https://itt.cfu.ac.ir/ Theory and Practice in Teachers Education en daily 1 Thu, 23 Oct 2025 00:00:00 +0330 Thu, 23 Oct 2025 00:00:00 +0330 https://itt.cfu.ac.ir/article_4636.html Achieving the goals of educational policies depends on how they are implemented in schools. Principals, as the main executives and leaders, sense-making and interpret policies and determine how to implement them. How and why these interpretations and actions of principals have been the constant attention of researchers and policy makers. In this regard, the sense-making approach was introduced as a new approach from organization studies to education research and was welcomed by researchers as a framework for explaining the processes within the school. Based on this approach, principals, facing the ambiguity caused by new educational policies, interpret a new meaning of their leadership role in order to fulfill the demands of the policies based on it. Although more than two decades have passed since the introduction of the sense-making approach to the field of education and especially the implementation of educational policies, it has not been used in educational studies in Iran. The current research was done with the aim of clarifying the sense-making concept of school principals in the implementation of educational reforms and policies. By applying the findings of this study to research adopting a sense-making approach, researchers can gain new insights and develop innovative analytical frameworks. Understanding how educational policies are implemented within schools and why certain outcomes occur can help policymakers and educational leaders navigate the complex process of policy implementation. https://itt.cfu.ac.ir/article_4633.html Background and Objectives: Gender dysphoria refers to the persistent incongruence between an individual's experienced gender identity and their assigned sex. Within the context of cultural unawareness, gender-biased educational structures, and deficiencies in teachers' professional competency models, this phenomenon presents profound challenges for affected individuals. Previous research indicates that Iran's educational system lacks supportive frameworks for students with gender dysphoria. Methods: This qualitative study employed a descriptive phenomenological strategy. Twenty-one 17- to 18-year-old female students with gender dysphoria residing in Shiraz were selected via purposive sampling based on theoretical saturation criteria, recruited from clinics specializing in gender-related healthcare. Data were collected over six months using semi-structured interviews and analyzed using Colaizzi’s seven-step method for qualitative content analysis. Findings: Results revealed five main themes and 12 sub-themes: First, teachers’ gender knowledge gap; Second, inadequate skills in managing identity conflicts; Third, schools’ gender-biased policies; Fourth, absence of institutional support; and Fifth, students’ adaptive strategies. .Conclusion: The results indicate that the psychological and academic harms experienced by students with gender dysphoria intensify due to the confluence of teachers' professional competency deficiencies and structurally rigid educational systems; these results underscore the imperative to redefine pedagogical competencies, revise supportive protocols in schools, and reform teacher training institutions. https://itt.cfu.ac.ir/article_4634.html AbstractMental health is one of the most important aspects of human health, and today, evaluating its factors in student-teachers is a vital necessity. The present study aimed to predict the mental health of student-teachers based on cognitive-emotional regulation, social support, and academic resilience with regard to the mediating role of sleep quality. The research design was correlational and structural equations type. The statistical population includes all the student-teachers who were studying at Farhangian University of Kurdistan in 2022-2023, of which 400 were selected by stratified random sampling method. Data collection tools included a Multidimensional Index of Perceived Social Support, Cognitive-Emotional Regulation Questionnaire, Academic Resilience Questionnaire, Pittsburgh Sleep Quality Index and short form of Mental Health Questionnaire. Data analysis was performed by structural equation modeling through Spss-21 and Amos-21 software. The results showed that the variables of cognitive-emotional Regulation, social support, academic resilience and sleep quality had a direct and significant effect (P>0.01) on mental health in student-teachers. Also, cognitive-emotional regulation, social support and academic resilience through sleep quality had an indirect and significant effect on mental health (P>0.01). Considering the importance of mental health, targeting these four components in the education process of Farhangian University students can have a significant effect on increasing their mental health. https://itt.cfu.ac.ir/article_4643.html The aim of the research was to analyze the professional characteristics of teachers from the perspective of students. The research was a mixed-method study using a sequential qualitative-quantitative design in two stages. The qualitative study population was secondary school students in Tehran province, the purposive sampling method and the sample size were based on theoretical saturation of the data. Accordingly, 67 female students and 60 male students participated in the interview. Using the agreed categories from the qualitative data analysis, a researcher-made questionnaire with 95 questions was prepared. The content validity of the questionnaire was confirmed by experts and its reliability was calculated as 0.79 after preliminary implementation by calculating the Cronbach's alpha coefficient. The quantitative statistical population was the second year high school students of the country and the random stage sampling method and statistical sampling of students selected in 3 regions of the country and 10 provinces. In the qualitative data analysis, content analysis was used, and in the quantitative data, one-sample t-test, two-group t-test and one-way analysis of variance test were used. The findings showed that the characteristics of teachers from the students' point of view were obtained in 3 dimensions of general, professional and specialized competence and 13 categories. The titles of the resulting characteristics: personality, moral and value. It is recommended to design and implement training courses to improve the characteristics and enhance the level of competence of teachers in the field of weak or inappropriate characteristics that students believe exist in some teachers. https://itt.cfu.ac.ir/article_4637.html Background and Objectives: Action research and the teacher-as-researcher initiative have received considerable attention in educational systems worldwide, although they have been addressed to a more limited extent in Iran. The present study aimed to evaluate the national Teacher-Researcher Program in Iran. Method: This evaluation study employed the Provus Discrepancy Evaluation Model (DEM), focusing on four of its five stages—design, installation, process, and product—to examine the actual performance of the program against its established criteria through a comparison of the current and desired conditions. The desired condition was derived from explicit criteria stated in upstream educational policy documents of the Iranian education system, as well as from educational policies and strategies in leading countries and a review of relevant scholarly articles and books. The current condition was assessed using questionnaires and interviews with stakeholders, program implementers, and evaluators. Findings: Overall, across the four examined stages, both consistencies and discrepancies were observed between the current and desired states. Conclusion: Alignment was found in such criteria as access to academic resources, certification and recognition, annual evaluation, managerial support, and teacher coverage within the program. However, discrepancies were identified in allocation of appropriate research spaces, intra-organizational coordination, and selection of relevant content. Recommendations of this study included: revising the teacher education curriculum in Teacher Education (Farhangian) University, strengthening implementation programs to provide maximal support for teacher-researchers, supplying necessary educational facilities, reforming classroom assessment content and processes, and establishing monitoring mechanisms for managerial performance. https://itt.cfu.ac.ir/article_4649.html The aim of the present study was to investigate the cultural pathology of skill learners in Article 28 of the Farhangian University's statutes. The qualitative research method was coding .The statistical population of the research is the skills of students trained in Farhangian University of Kerman and sampling was done in a targeted and accessible way. The research tool was semi-structured interview and data analysis using coding. The findings of the research showed that the implemented cultural program can be classified into eight axes of cultural knowledge, cultural attitude, implementation process, religious identity, artistic and aesthetic literacy, cultural observation and reflection, cultural perspective and cultural strategy. Based on the experience of the students, of these eight axes, there was relative satisfaction in four cases of cultural literacy, cultural attitude, religious identity, and cultural observation and reflection, and in four cases of performance process, artistic and aesthetic literacy, cultural perspective, and cultural strategy, there was little satisfaction. These results indicate that in order to improve the cultural competences of the students, their artistic literacy, performance and cultural future selection should also be strengthened. In line with the findings of the research, https://itt.cfu.ac.ir/article_4621.html Background and Objectives: The purpose of this research is to investigate the relationship between theory of mind and fear of success with mediation of decision-making styles in teachers. Methods: The research method was a descriptive correlational research with structural equation modeling. The statistical population of this study included all teachers of the Gorgan Education Department in 2025, of which 302 people were included as samples using the convenience sampling method. The research tools included the Revised Mind Reading Test through the Eyes (Baron-Cohen et al., 2001) and the Fear of Success Scale (Zuckerman & Allison, 1979) and General Decision-Making Styles Scale (Scott & Bruce, 1995). Findings: The results showed that mind reading has a significant indirect effect on fear of success through logical (β = -0.13), intuitive (β = -0.08), and dependent (β = 0.22) decision-making styles. Also, theory of mind has a significant relationship with fear of success and all decision-making styles except avoidant decision-making style. Fear of success also has a significant relationship with all decision-making styles. Conclusion: The findings of this study demonstrate that enhancing theory of mind abilities in teachers can lead to reduced fear of success and improved decision-making styles. The results indicate that training in social cognition skills and rational decision-making may serve as an effective strategy for mitigating psychological barriers to success in educational settings. This research underscores the importance of incorporating cognitive-social factors into educational planning and teachers' professional development programs. https://itt.cfu.ac.ir/article_4638.html The present study aimed to investigate the relationship between artificial intelligence and the position of teachers from the perspective of Islamic education. This qualitative study was based on an analytical-comparative method and data were collected through documentary sources. Samples were selected using a purposeful coding approach and data analysis was performed using conceptual analysis and content analysis methods. Finally, comparison of the educational and pedagogical characteristics of teachers in authentic Islamic texts with the operational and educational capacity of artificial intelligence was conducted. The results show artificial intelligence performs remarkably in technical and quantitative areas, such as large-scale personalization of education, learning data analysis, and automated assessments. However, in key educational-ethical dimensions of teachers, including practical role modeling, self-development, compassion, and spiritual guidance, artificial intelligence lacks the necessary qualifications to fully replace them. These limitations arise from the lack of human identity, spirit, nature, and the inability to produce wisdom based on faith. Therefore, the research concludes that artificial intelligence cannot completely replace the human teacher in Islamic education; rather, it can play a complementary, supportive, and assistant role in educational and technical matters. This application must be in line with the principles of Islamic education and be under the continuous supervision of relevant institutions to prevent conflict with educational and value goals. This approach to the cooperation of artificial intelligence and human teachers is recommended to improve educational processes, in a way that preserves the vital role of the teacher in the comprehensive moral and spiritual development of students. https://itt.cfu.ac.ir/article_4635.html The aim of the present study was to analyze and investigate the state of the prayer culture of Farhangian University and to identify the factors of this situation with the aim of preparing a comprehensive document on university prayer. Based on this, the statistical population of the research, which was Farhangian University students, high-level university administrators, clergymen and prayer missionaries active in Farhangian University, 725 people were selected as the research sample using random cluster sampling. The method of the current research is a descriptive survey type, and to collect data, researchers' self-made questionnaire inspired by Clark Stark's model of religiosity was used. The validity of the questionnaire was confirmed using factor analysis and its reliability was reported using Cronbach's alpha 0.76. The findings of the research showed that from the point of view of performing , religconsequences, belief and religious knowledge are in the first to fourth priorities, respectively, and among the affecting prayer, socio-cultural factors have the most impact and factors factors are in the next stages.consequences, belief and religious knowledge are in the first to fourth prayer, socio-cultural factors have the most impact and factors Family, political-economic and individual factors are in the next stages. https://itt.cfu.ac.ir/article_3780.html Background and Objectives:The aim of this research is to analyze the content of the sixth grade Thinking &Research book based on the Artistic and aesthetic, scientific and technological fields presented in the document on the fundamental transformation of education and William Rummy's technique.Methods: This research is descriptive and its method is content analysis based on William Rummy's technique. The statistical population of the research is the sixth grade Thinking & Research book that was published in 2023.Findings: It showed that in the Thinking & Research book, in terms of the scientific and technological educational field, according to the image, (16.6%) the least attention has been paid. But in terms of scientific and technological educational field, it has received the most attention in terms of written text(83.7). Also, the engagement rate of the text in terms of the scientific and technolodical fields sphere was 0.24 , on the other hand, the engagement rate of images in terms of the scientific and technological fields sphere was 0.0, which showed that the active presentation. The engagement rate of questions in terms of the scientific and technological fields sphere was 2.3 and according to William Rummy's techniquer. According to the engagement rate of texts in terms of the Artistic and aesthetic education and the theory of William Rummy's, it is 0.2 . Conclusion: In sum, the findings of the research revealed that of sixth grade Thinking & Research book have favorably paid attention to the Artistic and aesthetic , Scientific and technological areas. https://itt.cfu.ac.ir/article_4644.html The philosophy of existentialism, with its emphasis on concepts such as freedom, responsibility, choice, and personal meaning-making, introduces a unique perspective to education. Within this framework, the teacher transcends the role of a mere transmitter of knowledge and becomes a central facilitator of students' self-awareness and existential development. This study aims to provide a comprehensive analysis of the dimensions, characteristics, functions, and responsibilities of the teacher in an existentialist classroom, based on a selection of relevant research studies. Employing a narrative review and qualitative content analysis approach, the study synthesizes key findings across sources. Results indicate that the existentialist teacher primarily acts as a facilitator of self-awareness and authenticity, guiding students through existential questioning and fostering a space for free choice and meaning-making. Building an authentic and dialogical “I-Thou” relationship, grounded in honesty, presence, and mutual respect, is another central function. Moreover, the teacher serves as an existential role model and liberating agent, empowering students to confront life’s anxieties and transcend personal limitations. The use of art and aesthetic experiences supports the development of imagination and creativity. Ethical classroom management, founded on freedom, responsibility, philosophical self-awareness, and inner commitment, also emerges as a key component. This demanding role requires a high level of philosophical and personal readiness and often contrasts with conventional educational structures. Nevertheless, the emphasis on holistic growth, critical thinking, and meaning-making offers significant potential for innovative education. The findings underscore the importance of fostering teacher self-awareness, dialogical skills, and structural flexibility in teacher education and educational policy. https://itt.cfu.ac.ir/article_4182.html Paying attention to the six fields of education is very important and a complete and comprehensive program is needed in this field. The current research was carried out with the aim of investigating the level of attention paid to the subject of the six areas of education in the books of Heaven's Gifts, Farsi and Social Studies of the fourth and fifth grades. This research is descriptive-analytical and uses the Shannon entropy method. It was socio-statistics, gifts of heaven, Farsi and social studies books for the fourth and fifth grades in the academic year of 1401-1402. Due to the limitation of the statistical population, the statistical sample was considered equal to the statistical population. Also, data were collected using a checklist of the six areas of education, with 6 components and 56 indicators, which are the same as the indicators proposed in the fundamental transformation document. To determine content validity, the checklist was given to three experts and experts, which was approved by them. For the reliability of the questionnaires and its indicators, the review method was used by two experts, which was also approved by them. The results show that the component of political and social education has been mentioned the most with 180 items and the component of scientific and technological education has been mentioned the least with 5 items. The content analysis of Shannon's entropy also showed that, from the examination of the books of Heaven's gifts, https://itt.cfu.ac.ir/article_4642.html the aim of the current research is to investigate the effect of the stories and poems in the fourth-grade Persian book in improving the critical thinking of students-teachers of the girls' campus in virtual education. This research is a survey type, it is classified as applied research. To collect the required data, library and field studies were used. The statistical population includes 75 female students of elementary education at Farhangian University in the academic semester of 1400 to 1401 of Nasibeh Higher Education Center in Tehran, who were selected using random sampling. Cronbach's alpha coefficient was used to determine the reliability of the questionnaires. Also, in order to check the hypotheses of the research, SEM was used with SmartPLS3 software. Findings: The findings showed that the stories and poems in the Persian book of the fourth-grade lead to the strengthening of logical prediction, self-criticism, critical interpretation, conflict and solidarity, design and problem solving, reorganizing and checking the validity of propositions. Skills such as logical prediction can play a significant role in promoting critical thinking among teachers. Also, the ability of self-criticism is one of the other consequences of studying the content of the fourth Persian book. https://itt.cfu.ac.ir/article_3908.html Educational leaders play a significant role in enhancing the quality of education, improving the teaching-learning process, and fostering the professional growth of teachers. This study aims to understand the challenges and expectations teachers in multi-grade classrooms have from educational leaders. This research follows a qualitative approach, employing a phenomenological design to describe the challenges and expectations in depth. Purposeful who met the predetermined criteria set by the researcher. Sampling continued until theoretical saturation was reached. Data collection was conducted through in-depth semi-structured interviews, and the data were analyzed using inductive qualitative content analysis. Validation of the findings was carried out through participant review and scientific rigor by the researcher. To ensure the reliability of the findings, the interviews were carefully guided, notes were meticulously recorded, and both self-review and cross-coding of interviews by an independent researcher were applied.According to the research findings regarding the challenges faced by multi-grade classroom teachers with educational leaders, issues such as lack of professional interaction with teachers, non-professional evaluations, and inadequate knowledge and expertise—along with 11 other subcategories—were identified. Expectations and demands were categorized into three main areas: authority of leaders, providing practical solutions, and improving effective communication with teachers, with eight additional subcategories.The results of this study could inform policy-making and planning to strategically select educational leaders with the professional qualifications highlighted in this research. Emphasizing effective interaction between leaders and teachers is expected to enhance the quality of the teaching-learning process in multi-grade classrooms. https://itt.cfu.ac.ir/article_4620.html The abstract The purpose of this research is to evaluate the validity of the model of pluralist teacher qualifications in Iran's educational system. Methods: This study has been carried out in a descriptive and survey method. The statistical population includes teachers and professors in the field of lesson planning who have presented articles and studies in the field of research. Using the purposeful sampling method, 220 teachers of Fars province and 25 lesson planning professors participated in this research. Information was collected through a questionnaire designed by the researcher. To confirm the validity of the designed questionnaire, divergent validity and construct validity methods were used . Also, in order to check the reliability level, three Cronbach's alpha tests, homogeneity coefficient and composite reliability were used, which in all three cases showed the reliability coefficient for all the main variables and dimensions above 0.7. In order to analyze the data, first a description of the variables was given using descriptive statistics. Then, the questions were analyzed with the help of confirmatory factor analysis and structural equation model with the help of Smart PLS software. Conclusion: The results showed that the themes identified in the qualitative section were approved by the experts. https://itt.cfu.ac.ir/article_3961.html The main purpose of this research was to delve into the lived experiences of humanities educators of Islamic Azad University, Arak Branch, regarding the approved curriculum and determine the place of the approved curriculum in their lived experiences using interpretive phenomenology. Phenomenological research can bring profound and practical findings while examining people's lived experiences. For this purpose, the teacher was selected using purposeful sampling and data was collected during in-depth and semi-structured interviews and analyzed and interpreted based on Dickelman's method. The participants gave their opinions in the process of data interpretation and analysis. The result of the final interpretation is the formation of five main categories in the teachers' experiences regarding the approved curriculum, including: 1- concern in the process of implementing the curriculum; 2- obsolescence of the approved curriculum; 3- The need to pay attention to degree orientation in the approved curriculum; 4- Inattention to the labor market and students' job needs and 5- Inconclusive surveys about the approved curricula. Also, in this research, it was found that humanities educators in Islamic Azad University, Arak branch, have different positions regarding the approved curricula of their fields, and these positions can be divided into a four-point spectrum. From "agree", "indifferent" to "object" and "oppose". https://itt.cfu.ac.ir/article_4689.html The purpose of this study was to investigate the mediating role of self-efficacy in the relationship between professional skills and innovative behavior of teachers in Khomeini Shahr. The statistical population in this study included teachers in Khomeini Shahr, which numbered about 2500 people. Sampling in this study was carried out conveniently, and 200 teachers in Khomeini Shahr were selected from among the teachers to the extent of the sample group and responded to the questionnaires on teachers' professional skills (Hajizadeh, 2011), innovative behavior (Kanter, 2009), and general self-efficacy (Sherr et al., 1982). The data were analyzed through Pearson correlation coefficient and structural equation modeling. The findings show that the presented model of sufficiency indicators was analyzed to explain the relationship between research programs (P=0.13). Professional skills and innovative behavior were mediated by the relationship of self-efficacy (P<0.01). The relationship between professional skills with innovative behavior and self-efficacy, as well as the relationship between self-efficacy and innovative behavior, was confirmed (P<0.01). Also, the mediating role of self-efficacy in the relationship between professional skills and innovative behavior was confirmed (P<0.01). Based on the findings of this study, it can be said that training and helping to improve teachers' professional skills improves their beliefs about their own abilities and, in fact, improves their self-efficacy. High self-efficacy can also lead teachers to be innovative in performing their professional skills. Most importantly, teachers who have high levels of professional skills, self-efficacy, and innovative behavior are appropriate cognitive and behavioral role models for students. https://itt.cfu.ac.ir/article_4187.html This research was conducted with the aim of evaluating the professional competencies of student teachers in primary education based on the key dimensions of teacher competency. The combined research design and the research method in the quantitative part was a descriptive survey, and at the same time, in the qualitative part, with the descriptive phenomenological method, the lived experiences of the students regarding the acquired competencies were explored. The participants in the research were the students of the final year of continuous bachelor's degree in the field of elementary education at Farhangian University of Central Province, who graduated in 2001-1400. The sample of the research was selected in the quantitative part among the female student teachers using a simple random sampling method of 200 people and among the male student teachers as a whole number of 60 people, and in the qualitative part of the targeted approach and with the sampling method of ordinary people. And theoretical data saturation was used to determine the final number of participants. The research tool in the quantitative part was a researcher-made questionnaire and the data collection method in the qualitative part was a semi-structured interview. The method of data analysis in the quantitative part of the T-Tech exam was exemplary and in the qualitative part it was thematic analysis. The results of the research showed that the key competencies among the student teachers of Shahid Bahnar Campus and Zainab Kobri Campus of Central Province have been acquired at a relatively favorable level. https://itt.cfu.ac.ir/article_4619.html the purpose of this study was to illustrate the scientific products of professional development of teachers .the research method is Scientometrics which has been done by excel , VOSviewer and Bibliometrix softwares .the research population consisted of 5923 scientific articles from scopus database between 1891 and 2023 , which were extracted and analyzed .after extracting the data , the data were analyzed using spss software and graphs and tables were identified .the results showed that the process of publishing articles in this field was increasing and among the universities , نانیانگ technical university and among the journals , education and teacher education journals , among the research papers had the highest number of articles .keywords : teaching , professional development of the teacher , professional development , professional aspects , education , and in relation to this type of research , america and china excelled .four areas were found in thematic maps , including the driving , specialized , and emerging issues .therefore , paying attention to research in the field of professional development of teachers is still very important and new and emerging issues should be considered by researchers in this field . https://itt.cfu.ac.ir/article_4030.html Background and Objectives: Angle is a multi-dimensional concept, with different aspects becoming prominent depending on the context. Teachers require a comprehensive understanding of it to teach effectively. Methods: This study examines the knowledge levels of teachers and student-teachers regarding the concept of angle and the sources shaping their experience. Using a mixed-methods approach, the first research question was addressed quantitatively, while the second was explored qualitatively. Key interpretations of angle, such as geometric shape, rotation, intersection, corner, area, distance, slope, and bend, were identified from the literature.Participants included 132 teachers and student-teachers from Tehran (83 teachers, 49 student-teachers), selected via available sampling. They were asked to provide definitions of angles. Definitions from elementary math textbooks, teacher guides, and Farhangian University resources were also analyzed by experts. Findings revealed that interpretations like "intersection," "geometric shape," "rotation," and "corner" received the most attention, while others were overlooked. Teachers and student-teachers lacked a holistic view of the concept, and learning resources inadequately addressed definitions like geometric shape, corner, area, and intersection, contributing to limited understanding. Given the significant influence of textbooks and teacher training programs, it is suggested that their scope and content be revised to enhance teachers' knowledge and professional competence. https://itt.cfu.ac.ir/article_4691.html Background and Objectives:The human resource management system within the national education sector faces structural challenges and fragmented regulations. This study aims to develop an integrated model of good governance for human resource management in education and to provide a practical framework for improving organizational efficiency.Methods:This applied research was conducted using a mixed-methods exploratory sequential design. In the qualitative phase, the Delphi technique was applied with the participation of 15 academic and executive experts to identify the primary components of the model and achieve theoretical consensus. In the quantitative phase, structural equation modeling (SEM) using the partial least squares (PLS) approach and SmartPLS software was employed to evaluate the factorial structure and relationships among variables. Data were collected through 386 valid questionnaires distributed among HR managers, deputies, and experts of provincial and district education offices. Finally, Interpretive Structural Modeling (ISM) was used to rank and analyze the influence levels of the components.Findings:The final model consists of four main dimensions: symbolic, political, administrative, and experiential. Key components such as formal recruitment regulations, professional standards development, data-driven policymaking, and competency-based performance evaluation define these dimensions. The validity and reliability indices, including GOF = 0.65, confirmed the structural adequacy of the proposed model.Conclusion:The study highlights the necessity of revising employment regulations, developing digital infrastructures, and establishing an integrated HR system, as essential prerequisites for achieving good governance and enhancing productivity across the national education system. https://itt.cfu.ac.ir/article_4244.html Purpose:: The present study was conducted with the aim of comparative study of teacher training internship curriculum in Iran and Finland. The research method is comparative-analytical and the data collection method is documentary, and the Brody method was used to analyze the information. The research population includes Farhangian University of Iran and the University of Teacher Training in Finland, which were selected using purposive sampling. The strategy for selecting the country under study is, "Different social system, different educational outputs." The curricula of the Finnish university were extracted from inland, which were selected using purposive sampling. The strategy for selecting the country under study is, "Different social system, different educational outputs." The curricula of the Finnish university were extracted fthe executive documents of teacher training and internship using tables and checklists, and the validity and reliability of the data were reviewed and confirmed by internship professors and curriculum planning experts. The research findings indicate that the number of internship courses in Finland is similar to Iran. Also, the teacher training system of the country under study differs from Iran in such matters as the amount of internship units and performance. There are also differences between Finland and Iran in terms of goals, content, determining the role and responsibilities of guidance teachers, the time element, and evaluation. https://itt.cfu.ac.ir/article_4692.html The present study, with a qualitative approach and using thematic analysis method and the MAXQDA18 software, explores, on the one hand, the conceptions and competencies of the ideal teacher according to the views of the Supreme Leader of the Islamic Revolution based on his statements to teachers from 1989 to 2024, and on the other hand, critically examines the prevailing views in the field of curriculum planning. The findings of this study indicate that the model of competencies of the ideal teacher, according to Ayatollah Khamenei, emphasizes the concept of the teacher as a prophet in five dimensions: expertise in specialized knowledge, expertise in the teaching role, expertise in the educational role, expertise in the cultural-social role, and finally, the personality and character of the teacher. In contrast, prevailing views are generally influenced by the teaching role and focus on the concept of the teacher as an instructor, mainly emphasizing the first two dimensions mentioned above. However, in these views, there is also a gradual and sometimes increasing attention to the competencies related to the educational and social roles, albeit based on different foundations. In this regard, the necessity of addressing three largely neglected competencies in teacher education planning is increasingly emphasized. https://itt.cfu.ac.ir/article_4190.html Background Objectives: Communication between professors and students is one of the most important areas of communication in higher education, and professor-student communication in Farhangian University is of particular importance due to its mission-oriented nature and the mission of teacher training.Therefore, this research was conducted with the aim of analyzing the lived experiences of teacher-student communication in Farhangian University. Methods: The method of the current research was qualitative and phenomenological, and for this purpose, 12 students and 6 professors were selected from among the students and professors of Imam Sajjad University (AS) by purposive sampling. And the data was analyzed with the Colaizzi method Findings: The experiences of professors and students in 5 themes, the reasons for establishing communication (educational and professional growth, education and learning, support and motivation), challenges and problems (educational, personal and cultural). -attitude), factors affecting communication (grooming and appearance, communication literacy, personality and academic characteristics, generational and age differences, classroom training), consequences (motivational, social and communication and academic training) and communication methods (texting and telephone, systems and social networks, participation in workshops and conferences, class activities) were classified Conclusion: From the findings of the research, it can be concluded that the Communication between the professor and the student can lead the student to a better and faster path of progress and have a greater desire to try and strive, while this Communication can help to improve the educational and learning opportunities of the student. and lead to the development of communication and social skills of both parties. https://itt.cfu.ac.ir/article_4693.html The aim of the present study was to explain the lived experience of elementary school teachers in Alborz province of the concept of "playfulness" in the educational environment in 1403-1404. This study was conducted with a qualitative approach and using the phenomenological method. The participants included 15 elementary school teachers from Alborz province who were selected through purposive sampling using the snowball sampling method. The data were collected through semi-structured interviews and analyzed using the Claise method. The findings of the study showed that teachers' playfulness can be analyzed in the form of (11 main categories, 53 subcategories, 241 open codes); The main categories are: 1) Flexibility in the educational process 2) Creating informal situations 3) Creative use of tools 4) Class management with a humorous and happy approach 5) Gaining the trust of stakeholders with effective results 6) Recreating the teacher-student relationship 7) Challenging the formal norms of the educational system 8) Establishing intimate and informal communication with students 9) The impact of personal and organizational factors 10) The impact of playfulness on the personality and mental body of the teacher 11) The dynamics of the learning environment. These themes show that playfulness is not only a form of disorder or lack of seriousness, but also a creative strategy to increase motivation, participation, and more effective learning in the classroom.The results of this study can be used in designing teacher empowerment courses and reviewing educational policies with an emphasis on the importance of soft and creative skills. https://itt.cfu.ac.ir/article_4498.html abstractBackground and objectives: The new style of internship is designed with a structuralist approach and with the intention of training teachers. Based on the research findings, internship in Farhangian University has provided a little opportunity for practical teaching of student teachers in the real scene and field of practice. Based on this, the aim of this research was to design an ideal internship model for Farhangian University. Method: This research was conducted with a qualitative approach and the method of foundation data theory. The studied population was the internship guidance professors of Farhangian University of Khuzestan, 19 experienced guidance professors, most of whom had the experience of both new and old styles of internship, were selected by purposeful sampling. Data were collected through semi-structured interviews and analyzed based on Strauss and Corbin's approach (open, central and selective coding). Validation was done through three stratification and review by participants and non-participating experts. Findings: The most important findings of this research were the necessity of setting a pragmatic structure for internship and identifying the dimensions of the paradigm model, which include: causal conditions (need assessment and preparation of students, experienced and motivated guidance teachers, thoughtful and practical guidance teachers), central phenomenon (education of thoughtful and practical teachers), conclusion: based on that model of practical and thoughtful internship, in order to adapt the internship program to field realities, it was designed and validated.Keywords: teacher training, thinking teacher training, internship, thinking internship, thinking teacher https://itt.cfu.ac.ir/article_3670.html The main purpose of the scientific visit is a better understanding of the world around us. Therefore, it will increase the insight. This research has a qualitative (phenomenological) approach, and is in the framework of applied research. It was conducted to investigate, evaluate and analyze the scientific visits of geography students (entries from 1396 to 1401) of Farhangian University of Alborz province. The statistical population of the research is the report of scientific visits (30 cases) provided by the students of this university. For this purpose, a matrix was designed to analyze the feelings, statements, meanings, thematic organization, comprehensive descriptions, basic and general structure of the scientific visit in the framework of the knowledge of geography with a phenomenological approach. Among the 30 reports presented, the most frequency of scientific visits Among the reports, it was related to the south (27%) and north (23%) of the country. According to the phenomenological method of Kolaizi, the highest frequency of the sense of copying scientific visits was related to the sense of memorization (50%). Compilation of the meanings obtained from reports evokes concepts of leisure and sometimes an approach. https://itt.cfu.ac.ir/article_4172.html interviewing and hiring skilled teachers always faces challenges. The main goal of the current research was to identify the challenges of the article 28 skill trainees in the academic year of 2024 in Kurdistan وbased on their lived experiences. Methods: To achieve this goal, a critical paradigm, a qualitative approach and a phenomenological strategy were used. Also, the data collection tool, the semi-structured researcher's interview form, and available sampling were used. The participants of the research included 36 students (21 men and 15 women). Findings: The findings of the research were obtained in two steps: challenges and solutions. In the first step, the challenges of interviewing skill learners were discussed, including 3 categories and 28 propositions: working group, analytical practice, oral presentation. The second step also includes providing solutions in 3 categories and 11 propositions: providing information on the subject of teaching at a specific time, checking the mental state of skill learners, equipping the interview place, removing the artificial atmosphere of teaching, specialized courses for evaluators, conducting interviews at specific time intervals. Conclusion: These categories were made for the provided answers, which indicate that the interview of skilled learners has obstacles and problems in various fields. According to the findings of the research, it can be concluded that the process of specialized interview of candidates, in terms of content and implementation of problems, has various and numerous challenges that by solving them, based on the components of the presented model, it is possible to accept candidates with professional qualifications, https://itt.cfu.ac.ir/article_4186.html Background and Objectives: The primary aim of this study was to explore the opportunities and challenges of e-learning from the perspective of professors at Farhangian University in Kurdistan Province. Methods: This research employed a qualitative content analysis approach with an inductive methodology. The study population included all 115 professors at Farhangian University in Kurdistan Province, as well as relevant scientific literature from reputable domestic and international databases published between 2019 and 2024. Professors were selected through purposive sampling, guided by the principle of gradual selection and theoretical saturation. Similarly, scientific sources were purposefully chosen based on their relevance to the research topic. Findings: The data were analyzed and coded using inductive content analysis. The opportunities of e-learning were categorized into four main themes: 1) enhancing professors' skills, 2) creating new learning opportunities, 3) adaptability, 4) Improvement of educational content quality and 5) cost reduction, with 17 subcategories. The challenges of e-learning were classified into seven main themes: 1) interactions, 2) role isolation, 3) educational challenges, 4) evaluation, 5) ethical challenges, 6) infrastructure and support, and 7) overwork, with 28 subcategories. Conclusion: It is recommended to establish a specialized committee in each province to monitor, evaluate, and ensure the quality of e-learning and education. Such a committee would help strengthen opportunities and address challenges. Additionally, creating opportunities for broader interaction with other universities, facilitating the exchange of experiences, and fostering networking with peers at other educational institutions are suggested to enhance e-learning practices at Farhangian University. https://itt.cfu.ac.ir/article_4137.html The goal of this study is to examine pre-service elementary teachers' understanding of the necessity of deductive reasoning for proving the truth of mathematical propositions.. The study population consisted of 240 female preservice elementary teachers in their fifth semester at a campus of Farhangian University. Among them, 80 participants were voluntarily selected as the sample. The data collection instrument was a researcher-developed questionnaire adapted from Healey and Hoyles (2000). The content validity of the questionnaire was confirmed by experts in mathematics education, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.79, indicating an acceptable level of reliability. Data analysis was conducted using descriptive and inferential statistical methods.The results of this study revealed that a majority of the students encountered difficulties in recognizing the necessity of deductive reasoning. Specifically, some pre-service teachers exhibited a limited understanding of deductive reasoning within the context of mathematical proofs in school settings. Moreover, they often prioritized the appearance of an argument or proof over its substantive content. Moreover, based on Harel and Sowder's model, it can be stated that some of the students participating in this study exhibit different proof schemes in different situations. That is, the reasoning they choose to be convinced of the truth of a mathematical statement differs from the reasoning they use to convince others of the same statement. The findings of this research underscore the imperative of emphasizing the process of deductive reasoning in mathematics education courses for pre-service elementary teachers. https://itt.cfu.ac.ir/article_4228.html پیشینه و اهداف: چکیده پژوهش حاضر، توصیفی از نوع همبستگی بود که با هدف تعیین رابطه وجدان تحصیلی با عملکرد تحصیلی، با توجه به نقش میانجی تاب‌آوری اخلاقی تحصیلی و کارآمدی اخلاقی در نمونه‌‌ای از دانشجومعلمان دانشگاه فرهنگیان اجرا شد. روش‌ها‌: در این پژوهش 283 نفر دانشجومعلم رشته-های علوم انسانی به روش نمونه‌‌گیری دردسترس انتخاب شدند. متغیرها با استفاده از پرسشنامه‌‌های عملکرد تحصیلی (فام و تیلور، 1999)، وجدان تحصیلی (مک‌ایلروی و بانتینگ، 2002)، کارآمدی اخلاقی (هانا و اولیو، 2001) و تاب‌‌آوری اخلاقی تحصیلی (راه‌پیما و همکاران، 1398) اندازه‌‌گیری شدند. تحلیل آماری داده‌‌ها به کمک نرم‌‌افزار AMOS و با روش تحلیل مسیر انجام شد. یافته‌ها: نتایج تحلیل مسیر نشان داد مدل مفهومی با داده‌‌ها برازش مطلوب دارد. وجدان تحصیلی به عنوان متغیر برون‌زا، به ترتیب با ضریب استاندارد 43/0 (73/4=t) و 42/0 (53/4=t) بر متغیرهای میانجی کارآمدی اخلاقی و تاب‌آوری و همچنین با ضرایب استاندارد 49/0 (28/4 =t) بر متغیرهای وابسته عملکرد تحصیلی تأثیر معنی‌داری دارد. از سوی دیگر، متغیرهای میانجی کارآمدی اخلاقی و تاب‌آوری نیز به ترتیب با ضریب استاندارد 30/0 (98/2=t) و 20/0 (33/2=t) بر متغیرهای درون‌زای وابسته عملکرد تحصیلی تأثیر معنی‌داری دارند. نتیجه‌گیری: چشم‌‌انداز این پژوهش ایجاد زمینه برای انجام تحقیقات آزمایشی در راستای متغیرهای پژوهش است تا اثربخشی مداخلات مبتنی بر ارتقا وجدان تحصیلی بر عملکرد تحصیلی با در نظر گرفتن متغیرهای تعدیل‌‌کننده مورد بررسی قرار گیرد. https://itt.cfu.ac.ir/article_4046.html The aim of the present study is to design and validate a media education training package for elementary school teachers. This research is applied in terms of its purpose and is of a mixed type (qualitative and quantitative) in terms of its method and was implemented in two general stages. In the first stage, Roberts' six-stage synthesis research model was used to explain the conceptual framework of media education for teachers. The study population of the section included reputable articles and research in the last 5 years in the field of media literacy, and the statistical population related to the validation of the training package included all experts and specialists in the fields of educational psychology, educational planning, media literacy, and communication sciences, who were selected by purposive sampling method. Based on the inclusion criteria, 831 scientific studies were identified, and finally, based on the exclusion criteria, 30 studies were selected for the final analysis. The analysis of the findings was carried out using a six-stage model and open and axial coding methods. Based on the research findings, 116 open codes, six central codes, and three categories related to media education were identified from the coding. In the second part, considering the results of the first part and using the opinions of experts, the general topics of the media education training package for teachers were designed and validated during 10 90-minute sessions. The results of content validation show that the training package has appropriate validity in most topics. https://itt.cfu.ac.ir/article_4181.html The present study was conducted with the aim of investigating the role of content knowledge and it’s pedagogical in the internship of student teachers in the field of teaching students with special needs. The current research is of a qualitative type, which was carried out using the phenomenological method. The participants were selected using the purposeful sampling method from among students in the field of education for students with special needs were selected at Farhangian University of Isfahan, and there were 13 of them. The research tools included the articles available in IranDoc SID, Magiran, ISC, Science Direct, Scopus, PubMed, Medline, and Google scholar databases and the curriculum of the field of education for students with special needs, and a semi-structured interview was used to collect data. The Colaizzi method was used for data analysis. Findings: After thematic extraction, the interview results were classified into 3 main themes and 17 sub-themes. The main themes included developing professional knowledge, developing professional skills and increasing the motivation of student teachers. Based on the findings of this research, content knowledge and pedagogical content knowledge play an important role in the quality of internship of student teachers in the field of teaching students with special needs. Conclusion: Therefore, by preparing a rich curriculum based on content knowledge and content knowledge pedagogy, it is possible to increase the efficiency of these students in the field of teaching students with special needs. https://itt.cfu.ac.ir/article_4249.html The purpose of the current research is to reflect theoretically on the internship process in Farhangian University, relying on the theories of Critical Realism and providing a model for its promotion. To achieve this goal, concept structure analysis and deductive analysis have been used. Internship at Farhangian University is based on the theory of "reflective teacher" and "reflection-in-action", which originate from ideas of John Dewey and Donald Schon. Emphasizing contextualism, these ideas seeks to teach reflective thinking at the level of action and linking opinion with action in the teacher education process. Criticism of this ideas based on Bhaskar's critical realism shows that the theory of reflective teacher and internship originated from it, although through contextualism, provides unique opportunities for concrete learning and professional development foe new teachers, but by neglecting reflection-on-action, ignores structured thinking and high levels of explanatory thinking and deep rationality. In this research, the five model of reflective thinking education is proposed to improve the internship process: descriptive writing, descriptive reflection, contextual reflection, critical reflection and deep reflection. Application of this reflection model in the internship process of Farhangian University can provide the basis for analysis and reflection in educational issues, in addition to taking advantage of the contextual and professional learning. https://itt.cfu.ac.ir/article_4252.html Background and objectives: The efforts made for the practical preparation of teachers depend on the development of a coherent curriculum. The obvious role of such a program is clear and it is necessary that its different levels, including the educational program experienced by the students, should be evaluated.The purpose of this study was to critique the curriculum of Farhangian University from the perspective of new teachers who have graduated from Farhangian University in the last five years. Methods:The research method was qualitative with a descriptive-interpretive approach and the research population consisted of 15 people. Fifteen new teachers were selected as the research sample using purposive sampling and observing the principle of saturation and maximum diversity. In order to collect data, the researcher used in-depth interview method and for data analysis, inductive analysis method based on coding system. In this study, in order to validate and validate the interview questions and research findings, the Delphi method, the scorers' agreement coefficient, referring the results to the participants and the audit route method were used. a. Findings: Findings showed that nine categories of non-observance of curriculum planning principles, lack of specialized training force, lack of educational infrastructure, inefficiency and theory-based curriculum, weakness in the curriculum, weakness in the field of pragmatism, disregard for the areas of fundamental change document and motivational weakness. Farhangian University. Eight key categories include improving the quality of the educational system, observing the principles of curriculum planning, experience-oriented in the university curriculum, streamlining the university curriculum, https://itt.cfu.ac.ir/article_4216.html The Quran is a book of guidance for all ages and for all people, and everyone can refer to this great source according to their needs and understanding and take a sip for their own guidance. In this regard, paying attention to the educational dimensions of this rich book from the perspective of receiving educational characteristics related to teaching, from the verses that directly or indirectly address it, is noteworthy and emphasized. From this perspective, the aim of the present study is to achieve general educational rules derived from verses 2 and 3 of Surah Juma so that through this, the main characteristics of the teaching profession can be presented. The research method was qualitative induction to infer the characteristics of the teaching profession. In the following, to validate the extracted findings, inspired by the method of interpreting the Quran by the Quran, evidence from other verses of the Quran has been provided. The results of the study indicate that four main characteristics can be extracted from verses 2 and 3 of Surah Juma as general implications in the teaching profession, which include the following: popular teacher, instructive teacher, secular teacher, and permanent teacher. Each of these characteristics in a teacher has dimensions, some of which are mentioned in the selected verses of the present study . https://itt.cfu.ac.ir/article_4250.html Background and Objectives: The present study aimed to predict teachers' self-directed professional development based on the growth mindset and its components. The research method was descriptive, correlational, and the statistical population of the study included all the teachers in Zarrinshahr County in the academic year 2023-2024, of which 280 were selected as the research sample using stratified random sampling. To collect data, two questionnaires were used, including the standard self-directed development questionnaire and the researcher-made growth mindset questionnaire, the validity and reliability of which were calculated and reported. Data were analyzed using SPSS26 and AMOS24 software. The findings of the research showed that growth mindset can positively and significantly predict teachers' self-directed professional development, and 33% of the variance in teachers' self-directed professional development is explained by the growth mindset variable. Also, the components of growth mindset including (belief, effort, success of others, persistence, challenge, and criticism) are also predictors of teachers' self-directed professional development, and 39% of the variance in teachers' self-directed professional development is explained by the components of growth mindset. According to the research findings,... the components of belief, success of others, challenge, persistence, criticism, and effort have the greatest to the least impact on teachers' self-directed professional development, respectively. Conclusion: With regard to the importance of self-directed professional development in today's rapidly changing world and the positive impact of a growth mindset on teachersʹ engagement in self-directed professional development behaviors, strengthening teachersʹ and student teachersʹ growth mindset should be considered in policymakersʹ and plannersʹ decisions https://itt.cfu.ac.ir/article_4220.html Background and Objectives: Internship is the most crucial component of the curriculum at Farhangian University, as it allows student-teachers to demonstrate their competencies and provides a platform for their professional development. The present study aimed to examine the perceptions of female counseling student-teachers regarding the opportunities and challenges of the internship curriculum. Methods: This study was a qualitative research based on a phenomenological approach. The participants consisted of 19 female counseling student-teachers, selected through purposeful sampling from among fourth-year students at Farhangian University in Gilan. Semi-structured interviews were conducted with all participants. Data analysis was performed using Colaizzi’s seven-step method. Findings: The results revealed two main themes: opportunities and challenges of the internship curriculum at Farhangian University. The opportunities were categorized into three sub-themes: developmental opportunities in the internship course, interpersonal opportunities in the internship course, and experiential opportunities in the internship course. The challenges were categorized into four sub-themes: school-related issues, problems with internship course planning, challenges related to school counselors, and difficulties associated with internship instructors. Conclusion: Based on student-teachers’ perceptions of the opportunities and challenges in the counseling internship curriculum, it is recommended that internship program administrators, school counselors, and supervising instructors take these findings into account to enhance professional development and facilitate rich practical experiences in the counseling profession. https://itt.cfu.ac.ir/article_4306.html Background and Objectives: Evidence from recent years suggests that cultural-educational activities conducted by student-teachers have largely failed to achieve notable success. This failure is primarily attributed to a lack of sufficient research in the cultural-educational domain. The present study aims to conduct a comparative analysis between the macro-level curriculum design document for teacher education and upstream policy documents concerning cultural and educational dimensions.Methods: To achieve this goal, a descriptive, documentary, and comparative research approach was adopted. Two key upstream documents related to Farhangian University—the Fundamental Reform Document of Education and the Comprehensive University Management Bylaw—were compared with the internal macro (architectural) curriculum design document for teacher education.Findings: The qualitative data analysis reveals that the macro curriculum design emphasizes competency-based, education-centered, and practice-oriented approaches, incorporating elements such as religious, pedagogical, and academic competencies. However, in comparison with the upstream documents, it neglects several important cultural-educational components, including attracting and retaining top talents, enhancing the social status of educators, collaborating with cultural and revolutionary institutions, organizing extracurricular activities, and developing students’ personal and social skills. These omissions may lead to challenges in the effective implementation of cultural-educational programs.Conclusion: Overall, the findings indicate that upstream documents in Iran’s teacher education system face both theoretical and practical gaps in addressing cultural-educational concerns and remain distant from the desired vision. It is recommended that the teacher education curriculum be revised with an emphasis on localization and Iranian-Islamic pedagogy, and that cultural-educational components from both upstream documents be incorporated into the macro design. https://itt.cfu.ac.ir/article_4720.html Background and Objectives: In recent years, the psychological well-being of students and educators has emerged as a central concern within educational systems.The growing challenges in this domain highlight the need for innovative approaches to enhancing mental health. In this regard, integrating the principles of positive psychology with cultural and religious values offers a promising framework for fostering students’ lifelong flourishing. Methods:This study employed a systematic review with an analytical–critical approach, grounded in both evidence and value-based perspectives, to explore the synergies between positive psychology and the cultural–religious foundations of Islamic Iran. The inclusion criteria covered studies conducted between 2011 and 2025 (1390–1404 in the Iranian calendar). The analysis focused on identifying the benefits, challenges, and educational implications of this integration.Findings: The results indicated that the combination of positive psychology constructs with religious beliefs and cultural contexts can significantly enhance resilience, gratitude, hope, and psychological well-being among students. Furthermore, the findings underscored the importance of understanding the dynamic interaction between individual psychological processes, cultural heritage, and spiritual values, demonstrating how such synergy can empower both students and educators in achieving optimal well-being. Conclusion: Overall, the study suggests that improving psychological well-being within the Iranian educational system requires an integrative paradigm that aligns positive psychology with cultural and religious values. The key contribution of this research is the development of a conceptual–practical model that offers a strategic framework for policymakers. This model delineates a transformative pathway in which nurturing psychological well-being and reinforcing cultural–spiritual identity are positioned alongside academic learning objectives. https://itt.cfu.ac.ir/article_4721.html Purpose: The present study aims to interpret and elucidate the concept of teacher mission from the perspective of student teachers by examining their statements of teaching philosophy. Methodology: The study utilized a Grounded Theory approach. Through purposive sampling and based on the criterion of theoretical saturation, 15 student teachers majoring in Counseling, Theology, and Elementary Education were selected as participants. Their personal philosophy statements were analyzed using a three-stage coding process (open, axial, and selective coding). Findings: The results indicate that the participants’ perceptions of teacher mission were categorized into 34 open codes, 9 axial codes, and 3 selective codes. Key axial codes included guiding society toward the ultimate goal, education for a better life, teaching thinking skills, transmitting moral values, and fostering intellectual independence. These axial codes were synthesized into three selective codes: the Spiritual Role, the Social Role, and the Educational Role. Conclusion: In the developed model, the Spiritual Role is considered the core category, profoundly influencing the Social and Educational roles. The Spiritual Role entails striving for a deep internal understanding of relationships with oneself, God, others (people), and creation, as well as guiding student toward transcendental goals. The Social Role involves cultivating citizenship skills, educating responsible and committed citizens, and the teacher’s commitment to playing an active role in achieving goals such as social justice. Finally, the Educational Role encompasses creating learning situations to make learning meaningful for students and facilitating active knowledge acquisition. https://itt.cfu.ac.ir/article_4722.html Curiosity is a natural tendency of individuals to ask questions when faced with confusing situations. Inquisitive questions play an important role in learning. However, there is limited information regarding the extent to which student teachers pose Inquisitive questions. The purpose of this study is to investigate the extent to which chemistry education student teachers utilize various Inquisitive questions to enhance their understanding and promote deeper learning of chemistry lessons during their pre-service teacher training. This research employed a survey method. The statistical population consisted of 59 student teachers of Chemistry Education at Farhangian University in Shahid Beheshti Higher Education Center of Tehran, who participated in the study through complete enumeration. Data were collected using a researcher-developed questionnaire on Inquisitive questions and analyzed using SPSS software. The findings indicated that the average of posing Inquisitive questions overall, as well as for each type questions, during the study of chemistry texts, while in classes, seminars, and reviewing chemistry materials, and during discussions; was significantly lower than the expected desirable level among student teachers. This finding was consistent across all types of Inquisitive questions. Based on the findings of this research, it can be concluded that student teachers in the Chemistry Education program do not sufficiently utilize Inquisitive questions that could enhance their understanding and promote deeper learning of chemistry. It is recommended that both student teachers and faculty at Farhangian University become familiar with various types of Inquisitive questions. https://itt.cfu.ac.ir/article_4723.html Background and Objectives: The application of developing technologies -especially artificial intelligence and deep learning algorithms- in the creation of personalized physical training programs has garnered significant attention, particularly during developmental stages. This study sought to develop and assess an intelligent model for prescribing individualized exercises based on the physical and motor attributes of primary school students. Methods: This descriptive-analytical study was performed on 430 kids aged 12 to 15 in several schools in Tehran. Data were gathered utilizing the Perceived Physical Literacy Instrument (PPLI) and standardized field assessments. Subsequent to preprocessing, the data, encompassing five essential physical components, were analyzed utilizing a multilayer perceptron (MLP) artificial neural network optimized through the ADAM method. The model was developed as a deep learning system to forecast suitable exercises for each individual. Findings: The proposed model effectively recommended personalized exercises, achieving an accuracy of 92.78%, a recall of 85.04%, and a precision of 88.71%. ROC analysis revealed an Area Under the Curve (AUC) of 0.951, signifying a strong ability to differentiate among various workout groups. Alongside the quantitative findings, feedback from students and physical education teachers indicated that 87% of participants were satisfied with the recommended activities, while 83% noted a beneficial effect on their physical health and motivation. Conclusion: The results indicate that deep learning models can function as efficient instruments for creating personalized physical training programs in school physical education. This method improves accuracy, efficiency, and student engagement, while also facilitating ongoing updates and informed decision-making by educators. https://itt.cfu.ac.ir/article_4725.html Background and Objectives: The present study aims to determine the status of scientific output from all centers and campuses of Farhangian University indexed in the Scopus database since its establishment in 2012 and to evaluate the university’s performance in the field of education on an international scale. Methods This research is a scientometric analytical study conducted through a bibliometric review using a library-based method. The statistical population includes all scientific publications affiliated with the university from 2012 to 2025. Data analysis was performed utilizing VOSviewer software (version 1.6.20). Findings: Based on the analysis of 1,495 articles indexed in Scopus and affiliated with Farhangian University, the degree of collaboration was found to be 4.49, indicating an average participation of more than four authors per article. Additionally, the collaboration index was estimated at 5.08, which considers only multi-authored papers and reflects a high intensity of cooperation in group publications. The findings reveal that subject areas such as molecular chemistry, molecular structure, and elemental chemistry (phosphorus, sulfur, silicon) demonstrate the highest scientific density and thematic correlation. Furthermore, based on citation counts, Mohammad Reza Mahmoudian ranks first with 1,272 citations, indicating the significant impact of his research in the field. This study quantitatively and qualitatively assesses the research performance of Farhangian University, identifies the strengths and weaknesses of its scientific domains, and provides a foundation for future research planning. https://itt.cfu.ac.ir/article_4726.html This study aims to explain and analyze the lived experiences of novice elementary teachers at the Teacher Training University regarding the concept of useful knowledge and its place in the teacher education curriculum. The central question of the research is how novice teachers reconstruct this concept in their minds and give it meaning through the lens of their educational experiences, professional requirements, and practical applications in the classroom. This qualitative study is based on Colaizzi’s descriptive phenomenological approach. Data were collected through semi-structured interviews with 14 novice teachers who graduated from the Teacher Training University between 2020 and 2023, and analyzed through a seven-step process.The findings indicate that, from the participants’ perspective, useful knowledge is a form of knowledge that, in addition to theoretical foundations, possesses the capacity for execution, direct application, and responsiveness to real teaching situations. This kind of knowledge creates an effective link between theory and practice and, from the viewpoint of novice teachers, is regarded as a tool for improving teaching quality and addressing everyday educational challenges. Influential factors in this understanding include the role of instructors, teaching methods, emphasis on practical skills, opportunities for experiential learning, and the alignment of the curriculum with real school issues. Based on these findings, a revision of the teacher education curriculum—emphasizing the integration of theoretical knowledge, practical skills, and field experience—is deemed essential for cultivating professional, responsible, and problem-oriented teachers. https://itt.cfu.ac.ir/article_4727.html Background and Objectives: The aim of the research is to examine the foundations and principles of the teacher-student relationship, based on the ontological propositions of Martin Buber's perspective in the field of human communication with God and the world. Methods: The research is in a qualitative paradigm. The data collection method was documentary, and a descriptive-interpretative approach was used to analyze the data. In order to analytically examine the foundations and principles of the teacher-student relationship, an explicit deductive method has been used. Findings: Ten foundations and principles were analyzed based on theological propositions, and six foundations and principles were analyzed based on cosmological propositions. Conclusion: Students are imperfect beings and need the ontological help of the teacher to become complete.The teacher must first be equipped with a divine idea and a desirable worldview, and as a person who possesses personal authenticity, he must come to the classroom and, in the context of a desirable encounter with the student, help him fulfillment his existential personality and establish a correct connection with God, the world of creation, and other human beings. Organizing the teacher-student relationship based on principles derived from Buber's perspective can provide the basis for reducing moral conflicts, promoting understanding, and effective participation of teachers and students in classroom activities, and help fulfillment the personality and existential authenticity of both sides of the educational process. Therefore, it would be beneficial for teachers and student teachers to be aware of these educational teachings through holding educational workshops or in-service courses. https://itt.cfu.ac.ir/article_4728.html Background and Objectives:Nano-learning, as an innovative and technology-driven approach in the field of education, has gained a significant position in response to the evolving learning environments and emerging needs of pre-service teachers. This method delivers micro, concise, sequential, and goal-oriented educational content, offering a learner-centered and personalized experience that is implementable in digital and technology-based environments.Methods:This study employs an analytical review approach, grounded in current theoretical and empirical sources, to explore the conceptual, theoretical, and practical dimensions of nano-learning in the professional development of pre-service teachers. The theoretical framework is informed by four foundational theories: Ausubel’s Meaningful Learning Theory, Sweller’s Cognitive Load Theory, Novak’s Active Learning Theory, and Vygotsky’s Social Interaction and Zone of Proximal Development.Findings:The findings indicate that nano-learning can simultaneously achieve five key educational outcomes: enhancement of meaningful learning, facilitation of learner self-regulation, reduction of cognitive load, promotion of active engagement, and improvement of instructional interactions. Additionally, its capacity to incorporate immediate feedback, personalized support, and design tailored to diverse learning styles positions nano-learning as an effective approach to empowering the professional capabilities of future educators.Conclusion:Although challenges such as the digital divide and resistance to technology persist, the flexibility, adaptability, and continuity of this model render it a leading option in instructional design for a new generation of teacher education. https://itt.cfu.ac.ir/article_4729.html This study aims to explore the concept of disability from the perspectives of professors and students of the Department of Exceptional Children at Farhangian University, while also comparing these perspectives with Bhaskar critical realism framework. Methods: In order to achieve the above goal, the content analysis method was used in the first step. The research focused on professors teaching exceptional children courses at Farhangian University in Kerman Province and male and female students enrolled in exceptional children and special needs programs at the university in the year 1404. Participants were selected using purposive sampling alongside the theoretical saturation principle commonly applied in qualitative research methods. A total of 21 participants were included in the study, and data collection involved semi-structured interviews. In the subsequent step, an analytical-deductive method was applied to compare interview findings with critical realism’s perspective on disability. For validity checks, the research used audience validation and inferential methods based on previous research experiences, alongside document analysis and qualitative content analysis. Findings: The study findings were organized into three main themes, 18 sub-themes, and 152 initial codes. The primary themes identified were the nature of disability (what disability is), its causes (why disability is), and approaches to addressing it (how to handle disability). Comparative analysis revealed differences between the perspectives of Farhangian University’s professors and students and those of critical realism regarding the "what" and "why" of disability. However, there was agreement between the two approaches in relation to "how" disability is managed. https://itt.cfu.ac.ir/article_4730.html Background and Objectives: The aim of the present study was to identify the factors that make teachers reluctant to accept in-service training. Method: This study was conducted using a qualitative phenomenological method. The statistical population of the present study consisted of a group of teachers who were selected as a statistical sample through purposive sampling. A semi-structured interview was used to collect information. The validity of the research findings was ensured using the methods of self-review, peer review, and participatory research. Also, test-retest reliability and intra-subject agreement methods were used to measure the reliability of the codings. MAXQDA 2020 software was used to analyze the data. Findings: The results showed that the factors that make teachers reluctant to accept in-service training include educational organization (duration of training and planning) and instructor presentation (instructor communication, instructional content, and instructor style). Conclusion: Based on the findings of the present study, improving teachers' acceptance of in-service training requires designing and scheduling training programs that are appropriate to their needs and job conditions, employing instructors with effective communication skills, and providing engaging educational content. Also, including teachers' continuous feedback in the planning and implementation process can increase their participation and motivation.Keywords:Education, school, in-service training, teachers, lack of interest, motivation https://itt.cfu.ac.ir/article_4731.html and Objectives: The purpose of this research was to design a model for the development of professional competencies among student physical education training teachers of Farhangian University in a qualitative Grounded Theory method. Methods: The research method was qualitative. Research data was collected through interviews. The statistical population of the research included physical education teachers at Farhangian University, 19 of whom were selected until theoretical saturation was reached. The sampling method was snowball. According to the methodological process; during the three stages of open coding, axial coding, and selective coding. Findings: codes related to the topic were identified from a large number of types of primary data, and finally 176 concepts were obtained. In the next stage, although the concepts were placed in the form of a category, 27 categories were obtained for this research. The research findings showed that the central category that emerged included: professional skills development. Other categories were placed in five categories for presentation in the theoretical model: causal conditions (4 categories), context (5 categories), intervening conditions (6 categories), strategies (5 categories), and consequences (5 categories). Conclusion: In general, it can be systematically extracted from information that strengthens the application of knowledge and professional skills in teachers to achieve outcomes such as the growth and flourishing of student teachers; the development of the field of physical education education; improving the teacher-knowledge relationship; social development; and the recruitment of quality student teachers https://itt.cfu.ac.ir/article_4732.html The aim of the present study is to explain and examine the relationship between phronesis, pedagogical content knowledge (PCK), and weak will in teachers' educational decision-making . Relying on the framework of Aristotelian philosophy and contemporary theories of education, the present study attempts to show how phronesis can play a mediating role between theoretical knowledge and teachers' behavior and prevent the emergence of a gap between "knowing" and "doing". The research method is a mixed type (quantitative-qualitative) and is based on a sequential explanatory design. In the quantitative part, the descriptive-correlation method is used to examine the relationships between variables. In the qualitative part, using semi-structured interviews with teachers and content analysis, the internal mechanisms of educational decision-making, the experience of weak willpower, and the way in which educational knowledge is realized or suspended in educational practice are analyzed.Quantitative findings show that there is a positive and significant relationship between the level of teachers' phronesis and the level of application of educational content knowledge, while a negative and significant relationship is observed between phronesis and weak willpower. The results of the qualitative part also reveal that teachers with higher phronesis have more situational insight, willpower stability, and moral sensitivity in dealing with complex educational situations and are able to transform their educational knowledge into effective educational behaviors appropriate to classroom conditions.Based on the research, and as an intermediary link between knowledge and practice, it improves the quality of teachers' educational decision-making. https://itt.cfu.ac.ir/article_4917.html Background and Objectives: The pervasive expansion of social networks, particularly Instagram, has transformed the lifeworld of adolescents and youth, confronting religious education with novel challenges. In this sphere, religious doubtscharacterized by popular and sensationalist language and relying on visual appeal have moved beyond specialized circles to widely permeate the minds of the audience. These types of doubts, often accompanied by superficiality and emotional provocation,have paved the way for the formation of a type of fluid religiosity. Evidence suggests that many theology teachers, due to the persistence of traditional methods, have adopted a passive approach when facing this trend. The purpose of this study is to analyze the nature and typology of contemporary religious doubts on Instagram and to provide efficient educational-pedagogical strategies to empower theology teachers to transition from a passive approach to an active and immunizing one.Method: The research was conducted using a qualitative approach in two stages. In the first stage, using qualitative content analysis, high-engagement Instagram posts and comments were examined and coded. In the second stage, to extract strategies, semi-structured interviews and a phenomenological approach were utilized.Findings: The findings indicate that religious doubts have shifted from abstract theological questions to concrete socio-objective conflicts and can be classified into three main clusters: efficacy, lifestyle, and delegitimization. The results suggest that promoting media literacy, teaching the logic of differentiation, explaining a systemic perspective, and creating a safe space for dialogue are the most critical requirements for the success of theology teachers in addressing emerging religious doubts. https://itt.cfu.ac.ir/article_4922.html Teacher education in Iran, as one of the fundamental pillars of the national education system, has consistently been the subject of academic inquiry and research. The present study aims to analyze the themes of scholarly works—including articles, theses, and dissertations—related to teacher education over the past eight decades in Iran.**Method:**Adopting a qualitative approach and employing thematic analysis, this study examined a total of 2,479 research documents. The analytical process was conducted in three stages—open, axial, and selective coding—through which the main and sub-themes of the studies were identified and historically clustered to trace thematic trends over time.**Findings:**The results indicated that the research topics in Iranian teacher education can be categorized into several major domains: *curriculum, pedagogy, and professional competencies; professional development, practicum, and transfer to practice; identity, ethics, and philosophical foundations; psychological wellbeing, motivation, and professional resilience; and structure, management, and technology.*A historical analysis revealed a gradual shift from an early emphasis on normative and institutional discussions toward more applied and competency-based research orientations.**Conclusion:**By synthesizing and analyzing the existing themes, this study provides a comprehensive overview of the academic discourse on teacher education in Iran across eight decades. Despite thematic diversity, the findings highlight persistent gaps such as limited attention to socio-cultural dimensions, insufficient innovation in curriculum design, and inadequate preparation of teachers for uncertain future conditions. These insights can inform policymakers and teacher education institutions in rethinking strategic frameworks and designing forward-looking programs for the next generation of teachers