that project-based learning is effective in increasing the positive academic excitement of physics students. This effect was observed for both class-related and learning-related emotions. The results also show that project-based learning is effective in reducing the negative academic emotions of physics students. This effect was also seen in both class-related and learning-related emotions.<br />Experts in the field of education believe that students who learn through active learning not only have better learning, but also enjoy their learning process more. The reason for this pleasure is that instead of being just listeners, they actively participate in the learning process and take responsibility for the learning process.<br />Project-based learning, by applying real-world performance tasks related to social challenges, provides learners with the opportunity to use the social and emotional competencies associated with learning. Project-based learning increases the motivation and active involvement of learners in learning. This method improves learners' attitudes toward learning physics, reduces anxiety, increases self-efficacy, and enables learners to enjoy learning physics (Goldstein, 2016). The results of Choi, Lee, & Kim (2019) also indicate that the use of this teaching method causes a positive change in students' attitudes toward homework.<br />In this regard, it is recommended to use this method in teaching students' courses. Curriculum planners are also advised to adjust the curriculum to facilitate the use of new teaching methods and distance from the traditional teacher-centered method. In this study, the academic emotions related to the exam were not examined. It is suggested that this variable be considered in future studies. It is also suggested that the mediating role of academic emotions in students' academic achievement be examined.پژوهش حاضر با هدف بررسی تأثیر یادگیری مبتنی بر پروژه بر هیجانات تحصیلی دانشجویان فیزیک، در درس مبانی الکتریسیته و مغناطیس، در دانشگاه فرهنگیان صورت گرفت. روش پژوهش از نوع نیمه آزمایشی بهصورت پیشآزمون و پسآزمون با گروه کنترل است. از جامعه آماری دانشجویان رشته فیزیک دانشگاه فرهنگیان در سالتحصیلی 99-1398، چهار کلاس رشته فیزیک، بهصورت نمونه در دسترس انتخاب و بهصورت تصادفی در دو گروه آزمایش و کنترل جای گرفتند. دانشجویان کلاسهای گروه آزمایش به مدت 14 جلسه در نیمسال اول، به روش یادگیری مبتنی بر پروژه، آموزش دیدند و همزمان دانشجویان کلاسهای گروه کنترل به روش سنتی آموزش دیدند. آزمون هیجانات تحصیلی پکران در هر دو گروه قبل و بعد از آموزش بهصورت پیشآزمون و پسآزمون گرفته شد. دادههای حاصل با استفاده از روش تحلیل کوواریانس چندراهه تحلیل شد. نتایج بهدستآمده از تحلیل دادهها نشان داد که بین گروه آزمایش و گروه کنترل در هیجاناتتحصیلی مثبت و منفی (هیجانهای مربوط به کلاس و هیجانهای مربوط یادگیری) تفاوت معنیدار وجود دارد. دانشجویان گروههای آزمایش در مقایسه با گروه کنترل، میزان هیجانات مثبت بیشتر و هیجانات منفی کمتری را نشان دادند. نتایج این پژوهش، اثربخشی روش یادگیری مبتنی بر پروژه را در افزایش هیجانات تحصیلی مثبت و کاهش هیجانات تحصیلی منفی دانشجویان فیزیک، مورد تأیید قرارداد.https://trj.uok.ac.ir/article_62438_c7d87df34b37d863e724311b09fd7814.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220831Investigating The Role of Circumlocution And Code -Switching Techniques In Improving Students' Speaking Skillواکاوی نقش تکنیک اطنابگویی و رمزگردانی در بهبود مهارت گفتاری دانشآموزان21719362471https://doi.org/10.34785/J012.2022.033FAسارینا فریادیدانشجوی کارشناسی آموزش زبان انگلیسی دانشگاه فرهنگیان ، اردبیل، ایران.0000-0003-3375-0345مالک پناهیاستادیار گروه زبان و ادبیات، دانشگاه فرهنگیان، تهران، ایران.Journal Article20220115Fluency in English is a priority for many learners, and it is worth noting that most English learners usually assess their English language ability based on how well they can speak it (Haidara, 2016; Luoma, 2004; Richards, 2008). Since the main purpose of communication is the transmission of information, this transmission must be clear. Unfortunately, English learners may have difficulty conveying the message correctly to the audience (Baradeyah & Farrah, 2017). One possible solution to these challenges is to use speaking strategies. This means that learners can use speaking strategies to maintain the flow of their conversations; many researchers emphasize the use of speaking strategies (Santoso & Taufiq, 2021; Nguyet & Mai, 2012; Baradeyah, & Farrah, 2017). Circumlocution and code-switching are a subset of speaking strategies and are two effective techniques in improving students' speaking skills.<br />According to Ramshaw (1996), circumlocution is a method of surrounding a particular idea with several words rather than explaining it directly in fewer words. Previous research has shown that the use of circumlocution has positive effects on improving students' speaking skills (Santoso & Taufiq, 2021; Baradeyah, N., & Farrah, 2017; Campillo, 2006; Chen, 2006). Although circumlocution can play a role in strengthening speaking skills, it also has its limitations. For example, the use of this technique requires that students' language skills are at a desirable level and that they are familiar with a range of basic and essential words and structures (Baradeyah & Farrah, 2017).Therefore, if some students are not able to use circumlocution for some reason, the teacher can use other speaking strategies such as code-switching to improve and simplify students' speaking skills and increase their interaction in conversations. Code-switching is defined as the ability of bilinguals to switch between target and native languages (Zentella, 1981). Code-switching has been shown to positively affect learners' ability to speak with low proficiency and has a direct impact on students' motivation to communicate and actively participate in class (Shanehsazzadeh, & Heidari Darani, 2017; Malik, 1994).The present study was conducted to answer the question of what is the effect of using the strategy of circumlocution and code-switching on improving students' speaking skills. Due to the nature of research data, the present study is qualitative and analytical, inferential. The statistical population of the study includes all students of Farzanegan School (girls) in the Sanandaj city (secondary school), of which 21 people were selected through purposive sampling method and to collect information, a 14-item interview in a semi-structured manner was used. All interviews were conducted in absentia. Also, in order to analyze the collected data, Strauss and Corbin coding method was used using MAXQDA2020 software.<br />During open coding, all interviews were conducted and all concepts were identified. In the analysis of interviews, after eliminating duplicate interviews and merging similar cases, 359 primary codes, 9 subclass codes and 2 main codes were obtained. The main category is speaking strategies, which include two main categories, circumlocution and code-switching. Circumlocution category includes four subcategories titled: applications of circumlocution, the effect of circumlocution on speaking skills, description of concrete concepts and description of abstract concepts. The code-switching category includes five subcategories titled: applications of code-switching, students 'reasons for using code-switching, teacher's reasons for using code-switching from students' point of view, the effect of code-switching on speaking skills and different situations of using code-switching.<br />Interviewees pointed to some important uses of circumlocution including: Using circumlocution technique to teach new words, Indirect reference to the desired words or terms, Helps students to understand the meaning of new words or terms, Helping students deal with stress and controlling, An effective technique while forgetting the term or forgetting the word (controlling the situation by indirectly referring to the term), Expressing the meaning and conveying the message, Increasing students' skills and mastery in conversation, Keeping the flow of the conversation, retaining and increasing students 'motivation, increasing students' confidence in speaking skills. 95% of students believe that using circumlocution can have positive effects on their speaking skills and only 5 percent of them believe it does not. In one part of the interview, the students were asked to explain the meaning of the two words mirror and happiness using the circumlocution technique in English. Since the mirror is a concrete concept, students referred to its physical properties, applications and uses to describe it. While happiness is an abstract concept and students relied on its concept and their perceptions and ideas in describing it. Therefore, it can be said that circumlocution helps students to express concrete and abstract concepts well.<br />Interviewees mentioned some of the uses and reasons of code-switching including: Using code-switching to teach new words, expressing the meaning and conveying the message, to attract attention and to provide implicit explanations.<br />38% of students believe that code-switching is effective in improving students' speaking skills and 29% of them believe that code-switching will be effective if the teacher and students use it in balance; In other words, speak English most of the time and use code-switching only when necessary. 33% also believe that students need to be constantly exposed to English in order to learn it well. This group believes that code-switching should not be used in the classroom under any circumstances because it may become a habit and students may be deprived of the experience of a simulated English-speaking environment.<br />Speaking skills are certainly one of the basic skills that students need to learn in the process of learning a new language. English teachers can take advantage of the use of speaking strategies to remove barriers to mastering speaking skill. Baradeyah & Farrah (2017) believe that there is a correlation between learners' fluency in English and the rate of use of taught speaking strategies. It seems that paying attention to speaking strategies can have good results in learning English and mastery of speaking skill. As a result, it is suggested that English teachers use speaking strategies to increase students' mastery of speaking skill in the classroom. It is also suggested that researchers in future research more comprehensively study the effect of speaking strategies, especially circumlocution and code-switching, on increasing students' speaking skills.این پژوهش با هدف واکاوی نقش تکنیک اطنابگویی و رمزگردانی در بهبود مهارت گفتاری دانشآموزان در سال تحصیلی 1400-1399 اجرا شد. با توجه به ماهیت تحقیق، پژوهش حاضر کیفی و از نوع تحقیقات تحلیلی، استنباطی میباشد. جامعه آماری پژوهش شامل کلیه دانش آموزان مدرسه فرزانگان(دخترانه) ناحیه دو شهرستان سنندج (متوسطه دوم) بود که از این تعداد 21 نفر از طریق روش نمونهگیری هدفمند انتخاب شد و برای جمعآوری اطلاعات از مصاحبه نیمه ساختار یافته استفاده گردید. یافتهها نشان داد که اطنابگویی و رمزگردانی کاربردهای اثربخشی در جهت تشویق دانش آموزان به شرکت در گفتگوها و بحثهای کلاس دارد و استفاده از اطنابگویی و رمزگردانی میتواند مهارتهای گفتاری دانش آموزان را بهبود بخشد، بنابراین میتوان نتیجه گرفت که استفاده از اطنابگویی و رمزگردانی نهتنها مهارت گفتاری را تسهیل میکند بلکه اعتمادبهنفس، انگیزه و تسلط دانش آموزان را در حین صحبت کردن به زبان انگلیسی افزایش میدهد. https://trj.uok.ac.ir/article_62471_b83c7a070f4e67d94d7870b72c8991a5.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220827Extracting Guidelines And Criteria For Designing And Producing Educational Tools And Materials In Learningاستخراج رهنمودها و معیارهای تخصصی در طراحی و تولید ابزار و تجهیزات آموزشی جهت یادگیری24321862473https://doi.org/10.34785/J012.2022.034FAحجت دهقان زادهاستادیار، گروه علوم تربیتی، دانشگاه ارومیه، ارومیه، ایران.0000-0001-9933-2192اسماعیل عظیمیاستادیار، گروه تعلیم و تربیت، دانشگاه تربیت مدرس، تهران، ایران.محمود مهرمحمدیاستاد، گروه تعلیم و تربیت، دانشگاه تربیت مدرس، تهران، ایران.Journal Article20220130<strong>Introduction and problem statement</strong><br />One of the main issues of any educational system by educators is to make learning meaningful for learners and their academic achievement. Because meaningless learning is not particularly attractive to learners and will be forgotten. This is doubly important when learners want to apply what they have learned in real life (Khaghanizadeh and Shokrollahi, 2010). The use of educational tools and materials that have a facilitating role in the process of teaching and learning, reduces the high cognitive burden and increases motivation in learners and enriches their learning (Dehghanzadeh et al., 2016). In addition, it reduces learners' anxiety in learning (Kutlutürkan, 2010). The presence of teaching materials and necessary facilities will greatly help the teaching process. Educational materials are tools and objects that help learners to better and more understand the subject of education (Sharma et al., 2015).<br />There are other studies that have pointed to the positive impact of educational tools and materials on the learning process. These studies include (Dehghanzadeh et al, 2016), (Dehghanzadeh et al, 2021), (Zarei zavaraki & Gharibi, 2013), Azizinejad and Allahkarami (2019), Khodayari (2019), Karimi shalton (2020), (Madadi, 2020) and (Christopoulos et al, 2020), and (Mendoza, 2018). However, various studies have focused on achieving better quality educational tools and materials in the learning process, such as the research of (Kirschner et al, 2006) and (Jang, 2010) that the existence of defects in the efficiency of educational materials and the incompatibility of these tools with up-to-date subjects in technology and education have been cited as reasons for their inefficiency. There are other researches that have directly focused on how to increase the efficiency of educational tools and equipment, which is related to the quality of their design. (Dehghanzadeh and Dehghanzadeh, 2018). Selecting propriate educational material is a key of meaningful learning (Mukundan et al, 2011).<br />This research has been done qualitatively using the methods of grounded theory and deductive and inductive content analysis. In this way, first in the form of grounded theory, teaching and learning propositions are extracted from each of the key concepts and ideas in the field of educational technology, then in the deductive process, guidelines are extracted from the propositions and finally by conducting an inductive study, design criteria and the production of educational tools and materials is extracted.<br />In this study, participants were in fact different sources and documents that were analyzed. In order to select these sources, reference books related to the field were reviewed and among them the encyclopedia of technology and educational communication terminology, which was compiled with the support of the Technology and Educational Communication Association, the most well-known international association in the field of technology and instructional design has been selected. In order to collect data to answer the first question of the research, after studying the sources and consulting with experts in the field, key concepts and ideas were selected. Then, for each of the key concepts and ideas, definitions and explanations were extracted from different sources.<br />In order to answer the first question of the research, the propositions obtained from the analysis of the data related to the first question were considered as data for extracting guidelines and the extracted guidelines in order to answer the second question of the research.<br />The first research question was what guidelines for the production of teaching / learning materials and tools can be deduced from each of the propositions of instructional design? For example, table 1 provides some guidelines for the design and production of educational tools in the field of educational design. These guidelines are derived from the propositions of the first research question.<br />Guidelines for designing and producing educational tools in the field of educational design are shown below:<br />Approach: Systematic instructional design<br />The second research question was what criteria can be inferred for the production of teaching / learning materials and tools from the extracted guidelines? In order to answer this research question, the guidelines extracted in the previous step are summarized and presented below:<br />Criteria: Training tools and materials should include instructions for use, pedagogical standards and examples of the use of tools in order to use them effectively in education.<br />We extracted 23 criteria for designing educational materials in the process of learning for learning different subjects.<br />The main purpose of this study was to answer the basic question that according to the field of instructional design, what guidelines and criteria can be provided for the design, production and use of educational tools and materials? The research findings were extracted based on the source used in this study, including 68 educational propositions and 23 criteria. These findings have used two basic approaches in instructional design; Systemic approach and constructivist approach. Some research findings on propositions based on a systemic approach include: Learner analysis, feedback, various exercises, evaluation, analysis of learning topics, use of attention, presentation of learning perspective, determination of learners' input behavior, and various example. Some of the propositions extracted from the constructivist approach are: learning situationally, learning sociality, learning process, providing multiple perspectives on learning, evaluation as a tool for self-assessment, learning goals and providing opportunities for learners to reflect.هدف از پژوهش حاضر، استخراج رهنمودها و معیارهای حوزه تخصصی طراحی آموزشی بهمنظور طراحی، تولید، بهکارگیری و ارزشیابی ابزار و تجهیزات آموزشی میباشد. برای دستیابی به این هدف از روش تحلیل محتوای استقرایی و قیاسی استفاده شد. شرکتکنندگان تحقیق (منبع اطلاعاتی) در این پژوهش شامل مفاهیم کلیدی دایرهالمعارف واژهشناسی تکنولوژی و طراحی آموزشی در بخش طراحی آموزشی بود. برای تحلیل دادهها از ترکیبی از روشهای قیاسی و استقرایی استفاده شد. بهمنظور استخراج دادهها از این منبع، ابتدا مفاهیم کلیدی استخراج شد و این مفاهیم تبدیل به یک سری گزارههایی شدند که در فرایند یاددهی و یادگیری مورد استفاده قرار میگیرند. پس از استخراج گزارهها، در این بخش کدهای استخراج شده بهصورت منظم و دقیق در طبقههای مرتبط قرار گرفته و از گزارههای مختلف رهنمودهای مختلف آموزشی و عملی برای طراحی ابزار و تجهیزات آموزشی استخراج گردید. استخراج اصول طراحی و تولید ابزار و تجهیزات آموزشی در این مطالعه نشان داد، دستاوردهای تحقیقاتی در حوزه تکنولوژی آموزشی میتواند راهنمای کارآمدی برای طراحی، تولید و ارزشیابی ابزار و تجهیزات آموزشی فراهم کند.https://trj.uok.ac.ir/article_62473_772da2f62fddda49eb3b0adef5d8e47e.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220622Analysis of Parents' Lived Experiences of Teaching in Virtual Space (phenomenological study)واکاوی تجارب زیسته والدین از تدریس در فضای مجازی (مطالعه پدیدارشناسی)27624462492https://doi.org/10.34785/J012.2022.024FAسید جمال بارخدااستادیار گروه مدیریت آموزشی دانشگاه کردستان، سنندج، ایران.پردیس کرمیدانشجوی کارشناسی ارشد مدیریت آموزشی،علوم تربیتی،دانشکده علوم انسانی و اجتماعی،دانشگاه کردستان،سنندج،ایرانJournal Article20220301<strong>Introduction</strong><br />With the emergence of information and communication technology, the evolution of education tools and methods in order to create that every person can learn at any time and in any place with his own facilities and in the time period he sets aside. Information technology is progressing and transforming the world, which the past history of considering the future era as the "communication era", some studies and thinkers called the future era "virtual era". Because information technology can make a virtual counterpart for every fact or phenomenon.<br />E-learning has emerged as one of the most important applications of information and communication technology in the world in recent decades. This type of training, which is called as training without the need for physical presence, is a new method in the training process with the help of new technologies and relying on information technology tools. In e-learning, face-to-face training is completely simulated and presented offline and virtually. This educational method can be held simultaneously (live) and asynchronously. In the simultaneous method, the exchange of information between the trainer and the trainee takes place live and in real time. Simultaneous education provides the possibility of student and teacher interaction as well as discussion and question and answer during teaching and learning.<br />The global epidemic of the new corona virus, which is considered as a severe acute respiratory syndrome and a threat to the health and lives of millions of people around the world, caused governments and public health systems to declare a state of emergency and take extensive measures to prevent contract this disease (Garfin & Et al. 2020). Although the outbreak of Covid-19 has challenged most of the health and treatment systems of different countries, it has also affected other fields, including the field of education. have given. With the peak of Covid-19, health protocols emphasized the observance of social distancing, and in this regard, face-to-face education in schools and universities was declared closed in many countries, and the process of formal education was transferred to homes (Haji & et al. 2021).<br />Virtual space facilitates access to data and useful materials for students; It also has the potential to make content that is not suitable for their age easily accessible to them (McFarlane. 2011). Therefore, the supervisory role of parents becomes more prominent and they must manage the way their children use technology (Curtis. 2013; Borup & Et al. 2014). Beyond the main contribution of the teacher, the responsibility of parents is also intensified in virtual education and some One of the teacher's duties is assigned to them, and they must not only monitor the amount of students' studies, but also monitor and measure the efficiency of learning. Also, if the student is not able to keep up with the pace of the teacher's teaching, they should try to solve his problem (Cai & Wang. 2020).<br />In other words, before this, it was expected that the management and supervision of the students' education was with the parents of the school and that the families would support the school in this way, but in this era, the shifting of roles caused the relationship between home and school to suffer. Make fundamental changes. Before, it was the responsibility of the school to provide facilities and conditions for learning, discipline and discipline were established by the school, but now it is the parents who have to do part of the school's duties.<br />According to what was said, despite the importance of parents' role on students' learning and improving their performance, also the effect of parents' supervision and management in preventing the physical and mental dangers that may arise in the absence of them for students to arise in the virtual space, the results of the investigations show that almost all the researches done in the field of teaching in the virtual space are related to teachers or students and a study that is coherent and purposeful on There is no focused parenting. Therefore, it is necessary to examine the experiences of parents in relation to teaching in the virtual space and the challenges they faced, as well as the solutions they considered for them, in order to provide strategies to increase the quality of teaching in the virtual space. For this reason, in the present research, we analyze the lived experiences of parents from teaching in virtual space.<br /><strong>Materials and Methods</strong><br />The research method was qualitative with a phenomenological approach. The researched community was all the parents of Kermanshah city. The sampling method was purposeful and the research tool was semi-structured interview. The analysis of data was done based on thematic analysis and with an interpretive approach. The data were examined and analyzed in three stages of open coding, central coding and selective coding. occurred.<br /><strong>Discussion and conclusion</strong><br />According to the interviews conducted and the analyzes conducted, parents have different definitions and experiences of virtual education and consider their support and capabilities very effective in implementing this type of education. They also believe that obstacles and limitations To implement this type of training, if they are solved, this training can be considered as a good alternative to face-to-face training and take advantage of its benefits, but if they implement virtual training regardless of these obstacles and limitations, this type of training It can lead to irreparable problems and consequences.<br />The results were drawn in four graphs under the title: definitions and characteristics of parents about virtual education, ability and competence of parents in this type of education, experiences of parents' participation and challenges of parents' inability in optimal virtual education.<br />Definitions include: lack of time and place limitations, education by multimedia, increase in media literacy, lack of interaction and reduction of social communication, reduction of motivation and social responsibility, and cost-effective education.<br />Competence includes: monitoring and taking care of children, cooperation of parents with teachers, cooperation and guidance in the process of education and teaching, attendance at familiarization courses with virtual education. Experiences include: increasing parents' awareness of the education process, the challenge of students' dependence on technology, students' dependence on their parents, and involvement in the process of students' education.<br />The challenges of parental disability include: socio-moral problems, creating family problems and academic failure.<strong>هدف: </strong>پژوهش حاضر باهدف واکاوی تجارب زیسته والدین از تدریس در فضای مجازی انجام شد.<br /><strong>روش</strong>: روش پژوهش کیفی با رویکرد پدیدارشناسی بود. جامعه مورد نظر تمام اولیای سطح شهرستان کرمانشاه بود. نمونهگیری بهصورت هدفمند و ابزار پژوهش، مصاحبه نیمه ساختارمند بود. تجزیهوتحلیل دادهها بر اساس تحلیل مضمون و با رویکرد تفسیری انجام گردید. دادهها در سه مرحله کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی مورد بررسی و تجزیهوتحلیل قرار گرفتند. اعتبار دادهها از طریق تأییدپذیری، انتقالپذیری، باورپذیری و اطمینانپذیری، صورت پذیرفت.<br /><strong>یافتهها: </strong>نتایج در چهار نمودار تحت عنوان: تعاریف و ویژگیهای اولیا درباره آموزش مجازی، توانایی و شایستگی اولیا در این نوع آموزش، تجارب مشارکت والدین و چالشهای ناتوانی والدین در آموزش مجازی مطلوب، ترسیم گردید.https://trj.uok.ac.ir/article_62492_695b7cdd0fc754ef8ca845fcb8baa080.pdfدانشگاه کردستانتدریس پژوهی2476-568610220220622Parents' Participation Model In The Virtual Education Process of Primary Schools: a Qualitative Study During The Covid-19 Pandemicالگوی مشارکت والدین در فرایند آموزش مجازی مدراس ابتدایی: مطالعه کیفی در دوران همهگیری کووید-1930527762474https://doi.org/10.34785/J012.2022.035FAاکرم جعفر زادهدانشجوی دکتری، دانشکده علوم تربیتی و روانشناسی، دانشگاه علامه طباطبائی. تهران، ایران.مرتضی طاهریدانشیار، دانشکده علوم تربیتی و روانشناسی، دانشگاه علامه طباطبائی، تهران، ایران.محمود ابوالقاسمیاستاد مدیریت آموزشی، دانشگاه شهید بهشتی، تهران، ایرانعباس عباسپوردانشیار مدیریت آموزشی، دانشگاه علامه طباطبائی، تهران، ایرانJournal Article20220130We live in an unexpected and unprecedented time. The current pandemic has had a huge impact on global education, with more than 1.6 billion students unable to go to school (UNESCO, 2020). To ensure continuity of learning, educational institutions have started using technology to provide online learning programs to students. This new habit not only has a different meaning for learners, but also for parents and teachers. During the epidemic, many problems were created for parents and educators, especially in primary schools, due to the unprecedented conditions and the lack of previous experience and a codified model. The responsibilities of parents or guardians in online courses are different, which is why parents/guardians will face different obstacles trying to engage their students in online learning. Hence, whether it is a traditional learning environment or the current teaching environment. At a distance, it is essential for parents to actively participate in their child's online learning. Therefore, the concept of parents' participation in education, now and in the era of online education and due to the problems caused by the spread of Covid-19, has received increasing attention from educational researchers at the world level more than ever before (Zhang et al., 2020). E-learning tools have played an important role during the pandemic, helping schools and universities to facilitate learners' learning during university and school closures (Sobbed et al., 2020). While adapting to new changes, the readiness of teachers, students and even parents to use them should be measured and supported. Therefore, the purpose of this qualitative study is to explore the experiences of parents, teachers, and madrasa administrators in this era in order to provide an experimental model of the process of parents' participation in the virtual education of primary school students. Research data were collected through semi-structured interviews with parents, teachers and principals of primary schools in Tehran in the academic years of 2019 and 2014. The data obtained in the two stages of first-round coding and second-round coding or pattern coding were analyzed based on Miles et al.'s (2020) exploratory coding methods. The findings of the research showed that the three factors of improving students' educational experiences (meeting with school officials to obtain information, cooperating with schools through practical work or financial assistance, using school facilities, providing resources and facilities for extracurricular activities, providing resources and facilities for the curriculum, participating in joint activities with schools), emotional support (helping to reduce anxiety and psychological pressure, participation through creating teaching and learning opportunities, facilitating the teaching and learning process with regard to more knowledge) through participation, emotional support in the implementation of lesson projects through participation, creating opportunities for raising an informed and responsible generation) and interaction and communication with the environment and school (participation of parents as teachers and substitutes, social support in the implementation of lesson projects with institutions different society, assistance in the implementation of education methods according to the recognition of local and natural facilities, the positive effect of cooperation on children, parents' participation, the need of today's education society, attention to the educational role of parents, participation as a social and civil necessity), parents It leads to "participation in the virtual education of students". This participation in two dimensions of educational care (supporting the fulfillment of duties, expecting the final supervision of an adult in school affairs, school support for teacher-parent communication, strengthening life skills and encouraging responsibility for fulfilling personal duties, taking care of children During virtual exams (and supervision and control of children) providing facilities and infrastructure in the form of mobile phones, using different educational media, ensuring the coverage of internet services during distance education, familiarization with scientific literacy and media literacy, Granting permission for activities outside the home during the covid-19 pandemic shows an increase in children's interest in learning at home. The participation of parents and the school community does not occur in the same conditions and is affected by institutional and infrastructure factors (using the capacity of "Parents and Teachers Association" organizations and special committees and local communities to help school affairs, establish rules and regulations and guidelines People's participation at the level of education; more communication between parents and their children's education; more parental support for school officials; increasing the academic progress of students; greater adaptation of school programs to local and indigenous needs; promoting the intellectual and practical development of parents and accordingly that society; speeding up the process of educational reforms at the school level; better and easier implementation of school programs and better evaluation of students), using the abilities of parents in implementing the curriculum (providing the necessary suggestions for developing the curriculum, helping teachers in teaching, Evaluating students together with the teacher, participating in the design of special education, participating in the evaluation of implemented curricula (and supporting their children's learning), providing the necessary suggestions to modify and improve the implemented curricula, monitoring the implementation of school programs, designing and leading extracurricular activities, Monitoring the income and expenses of the school). The participants reported the use of cooperative and assistance methods (parents' emotional support for students' participation, student-teacher interaction, encouraging and modeling parents, strengthening parents in matters related to virtual education, training parents in the field of social interactions between parents and children. During participation activities, improving home and school communication through technology and media use) and methods based on social activities (activating specialized committees and delegating authority and monthly meetings, allocating credits and budgets needed for Necessary trainings, support for parents' participation in cultural publications and cultural building, creating a positive attitude and creating communication networks) led to the understanding of parents' participation as a social and civic necessity and had an effect on improving the teaching and learning processes of students. The results of this research can be used as a framework for schools and educational institutions to use the capacity of parents, especially in virtual education, as a complementary strategy. As a result, parental involvement is related to their child's performance in online learning. Most parents reported more involvement in communicating with the school in their children's online learning compared to collaborating with the community and making decisions with teachers and parents. Parents also provided their perspectives, practices, and experiences regarding the benefits and challenges they received during their children's online learning. The results showed that the majority of parents have become more active in helping their children. They also saw that they had a healthier relationship with their children and that they were more involved in activities. They also admitted that they struggle with time management. But these parents stated in the interviews that they also have special methods to help their children participate in online learning. According to these findings, the researchers also found that parents believe their children are receiving quality education, which can be reflected in their positive views of online learning and their participation. In fact, the current research has provided insights about the basic mechanisms of parental involvement that affect children's academic performance during school closures.در دوران همهگیری کووید- 19 و غیرحضوری شدن آموزش، مشکلات زیادی برای والدین و دستاندرکاران آموزش به خصوص در مدارس ابتدایی به دلیل بیسابقه بودن شرایط پیشآمده و نبود تجربه قبلی و الگوی مدون ایجاد شد. هدف از این مطالعه کیفی کاوش تجارب والدین، معلمان، مدیران مدراس در این دوران به منظور ارائه الگویی تجربی از فرایند مشارکت والدین در آموزش مجازی دانشآموزان مدارس ابتدایی است. دادههای پژوهش از طریق مصاحبههای نیمهساختاریافته با والدین، معلمان و مدیران مدارس ابتدایی شهر تهران در سال تحصیلی 1399 و 1400 گردآوری شد. دادههای به دست آمده در دو مرحله کدگذاری دور اول و کدگذاری دور دوم یا کدگذاری الگو بر اساس روشهای کدگذاری اکتشافی مایلز و همکاران (2020) ، تحلیل شد. یافتههای پژوهش نشان داد عوامل سه گانه بهبود تجربیات آموزشی دانشآموزان، حمایت عاطفی و تعامل و ارتباط با محیط و مدرسه، والدین را به سوی «مشارکت در آموزش مجازی دانشآموزان» سوق میدهد. این مشارکت در دو بعد مراقبت آموزشی و نظارت و کنترل فرزندان نمود پیدا میکند. مشارکت والدین و اجتماع مدرسه در شرایط یکسانی رخ نمیدهد و متأثر از عوامل نهادی و زیرساختی، استفاده از تواناییهای والدین در اجرای برنامۀ درسی و حمایت آنها از یادگیری فرزندان است. شرکتکنندگان گزارش دادند کاربرد روشهای تعاونی و کمکرسانی و روشهای مبتنی بر فعالیتهای اجتماعی منجر به درک مشارکت والدین به عنوان ضرورتی اجتماعی و مدنی شد و در بهبود فرایندهای تدریس و یادگیری دانشآموزان اثر داشت. نتایج حاصل از این پژوهش میتواند به عنوان چارچوبی برای مدارس و مؤسسات آموزشی در جهت استفاده از ظرفیت والدین خصوصاً در آموزش مجازی به عنوان راهبردی مکمل مورد استفاده قرار گیرد.https://trj.uok.ac.ir/article_62474_fc4455d9a4f7406a5818be181c632629.pdf