Mr. Morteza ءortazavi, Dr. Zahra Gooya, Dr. Hasan Malaki, Dr. Soheila Gholamazad,
Volume 8, Issue 15 (3-2020)
Abstract
The present study aimed at identifying the challenges of “descriptive evaluation” program launched by the Ministry of Education in Iran in 2004, nationwide. The research was designed through employing qualitative approach and phenomenography to better understand the challenges which elementary teachers had with evaluation of “mathematics” as one of the subject matters. The participants of the study were 24 elementary teachers who voluntarily participated in this study. The data were collected through semi- structured interviews, a focus group and researchers’ field notes and their interactive discussions about interviews and focus group. Four main categories of challenges were identified: “policy- making”, “executive- education”, “conceptual” and “social- cultural”. It is concluded that a clearer picture of challenges that elementary teachers encounter with this program while teaching mathematics needs to be presented. It is necessary for policy- makers and planners to find more rational solutions for these challenges.
Ebrahim Mohammadjani, Mostafa Ghaderi, Hssan Malaki, Alireza Sadeghi, Nematolla Mousapour,
Volume 11, Issue 22 (9-2023)
Abstract
The purpose of the current research is to extract the components of teachers' cultural knowledge. The research method is the synthesis of related research works in the period from 2000 to 2020 taken from internal and international databases. A number of 533 scientific researches were identified and after the necessary checks, 34 researches were included in the first stage of synthesis. Using the evaluator to recode the findings, clearly state what has been done, and the presence of definite and defensible indicators to select the input studies was used to improve the credibility of the research. According to the findings, 11 components were identified in the field of teachers' cultural knowledge; component of intercultural issues; students' culture; general culture; indigenous culture; culture and social issues; multiculturalism; culture and education; cultural values; cultural identity; Organizational culture and culture and teacher education.
