Showing 17 results for Teaching
Mehdi Keshavarzi, Dr. Mohammad Hossein Yarmohammadian, Dr. Mohammad Ali Nadi,
Volume 1, Issue 2 (7-2019)
Abstract
One of the tasks of a university is student's competencies in different areas, including recognition of the future or futures studies. The growth of Students through improved education during the academic years will be able to futures studies; therefore, it can be argued that one of the critical variables that can affect students' futures growth potential, is the quality of their teaching and learning methods. This study aim is to design teaching methods based on the development of futures studies in higher education which was conducted by using grounded theory by the qualitative research. In this study, 12 experts of curriculum areas and futures studies were interviewed. The full text of responses of interviewees was performed from a recorded version in the coding process, the given comments were divided by software MAXQDA 12 into separate concepts and then familiar concepts set in a separate category, and the component of teaching methods was identified as the major categories of research. In the final model, the barriers, strategies, and consequences had presented for compiling of the teaching methods based on the futures studies development separately and in the framework of the analysis models.
Mansooreh Hosseinnia, Hamid Ashraf, Hossein Khodabakhshzadeh, Gholam Hassan Khajavy,
Volume 1, Issue 4 (12-2019)
Abstract
This article reports on a sociopsychological study designed to investigate the components of 21st century teachers’ professional competencies in the English as a foreign language (EFL) context in Iran. A total number of 30 members of the English language teaching (ELT) professional community including experienced university teacher educators, supervisors in the private sector, teacher trainers, and EFL teachers in the public and private sectors, participated in this study. Data were collected through semi-structured interviews. For data analysis, qualitative content analysis was used. An independent coder who was an expert in this field was suggested to code one part of interview transcription randomly. An inter-coder agreement of 94.77% was gained. After analyzing the data, six main categories of professional competencies of a 21st century EFL teacher were identified: personality factors, interpersonal factors, professional factors, factors related to teaching materials, learner factors, and assessment factors. The findings contributed empirical evidence to an understanding of Iranian EFL teachers’ professional competencies in their teaching profession in the 21st century that can be utilized as a framework for the improvement of teacher education policy and the design and implementation of teacher-training programs.
Parvaneh Mehrjoo*, Dr. Mohammadreza Sarmadi, Dr. Saeed Beheshti,
Volume 1, Issue 4 (12-2019)
Abstract
The purpose of this study is to investigate the epistemological foundations of the pre-organizing teaching method in order to determine the position of these bases in the theoretical and practical fields. The research method is descriptive-analytic and it is kind of qualitative and attributive. Research data derived from multiple sources, articles, dissertations and research projects using text analysis techniques. The results of the study showed that organized cognition is hierarchical, personal, unique, subjective and relative. The set of factors of rationality and emotional affairs are effective in the formation of cognition. It is, therefore, close to the standpoint of existentialism philosophers. The teacher constantly uses the deductive method during the learning and development of knowledge. The characteristics of the learner's prior knowledge as a starting point for the teaching process are constancy, clarity and incremental capability. Also, the method of acquiring knowledge in this pattern is through direct and sensory experiences.
S. Abdolhadi Samavi, Dr. Hojatallah Javidi, Dr. Soltanali Kazemi, Dr. Hossein Bagholi,
Volume 2, Issue 2 (6-2020)
Abstract
This study aimed to investigate the impact of flipped learning on the academic achievement of sixth-grade students. All sixth-grade students of Lamerd Elementary Schools in the academic year of 2019-2020 as the statistical population of this research and 40 sixth-grade students who were studying in one of the primary schools of Lamerd in the academic year of 2019-2020 as the statistical samples of the research were considered. The members of the present research sample were selected by the available sampling method. Sample members were assigned to two groups (control group 20 and experimental group 20). The two experimental and control groups were matched based on the variables of the previous academic year, the family's economic status, and the previous year's educational status. During the 10 sessions, the members of the experimental group received the same amount of training by the flipped training method and the control group, but in the form of traditional and normal training. The research method was quasi-experimental with pretest and posttest. Data analysis was performed using a one-way analysis of covariance and the Kolmogorov-Smirnov test was used to determine the normality of the data. The research findings showed that there was a significant difference between the two control and experimental groups (F = 19.83 and p = 0.001). Thus, the effect of teaching based on flipped learning on the academic achievement of sixth-grade students was evaluated.
Mohammad Sadegh Hoseini, Dr Nadereh Sohrabi, Dr Hosein Baghooli, Dr Majid Barzegar,
Volume 2, Issue 4 (11-2020)
Abstract
Creativity is the desire for creativity that is potentially present in all people and at all ages and is directly and closely related to the socio-cultural environment. Teaching method refers to activities that are designed by the teacher with the aim of facilitating learning between the teacher and one or more learners in the form of interaction. The aim of the present study was testing the conceptual model of creativity-based teaching method among high school students. It was conducted on a sample of experts (including principals, deputies, teachers and counselors) working in 20 public schools in Shiraz (384 people, including 250 males and 134 females) in the academic year of 2019-2020. The method of the present study was a correlational in which researcher-made questionnaires were distributed among the subjects, and then, the fitness of the proposed model and the effect of teaching methods on creative learning were examined using AMOS 24 software. The results of statistical tests showed that students' creativity is influenced by teaching methods.
Zohreh Barzegar, Qamar Kiani, Ali Shahnavaz,
Volume 2, Issue 4 (11-2020)
Abstract
The purpose of present study was to examine the structural relationship between perceived transformational teaching and critical thinking mediated by motivational beliefs (self-efficacy, intrinsic interest and test anxiety) among university students. The population in this study was all of the undergraduate students of Psychology of Islamic Azad University, Karaj Branch, Iran, in 2019-2020 academic year. From this population 384 students were selected using random stratified sampling method. The research instruments were Transformational Teaching Questionnaire (TTQ), The California Critical Thinking Disposition (CCTD) questionnaire and Motivated Strategies for Learning Questionnaire (MSLQ). The proposed model of the relationships between variables was tested using path analysis. According to results, proposed model had an acceptable fitness regarding fitness indices. In general, the results showed that perceived transformational teaching are effective both directly and indirectly through self-efficacy, intrinsic interest and test anxiety with critical thinking disposition.
Faramarz Narmashiri, Dr. Neda Fatehi Rad, Dr. Massoud Tajadini,
Volume 3, Issue 2 (4-2021)
Abstract
Foreign language instruction has been completed through the traditional approach. This investigation was an attempt to show the effect of team teaching and counseling psychology with focus on students’ Language Proficiency, Collaboration and Inborn Encouragement. Mix method of the research was used for the study, comprised of the tests, questionnaires and interviews to collect the data. 52 Iranian EFL students and two English language teachers besides a teacher as counsellor included in team teaching procedure merely for experimental one, while control group was taught based on the traditional approach. The outcomes revealed there were statistically significant differences between the two groups after the treatment and also the significant differences in the expectations of the questionnaires and learners as well as a favorable outlook towards using team teaching in the classroom. Moreover, there was very strong evidence of a relationship between team teaching plus counseling psychology, collaboration and inborn encouragement. The openings of the current study are assessed to sound so outstanding that the officials and English language teachers in Ministry of Education of Iran attain the educational goals and ELT purposes by means of team teaching and counseling psychology procedures.
Mr. Hossein Ali Fatehi, Dr. Farzaneh Vasefian, Dr. Malihe Arabhashemi,
Volume 4, Issue 4 (11-2022)
Abstract
The main purpose of this study is to study the components of critical thinking and the extent to which it is used in the development of the curriculum of the first level of high school in order to provide an appropriate model. The present study is applied in terms of purpose and qualitative in terms of method. The statistical population was university professors, teachers and curriculum experts in education in Kohgiluyeh and Boyer-Ahmad province (Iran). Using purposive sampling method (theoretical saturation - key people selection approach), eleven of them were selected. The semi-structured interviews were used for data collection and data analysis was done via thematic analysis. According to findings, using of components (skills) of critical thinking in curriculum development as an inclusive theme (4 sub-thematic themes), 6 organizing themes and 121 basic themes were identified and a network of themes was extracted. The organizing themes include extracurricular-based curriculum, evaluation, interpretation, analysis, self-regulation, and synthesis. The alignment of the components and themes of the drawn theme network with theoretical and research bases was examined and approved.
Dr. Mavadat Saidi, Mohammad Hossein Arefian,
Volume 5, Issue 1 (1-2023)
Abstract
English language teaching is considered as an anxiety-provoking profession for the novice members of the teaching community. Indeed, their perceptions and practices might be influenced by this variable. Despite the full attention allocated to the English learners’ anxiety, teachers’ anxiety seems to have remained untouched. The current study attempted to explore the pre-service and in-service English teachers’ language teaching anxiety to see whether these two groups differed in terms of this trait. The study further aimed to investigate the possible relationship between pre-service and in-service English teachers’ interpersonal and intrapersonal intelligences and their language teaching anxiety. To this end, a convenient sample of 120 pre-service and 120 in-service English teachers were asked to complete Capel’s Teaching Anxiety Scale and answer the relevant items from McKenzie’s Multiple Intelligences Questionnaire. The results of descriptive statistical analysis indicated the participants’ seemingly high level of teaching anxiety. The analysis further demonstrated the significant negative correlation between the participants’ interpersonal intelligence and their language teaching anxiety while no significant link was found between their intrapersonal intelligence and anxiety level. Moreover, the results of the independent samples t-test revealed a significant difference between pre-service and in-service English teachers in terms of their language teaching anxiety. The findings pointed to the necessity of informed educational actions to lower pre-service teachers’ teaching anxiety and breed a more strategic generation of English teachers who are empowered to rise to the challenges in their teaching profession in order to achieve more desired outcomes.
Leila Behzadi Soufiani, Dr. Saeideh Ahangari, Dr. Mahnaz Saeidi,
Volume 5, Issue 1 (1-2023)
Abstract
Self-regulation strategies regarding writing can be referred to as learners’ initiative and self-directed behavior to achieve several goals to foster their writing skills. Based on the three main aspects of scaffolding; contingency, fading, and the transfer of responsibility, this study aimed at delving into the effect of the model of contingent teaching on improving Iranian language learners’ writing self-regulation strategies and its components. The participants of the study aged between 20-30 included 60 intermediate language learners from a language institute in Tabriz, Iran. The participants were selected based on convenience sampling in the form of four intact classes. Then, they were randomly assigned to two groups: the control and the experimental group. The experimental group was exposed to treatment for 18 sessions. The Questionnaire of English Writing Self-Regulated Learning Strategies (QEWSRLS) was applied to both groups before and after the treatment. The questionnaire was designed as a multifaceted model, consisting of cognition, metacognition, social behavior, and motivational factors. The results of MANCOVA analysis revealed that teaching writing by the model of contingent teaching was influential in improving EFL learners writing self-regulation strategies (F=7.36, p<0.05, Wilks’ Lambda=0.38, Eta Square=0.61). Also, the main effect was exerted on text processing (F=26.4, P<0.05, Eta Square=0.35). The study offers some practical implications for teacher trainers, teachers, and EFL learners which are discussed.
Dr. Mokhtar Zakeri, Mr. Morteza Chemelnezhad,
Volume 5, Issue 2 (5-2023)
Abstract
The objective of this study was to identify the effective teaching components of the first-grade primary Persian book to empower primary school teachers. The research population consisted of experts, educational supervisors, and teachers in Hormozgan province in 2022. In this qualitative study, 26 participants, including experts, educational supervisors, and first-grade teachers, were interviewed using an inductive coding system. The results indicated that in the area of teaching methods, concrete and visual methods, group and participatory methods, stories and poems, exploratory methods, visual and hands-on methods should be employed. The use of supplementary textbooks alongside textbooks, boards and picture cards, relevant images and clips, animations, and modern educational software should be emphasized. Teaching based on students' common experiences and their cognitive development should be utilized, with maximum student participation as a key principle in educational practices. Additionally, teaching methods for first-grade students should be clear and explicit to avoid confusing students and giving them activities beyond their comprehension.
Najmeh Mohammadinezhad, Dr. Afsaneh Marziyeh, Dr. Hossein Jenaabadi,
Volume 5, Issue 3 (9-2023)
Abstract
The present study aimed to investigate the structural model of the relationship between teaching for successful intelligence and academic identity through the mediating role of basic psychological needs in students. The research method was correlation and the statistical population included the academic staff members of Farhangian University of Zahedan and all male and female students working at Farhangian University in 2022. Participants were 129 people who were selected by stratified random sampling. In order to collect data, Academic identity status measure (Was & Isaacson, 2008), Basic Psychological Need Satisfaction Scales (BPNSS) and Teaching for Successful Intelligence Questionnaire (Paloú & MaricuĠoiu, 2013) were used. The results indicated that the teaching for successful intelligence had a direct and significant effect on the basic psychological needs and academic identity in students. Also, basic psychological needs had a direct and significant effect on students' academic identity. According to the findings, the teaching for successful intelligence had an indirect and significant effect on students' academic identity through the basic psychological needs in students as well. The findings support the role of teaching methods based on cognitive factors on the personality and psychological outcomes in students.
Mr. Abolfazl Saeifi, Dr. Ahmad Aghajani, Dr. Hamid Jafarianyasar,
Volume 5, Issue 3 (9-2023)
Abstract
The present study was conducted with the aim of investigating the effectiveness of teaching behavior modification methods to mothers on the self-control of hyperactive children. In this research, a semi-experimental method of pre-test, post-test and follow-up with a control group was used. The statistical population included mothers with children aged 7 to 12 with attention deficit/hyperactivity disorder who referred to psychology and psychiatry clinics in Qom. The children were boys' primary school students in 2022. Using available sampling method, 30 anxious mothers and 30 non-anxious mothers were selected and randomly assigned to experimental and control groups. After the pre-test, behavior modification methods were implemented for 10 weeks in the amount of 10 1-hour training sessions in the experimental group. The behavior modification training package was developed based on Barclay's perspective and using the latest approaches to behavior change. At the end of the training sessions, both groups (experimental and control) were given a post-test. Beck Anxiety Questionnaire (BAI 1990) was used to measure mothers' anxiety and Self-Control Rating Scale (SCRS) was used to measure self-control. The findings showed that teaching methods of behavior change and correction to mothers is effective in increasing the self-control skills of children with attention deficit/hyperactivity disorder, and the moderating role of mothers' anxiety was confirmed. The findings have useful implications for psychologists and counselors in helping families of hyperactive children.
Mrs Mahdie Zahir Salehi, Dr. Zahra Zeinaddiny Meymand, Dr. Zohreh Saadatmand,
Volume 5, Issue 3 (9-2023)
Abstract
The current study aimed to explore the use of storytelling as an instructional method and develop an effective curriculum for its implementation. The research followed a qualitative grounded theory method. The study encompassed all 578 preschool teachers who had experience using storytelling to teach textbooks. A purposive sampling method was employed, and data was collected through in-depth, unstructured interviews. The findings revealed that the causal conditions contributing to the effectiveness of the Persian book curriculum, with a storytelling focus, included eight core factors (emotional stimulation, enhancement of perceptual abilities, fostering critical thinking, academic diligence, seamless learning, moral development, semantic comprehension, identity reinforcement). Additionally, contextual conditions encompassed five key factors (teacher empowerment, parental involvement, provision of information technology, sharing of experiences, structural decentralization), while strategic conditions involved five critical factors (visualizing content using diverse storytelling mechanisms, adding an element of enjoyment to the content, enhancing communication with students, diversifying storytelling settings, striving for content comprehension). Furthermore, intervention conditions highlighted four selective factors (rigidity in storytelling, lack of engagement in storytelling, insufficient storytelling skills, limited resources), and outcome conditions encompassed two selective factors (emotional engagement and cognitive engagement). In conclusion, this research sheds light on the significance of storytelling as an instructional approach and offers insights into curriculum development for preschool education.
Iraj Aliakbari, Dr. Maryam Baratali, Dr. Zohreh Saadatmand,
Volume 5, Issue 4 (12-2023)
Abstract
Objective: The objective of this study was to investigate the concept of self-actualization in resilience by utilizing the teachings of Imam Ali (AS) in order to fulfill educational obligations within the education system.
Methods: This inquiry falls within the realm of qualitative research, employing the thematic analysis approach. The research scope encompassed texts pertaining to the teachings of Imam Ali (AS) and the tools employed for data collection. The qualitative level of data analysis was conducted through thematic analysis and text coding. After comparing the codes based on their similarities and differences, they were categorized into a comprehensive theme and three organizing themes. To ensure the content's validity, comprehensive, organizing, and basic content were presented to three experts in the religious field and subsequently endorsed.
Results: The findings revealed that the fundamental themes for self-actualization comprise tolerance, humility, kindness, self-cultivation, self-improvement, and abstaining from self-praise. Furthermore, the educational obligations for resilience in self-actualization encompass tolerance, humility, kindness, self-cultivation, and self-improvement.
Conclusions: In general, the research's conclusion underscores that the utilization of this study aids the education system in fostering individuals with elevated resilience.
Mr. Abdolhamid Mohammadi, Seyyed Ayatollajh Razmjoo, Dr. Shahram Afraz, Dr. Fazlolah Samimi,
Volume 6, Issue 2 (6-2024)
Abstract
Objective: The main objective of this study is to explore the relationship between different aspects of identity, awareness of brain-friendly instruction (BFI), and language skills (Reading and Speaking) among Iranian psychology students.
Methods: The study included 100 male and female students aged 18 to 30, who were attending English classes. To assess the various aspects of identity in psychology students, the researchers utilized the fourth version of Aspects of Identity Questionnaire (AIQ-IV) (Cheek, Smith, and Tropp, 2002). This questionnaire consists of 45 items, measuring five aspects of identity: Personal (10 items), relational identity (10 items), social identity (7 items), collective (8 items), and special items (10 items). Additionally, the researchers assessed the awareness of brain-friendly instruction using Brain-Friendly Teaching Inventory developed by Sattari Gavareshk & Tabatabaee-Yazdi (2021). After completing the questionnaires, the participants were scheduled for reading and speaking tests.
Results: 2021). After completing the questionnaires, the participants were scheduled for reading and speaking tests. The study's findings revealed that social identity and motivation (a component of awareness of brain-friendly instructions) were the most significant predictors of psychology students' speaking performance. Furthermore, motivation and personal identity were identified as the strongest predictors of reading performance among psychology students.
Conclusions: These findings hold significant implications for language teachers and individuals planning to take preparation courses for the IELTS examination.
Dr. Ziba Nouri, Mrs Firozeh Khalil Abadinejad,
Volume 6, Issue 4 (12-2024)
Abstract
Objective: This study was undertaken with the objective of examining the efficacy of positive thinking training on the self-esteem, self-efficacy, and academic buoyancy of students.
Methods: This study employed a quasi-experimental design featuring a pre-test and post-test framework, encompassing both experimental and control groups. Among the student population enrolled at Payam Noor University, Kish branch in 2023, a sample of 30 students was selected using the accessible sampling method, divided at random into two distinct groups. For data collection, in addition to a demographic information checklist created by the researcher, the Rosenberg self-esteem questionnaire, the Sherer's General Self-Efficacy Scale, and the Academic buoyancy questionnaire developed by Hosseinchari and Dehghanizadeh were employed. The intervention program was executed in accordance with the positive thinking training package devised by Seligman et al., spanning 10 sessions, each lasting 1.5 hours on a weekly basis. Data analysis was conducted by testing the assumptions underlying parametric statistics and performing analysis of covariance utilizing SPSS-26.
Results: The results demonstrated that there existed a statistically significant change in self-esteem (F=11.15, P=0.007, and η=0.588), academic buoyancy (F=16.84, P=0.018, and η=0.603), as well as self-efficacy belief and its associated dimensions (F=13.10, P=0.015, and η=0.612) when comparing the experimental group with the control group.
Conclusions: Consequently, the results of this research substantiate the influence of positive thinking training on the motivational frameworks of students and propose it as a viable strategy to enhance the motivational and psychological well-being of students.
