Review Article
Mahshid Golestaneh; Seyed Mohsen Mousavi
Abstract
The Polish education system has undergone significant changes since gaining independence from the communist regime in 1989, including alterations in school structure, curricula, teacher training, and professional development. Since 1990, the country has revised its teacher education standards four times, ...
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The Polish education system has undergone significant changes since gaining independence from the communist regime in 1989, including alterations in school structure, curricula, teacher training, and professional development. Since 1990, the country has revised its teacher education standards four times, with the latest update in 2019. This study investigates teacher education policies in Poland, which have seen substantial reforms since joining the European Union in 2004. It explores the nation's policies concerning teacher training, student admission criteria for teacher training institutions, required academic courses, internship organization, practical teaching, teacher recruitment, employment, and professional development. Utilizing a descriptive-analytical research method, data were collected and interpreted based on predefined criteria aligned with the research objectives. Findings reveal significant changes in Poland's teacher education programs over the past two decades, including increased teacher salaries, expanded early childhood teacher training, enhanced teacher training and advanced education programs, and a focus on educational system issues. Pedagogical training plays a vital role in Polish teacher education, with prospective teachers mandated to complete supervised internships or independent teaching before employment for professional readiness. Key challenges in Polish teacher education include declining student numbers and the relatively older age of teachers compared to other European Union countries.
Original Article
Mohammad Tollabi; Jamal Fazel Kalkhoran; alireza babaei mazreno; Fatemeh Sadat Tabatabaei
Abstract
This study investigated the achievement of cognitive goals of physical education in high school students of Yazd city. The research was a field study with a descriptive method. The instrument for measuring the research variables was a four-option researcher-made test on scientific topics in the field ...
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This study investigated the achievement of cognitive goals of physical education in high school students of Yazd city. The research was a field study with a descriptive method. The instrument for measuring the research variables was a four-option researcher-made test on scientific topics in the field of physical education. The content validity of the instrument was confirmed by the opinions of experts. The reliability estimate of the instrument was calculated by applying it to 40 students and using Cronbach's alpha and split-half (odd and even) methods, which were 0.81 and 0.89, respectively. The population consisted of 39387 high school male students in Yazd, and a sample of 380 students (200 junior high school students and 180 senior high school students) was selected based on the Morgan-Kerejcie table. The results showed that the cognitive goals of physical education were not achieved in high school male students. Therefore, it is suggested that trained teachers should pay more attention to the cognitive goals, and have a special interest in introducing students to the cognitive (knowledge) content of physical education
Original Article
fariba hoseina; esmaeil sadipour
Abstract
Choosing a job is one of the most important choices in every person's life. The aim of the current research is to compile and validate the educational package of career choice based on choice theory for high school students. The research is functional in terms of purpose and qualitative in terms of method. ...
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Choosing a job is one of the most important choices in every person's life. The aim of the current research is to compile and validate the educational package of career choice based on choice theory for high school students. The research is functional in terms of purpose and qualitative in terms of method. The educational package was compiled by content method and studying books and articles about the choice theory and then to validate the educational package, the package to evaluate the contents of the package was sent to 25 persons from the statistical community which included teachers and professors in the field of psychology, and finally 10 persons answered the questionnaire. CVI and CVR indices were used to consider the validity, and the obtained values were higher than 0.80 and 0.80, respectively, which indicates the appropriate validity of the contents of the package from the experts' point of view. According to these results, this package can be used in secondary schools.
Original Article
enayat karimzadeh; hadi pourshafei; mohammad akbaryborng; hossein shokohifard
Abstract
The current trend in learning the science curriculum is more towards interdisciplinary (combined) learning. In the past years, several studies have examined articles related to integrated science curriculum. However, so much research on articles on integrated science curriculum is still not available ...
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The current trend in learning the science curriculum is more towards interdisciplinary (combined) learning. In the past years, several studies have examined articles related to integrated science curriculum. However, so much research on articles on integrated science curriculum is still not available to date. The purpose of this study was to review 29 empirical research articles in the field of science curriculum integration that have been published from 2010 to 2019. Most of these articles are taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in different countries. Nevertheless, the implementation of integrated science has not been as successful as expected. Students' understanding of integrated sciences shows it to be difficult, boring, uninteresting and abstract. There are several issues in the implementation of integrated science learning: inconsistency of teachers' educational background with integrated science, as well as underdeveloped textbooks and curriculum. Implementation of integrated science is effective for improving students' skills.
Original Article
gholamreza safari; omid safari
Abstract
The purpose of this research is to investigate the relationship between talent management and job performance through psychological empowerment in teachers of the first secondary level of Mamsani city. This research is applied and descriptive and correlational. The statistical population of this research ...
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The purpose of this research is to investigate the relationship between talent management and job performance through psychological empowerment in teachers of the first secondary level of Mamsani city. This research is applied and descriptive and correlational. The statistical population of this research was all 301 teachers of the first secondary level of Mamsani city, of which 170 people cooperated with the researcher as a sample and by cluster random sampling method. Data collection tools were standard job performance questionnaires. Petersen et al. (2004), talent management by Ahmadi et al. (2011) and psychological empowerment (Spritzer, 1995). Descriptive statistics methods were used to describe the data, and Pearson's correlation coefficient, regression and structural equations were used to analyze the data. The results of the research showed that there was a positive and meaningful relationship between talent management and psychological empowerment with job performance, and there was also a positive and meaningful relationship between talent management and psychological empowerment. Finally, the results showed that the relationship between talent management and job performance through psychological empowerment was positive and significant (P ≤ 0.01).
Original Article
Mir Mustafa Saidi Ardabili; Sohrab Farajkhah; Morteza Javidpour
Abstract
The aim of the present study was to determine the effectiveness of teaching emotion regulation and problem solving skills on the social adaptation of sensory-motor disabled students. The present research was conducted in an experimental way, pre-test, post-test with a control group. The statistical population ...
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The aim of the present study was to determine the effectiveness of teaching emotion regulation and problem solving skills on the social adaptation of sensory-motor disabled students. The present research was conducted in an experimental way, pre-test, post-test with a control group. The statistical population included students with sensory-motor disabilities studying in secondary school in the year 1400 in the exceptional schools of Ardabil city, 30 of them were randomly counted into three groups. The measurement tools included: standardized California Social Adjustment Questionnaire (short form of 90 questions), Gross emotion regulation training program, and problem solving skills by the method of Goldfried and Desorilla. Data were analyzed with SPSS version 21 software and using multivariate analysis of covariance test. The results showed that the emotion regulation training method (impact rate 0.93) is more effective on the social adaptation of students with sensory-motor disabilities than problem solving skills (impact rate 0.45); The findings show that emotion regulation training and problem solving skills have an effect on the social adaptation of students with sensory-motor disabilities; It is suggested that educational officials pay attention to the important role of emotions and emotions and their appropriate guidance in planning related to students . .
