Mohammad Davoudi, Rokhsareh Ghorbani, Mohammadreza Adel, Mohammadreza Amirian,
Volume 5, Issue 37 (11-2018)
Abstract
this qualitative study sets out to capture Iranian EFL teachers’ perceptions of reflective teaching. In doing so, a semi-structured interview was done with a theoretical sampling comprising 15 EFL teachers. Drawing on a grounded theory method the collected data were analyzed whose results led to the emergence of five categories with reflective teaching understanding as the core category and teaching issues, learner’s issues, teacher-related factors, advantages of, and obstacles to reflective teaching as subcategories. The emerging categories were discussed in the context of language teaching along with some recommendations. The results indicated that the teachers have awareness of reflective teaching and support its priviples. The findings of the present research might be of value to the curriculum developers and course instructors of teacher education programs to design courses.
Mr Seyed Alireza Ghasemi, Dr Mohsen Ayati, Mr Mahdi Salarsadeghi, Mr Mohammad Alipour, Mrs Minoo Miri,
Volume 12, Issue 46 (9-2023)
Abstract
The purpose of the current research was to identify and investigate the challenges of sex education and in a systematic way by searching keywords including challenge, problem and problem along with the word sex education or sex education in reliable scientific databases including: Google Scholar, PubMed, Taylor & Francis Online, Springer, Eric, Science direct, Elsevier, Scopus, SID and Magiran, in the period from January 2018 to October 2022 in English journals and also from April 2016 to March 1401 in Persian journals. Finally, 9 Persian articles and 6 English articles were reviewed. The most important challenges obtained were educational and content challenges, policy challenges and upstream documents, family challenges, individual and social challenges, as well as the challenge of training an efficient workforce. Therefore, in line with sexual education, a comprehensive and strategic program should be designed and compiled by an expert curriculum planning team, and then, in accordance with it, training human resources specialized in this field should be carried out.
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