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Abstract: The main goal of the present study was to investigate the role of entrepreneurship education model (KAB) to promote trainees entrepreneurial skills in vocational and trainees centers. This study is practical and its methodology is descriptive and is based on the structural modeling of the equations. The population of this study includes the trainees in state-run professional and technical centers and their branches in Isfahan. Based on the Kerjcie table and et al, 285 person are selected by means of clustering according to the appropriate volume; instruments for the compilation of information, the questionnaire for entrepreneurship skills and the researchers’ questionnaire which is provided by KAB teachings are proved reliable with 0/92 Cronbach Alpha. According to the structural modeling of the equations, T-test and the analysis of the variance the result shows a significant relationship between business entrepreneurship teachings and entrepreneurship’s different dimensions (personal, management and technical skills). Also, there was no significant difference in business entrepreneurship teachings according to demographic features (Gender, activity, degree and field of study).

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The purpose of this study is understanding the Personal Practical Knowledge (PPK) of teachers which has been done through qualitative method. Understanding PPK helps us to understand why teachers act in a specific way. In this regards, reflecting on their personal and professional narratives also help to improve their practice. This study was conducted along with 13 teachers in a non-profit primary school in Tehran. The results of the study indicate teachers’ rich knowledge of factors affecting success of the teaching profession. However, the data obtained from the observations show the difference between what the teacher describes as a successful teacher and effective teaching, and what happens in their practice. The dynamic and contextual nature of the teacher's knowledge and the different meanings and interpretations of similar experiences and events and absence of reflection are the factors that cause this differences.

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The purpose of this article is to design a personalized lesson plan based on conceptual art in elementary school. From the point of view of conceptual art (from postmodern arts), educationand curriculum is a completely personal and situational matter. Using synthetic research method, the ideas and sources related to conceptual art were examined and the nine main categories of conceptual art identified included: social, political and cultural issues / critical approach / multicultural / creativity / audience interaction / global and indigenous dimension / biological issues Environmental / Variety in media technique. To realize a personalized curriculum, the concepts are: "style, how, level, content, teaching strategy and method, media, evaluation, time and place." Accordingly, an attempt was made to provide a model of combining the basic concepts of conceptual art in the general form of personalized curriculum, which has reached the final approval of the curriculum and conceptual arts experts.

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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.