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The purpose of this study was to investigate viewpoints of experts and teachers about individual characteristics and specialized capabilities of the preschool teachers. This research is descriptive-analytic that two qualitative and quantitative methods are used to conduct it. The population of qualitative phase includes faculty members of universities, PhD students, masters teachers in fields of Psychology, Curriculum and Instruction. The population of quantitative phase includes educators in Fars and Isfahan provinces in academic year 2016.  Sampling method in the qualitative section was purposive and snowball and in quantitative section, 566 teachers have been selected randomly. Information was collected by the semi-structured interview and researcher-made questionnaire. Qualitative findings were categorized based on content analysis and quantitative findings are analyzed by the inferential and descriptive statistics. After performing preliminary study and analyzing the questionnaires, it was determined that reliability of individual characteristics was 86% and that of the specialized capabilities was 87% as well. Results of the Friedman’s test showed that according to viewpoint of teachers about the individual specifications, mental and personal health is very important, among specialized capabilities of the teachers, ability to manage the class is at top of related items in terms of importance.

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The present study aims at determining teachers’ professional qualifications in “the learning approach to knowing” and presenting executive strategies for realization of this approach. The research employs an exploratory mixed-method research. The population in the qualitative part of the research consists of experts of education and in the quantitative part includes all high school teachers of Districts 2 and 3 of Isfahan. To select participants in both parts, the purposive sampling technique was used; in the qualitative part, 20 experts were employed using the chain purposive sampling method, and in the quantitative part, teachers with MA/MSc and PhD degrees of Isfahan City were selected. To collect data in the qualitative part, semi-structured interviewing technique, and in the quantitative part, a researcher-made questionnaire with 14 scales of professional qualifications for teachers were usedualitative findings were analyzed suing content analysis of interviews, and quantitative findings were analyzed using descriptive and inferential statistics.
 

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This study aims to designing and validation of internship curriculum pattern based on collaborative autobiography in Teacher Education in Iran. In this research, it has been attempted to first analyze the specialized texts related to the subject, in order to extract the Foundations of collaborative Autobiography, and subsequently the implications of curriculum elements of this kind of internship.In the second step, a researcher-made questionnaire was developed and in order to validate the proposed model, the views of the teachers of the curriculum and the instructors of the internship courses at Farhangian University were used. According to the findings, the desirable implementation of the internship curriculum requires collaborative and multidimensional collaborative and multidisciplinary activities among the students of science, teachers and teachers, and what makes this sense meaning the narratives and life experiences that can be linked to the goals Courses are internships and courses.

 

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In the implementation of the new curriculum, art education has been marginalized. For this purpose, scientific activities must be planned which the person tries to change the unfavorable situation to a relatively favorable situation (action research). The aim of this study is the investigation of the challenges elementary classroom teachers face when implementing the new arts education curriculum and explanation of the concept of action research in integration of arts in elementary schools to implement the new art education programs. The method of study was integrated and based on action research. By using various arts (integration of art) and improving the conditions for its implementation (action research) it became clear that students are interested in changing the artistic program for its pivotality. Satisfactory results were also generated in the field of education and learning.​Implementing of new curriculum program based on the integration of art will increase the participation. 

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The purpose of this study is to analyze the type and extent of the curriculum commonplaces in the curriculum committee of selected universities in Iran using a qualitative research approach, it was a content analysis method. The statistical population of the study consisted of all curriculum development and subject matter specialists in university curriculum committees, out of which 21 were selected using purposeful sampling and "saturation criterion" and they were semi-structured interviews. Free categorization and coding were used to analyze the data obtained from the interviews. The findings showed that the type and curriculum commonplaces influencers in the curriculum committees were classified into three main categories: 1-Ageism and resistance to curriculum-policy-making, rent-seeking, and financial incentives to select members; 2- Minor contribution participation of curriculum specialists in curriculum development decision making; 3- Poor participation of employers and students in review curricula or creating new disciplines.
 

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The present study was conducted with the aim of identifying and explaining the prerequisites of a dialogical teaching-learning strategy, proportionate‎ to generational characteristics of todaychr('39')s ‎undergraduate students, using the mixed method. The tools used in the qualitative and quantitative sections were semi-structured interview and researcher-made questionnaire, respectively. The analysis of the findings in the qualitative part is based on grounded theory and in the quantitative part is descriptive-survey. The statistical population in the qualitative section was the experts, of which the sample of them continued in a targeted manner‎. The statistical population in the quantitative section, consisted of faculty members and undergraduate ‎students from whom the research sample was selected from them by stratified ‎random method. Based on the findings, 8 important prerequisites were identified. As a result, the academic motivation and scientific growth of todaychr('39')s students, depends on the efforts of teachers in the application of the mentioned Prerequisites.

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The purpose of this research was to investigate the views of experts in relation to the personal theorizing and its role in teaching excellence. In this regard, among the professors who had scientific experience and works were selected and interviewed. The data collection tool was a semi-structured interview. Interviews were conducted face-to-face and virtual. After coding, the collected data was analyzed using the categorization method. The results showed that from the point of view of most of the professors, having experience, knowledge and scientific awareness are among the prerequisites for personal theorizing. Also, the professors believed that the relationship between general theories and personal theorizing is in three forms: whole to part, integrated, and technical-artistic. According to the professors' point of view, increasing knowledge and improving professors' performance are the most important opportunities, and the lack of experience of professors is the most important challenge to personal theorizing.

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This Study aims to look into the evolution and revision of higher education curricula Post September 11, 2001. The study used a qualitative research method with an historical lens. The investigator shows the evolution of reviewing higher education curricula in 21st century from an analytical perspective. The study uses archival analysis primarily research publications and  documents related to higher education curricula available online and printed in digital sources.The finding show that the higher education curriculum in Afghanistan has gone through different phases. The data suggest that the curriculum experience show a transition from a relatively irregular curriculum planning system before September 11 to a centralized curriculum system post September 11 leading towards opinion polls and the delegation of some autonomy for curriculum to prestigious universities.The study found that 165 majors were identified that needed to be reviewed;among them, the curriculum of 71 fields of study have been revised to date