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This article engages the reader with a critical and challenging issue in teacher education domain. The issue chosen is the structure of the program which extends itself quite naturally to the issue of implementation in terms of institutions involved. The author argues that although there is no definite answer to the question of which pre-service teacher education program assures training of effective teachers, a viable teacher education curriculum should consist of four elements, together forming an image of a square. The four elements are described as: content (disciplinary) knowledge component, general educational knowledge component, content specific professional knowledge coupled with practicum and induction, which refers to a one year monitoring and coaching of novice teachers. The four-sided program needs to be implemented in a cooperative spirit which involves the higher education sector and public education sector, thus depicting a cross-sectoral picture of the task of teacher education. The first two components come naturally under the expertise of universities and the last two are components for which the public education sector is better prepared. The implementation scheme discussed in the article presents a serious challenge to the current thinking and policy direction in Iran which has recently rested the case for teacher education by awarding all the responsibilities to the public education sector and exempting the higher education from performing any meaningful role in this respect. The policy has manifested itself in the 2012 enactment of a legislature authorizing the establishment of a single university run by ministry of education to assume the full responsibility for teacher education.

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Abstract: The main purpose of the present study was to gain insights into effective teaching in higher education as a phenomenon. Using professional experiences of university faculty, we wanted to develop a conceptual framework in order to enhance the pedagogical and theoretical foundations of teaching.using phenomenography, which is one of the qualitative strategies we interviewed 12 Faculty from University of Kurdistan. Participants were selected using typical sampling until we research theoretical saturation while conducting deep and semi-structured interview.  Using inductive procedure, we coded the data in three steps of open, axial, and pattern coding. The finding showed that effective teaching had four main dimensions according to participating faculty: (1) Communicative skills, (2) learner and instructor characteristics, (3) pedagogical skills, and (4) background factors. Comparing the existing literature, we argue that learner characteristics and background factors are new ideas in effective teaching.
 

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Abstract: Curriculum has always been the main element in any educational system and a relatively large number of research has been carried out in this area. Using quantitative approach and document content analysis, this study investigates the methodologies applied in research on higher education curriculum. Among the existing literature, 30 studies from 13 journals that were carried out by Iranian researchers, and 30 studies from 14 credible journals carried out by foreign scholars were selected through purposeful sampling, and subsequently analyzed.  The results reveal that in foreign studies on curriculum, qualitative approach was dominant, employed in sixty percent of the studies. Within this portion, case studies and phenomenological approach with %50 and 37.5% were used most by the researchers. The study also found that quantitative approach was the dominant approach applied in Iranian studies (fifty percent), among which survey methodology was the most widely used (%85.8). Moreover, this study indicates that both Iranian and foreign research are moving from quantitative to qualitative and mixed research, although this trend is stronger in foreign research.  

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In this study using the narratives of Assistant professor about flipped learning of university during her four academic semesters. This study is a narrative inquiry based research, one that belongs to  qualitative and interpretative paradigms.  The data analysis shows that in method the traditional classroom teaching with the same components, but we are dealing arrangement and concluded that it is obtained, it can be different. This study shows Some challenges that exist in the implementation of this method have been discussed. This study analyzed the narrative " flipped learning" in higher education is discussed.

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This qualitative study aimed to compare the qualification of Higher Education system and Education system in field of teacher education. Using qualitative content analysis, with open coding data by interviews and open-ended questionnaire, data been coded and categorized and then analyzed. Participants of research were selected by purposive sampling (22 samples). Through participants opinions four category of views were identified; 1- agree with higher education, 2- agree with education, 3- conditional agree with both, 4- agree with with the new structure. Inattention to practical practices, lack of affiliated schools for training, and inappropriate evaluation of students’ performances in training, are the most important weaknesses of higher education system. Also, low academic ability of the faculties of Farhangian University, low flexibility and very limited freedom to thinking for change, low skills in research, and intense centralism are the most weaknesses of Education system specially Farhangian University. Adherents of new structure for teacher training, critisize both organizations (Education system and Higher education system) and named weaknesses such as: weakness in educational and pedagogical research and analysis, weakness in theorizing and acting and presenting techniques for improvement teacher education, and weakness in making appropriate contents for the curricula of teacher training. Ultimately, according to a teacher education curriculum, 4 aspects of knowledge have been proposed; content knowledge, educational knowlwge, practice knowledge, and introductory knowledge into teacher profession.

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One of the problems of students’ entrance from secondary education to  university is lack of English language skills  and incentive to improve their learning. This research aims to identify the ways to strengthen English language skills with an emphasis on undergraduate students' motivation. This research is qualitative approach and Grounded theory strategy. The study population has been consisted of English language lecturers in Sanandaj’s public universities, which 14 participant purposefully were selected using theoretical sampling and theoretical data saturation indicator. The used instrument was the semi-structured qualitative interview. The process of coding and modeling of data has been done through content analysis software (MAXQDA 11). The findings shows Pedagogical themes (with concepts of active teaching methods, teaching-learning process, and Appropriateness of content), structural themes (with concepts of cultural, and educational challenges) with the formation the theory of “motivation-based instruction” will be helpful in clarifying the issue.

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Gender informs different understanding and interpretations of educational experience and hence these different interpretations of interactions and potential capacities offer a new perspective on higher education and can even cause changes in higher education. Applying narrative inquiry and post-structural approach to gender, this paper attempts to describe lived experience of women doctoral students in Education as well as their understanding of gender in the pathways of higher education to doctoral level. 

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The purpose of this study was to investigate the training of job competencies appropriate to the approach of creative industries in higher education of Iranian handicrafts, which was done with exploratory sequential mixed methods of tool making model. The qualitative part was performed with a qualitative multi-method approach, using content analysis and descriptive phenomenology. In this part, by purposive sampling method, 17 samples of graduates of this field participated in the interview and 8 themes were extracted. Quantitative part was done by survey method. By cluster and available sampling from the final year students of higher education in handicraft, 147 samples participated in the evaluation. The performance of the Bachelor and Master curriculum in this field in job competencies in all extracted elements was lower than the average standard and it is suggested that in handicraft higher education programs, courses should be planned in accordance with the required job competencies

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The purpose of this study is to analyze the type and extent of the curriculum commonplaces in the curriculum committee of selected universities in Iran using a qualitative research approach, it was a content analysis method. The statistical population of the study consisted of all curriculum development and subject matter specialists in university curriculum committees, out of which 21 were selected using purposeful sampling and "saturation criterion" and they were semi-structured interviews. Free categorization and coding were used to analyze the data obtained from the interviews. The findings showed that the type and curriculum commonplaces influencers in the curriculum committees were classified into three main categories: 1-Ageism and resistance to curriculum-policy-making, rent-seeking, and financial incentives to select members; 2- Minor contribution participation of curriculum specialists in curriculum development decision making; 3- Poor participation of employers and students in review curricula or creating new disciplines.
 

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This study aims at investigating the experienced curricula of the skill-based higher education system from the perspectives of students therefore, a quantitative approach and a descriptive-survey method were utilized. The statistical population of the study comprised students of comprehensive scientific-applied universities in Iran. Stratified random sampling method and Cochran's formula were applied to select 660 students as the sample. Data were collected through a researcher-made questionnaireof skill-based curriculum in higher education, and the analysis was conducted through one-group t-test, Friedman. Content validity was verified and confirmed by curriculum and structural validity experts using software (PLS). The reliability coefficient was calculated using Cronbach's alpha (0.86). The final results suggest that the situation of the experienced curriculum was relatively favorable from the students' perspective in the three dimensions of "adapting the curriculum to 'the goals of the university, the skill-based system" and "executive aspects of the new curriculum." Accordingly, the skill-based higher education system in Iran requires great attention and fundamental changes need be made in curricula and teaching methods. Thus, this study suggests that the curriculum of the University of Applied Science and Technology (UAST) be designed to teach different skills, applied in professional and social life, and taught in simulated and practical educational environments in order to achieve the desired goals of the skill-based system.

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The-present study investigates the"phenomenology of-evaluating learning outcomes".In-terms of-purpose, application and-method of-conducting qualitative research is of-phenomenological type.The-research population includes all the-professors in the field of-education from the-universities in-Tehran.Using snowball sampling and-continuous comparison of-data until theoretical saturation,10of them were interviewed with-semi-structured interview.Its subject area was in-the-field of-educational sciences.The-method of-data gathering includes field studies,library studies,and-semi-structured interviews.In-order to-ensure the-reliability of-the-research data,the-methods of-triangulation of-data sources,repeated studies,continuous adaptation of-data,summarization,classification of-information and-review of-the interviews by-the-interviewee professors and-also by-the-main supervisors and-advisors were used.In-order to-evaluate the-validity of-the-data obtained by-purposive sampling method from the-opinions of-36-professors of-other universities in-Tehran who have expertise in-this subject were used to-achieve theoretical saturation.The-data of-this study were analyzed using the-seven-step model of-Wan Manen and- Finally,5-structures(nature of-evaluation,evaluator(teacher),nature of-learning outcomes,evaluated(student)and-nature of-curriculum),17-dimensions,87-categories and-320-indicators of-phenomenology of-evaluating learning outcomes in-the-format of-a model were identified.The-Findings show that the-evaluation of-learning outcomes is surrounded by-5-mentioned structures;and-the-obtained structures,dimensions and-indicators are related to-each other and-all of-them contribute to-the-measurement of-learning outcomes and-have the-same value.

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This research is applied in terms of purpose and synthesis in terms of method. The scope of research and the main sources of data collection are numerous studies that have been conducted since the outbreak of Covid-19 virus in connection with the challenges of transition from face-to-face to virtual education in Iran and abroad. 69 samples were purposefully selected. In the next steps, information coding and classification was performed; The combination of categories and the results of the analysis led to the extraction of a conceptual framework related to the challenges of transfer from face-to-face training to virtual training and the presentation of appropriate strategies for this transfer. In general, the challenges of transition to e-learning in two dimensions, macro and micro, were extracted in four categories and 22 codes, and successful transfer strategies from face-to-face to virtual education were presented in seven categories and 17 codes.

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The present study was conducted with the aim of identifying and explaining the prerequisites of a dialogical teaching-learning strategy, proportionate‎ to generational characteristics of todaychr('39')s ‎undergraduate students, using the mixed method. The tools used in the qualitative and quantitative sections were semi-structured interview and researcher-made questionnaire, respectively. The analysis of the findings in the qualitative part is based on grounded theory and in the quantitative part is descriptive-survey. The statistical population in the qualitative section was the experts, of which the sample of them continued in a targeted manner‎. The statistical population in the quantitative section, consisted of faculty members and undergraduate ‎students from whom the research sample was selected from them by stratified ‎random method. Based on the findings, 8 important prerequisites were identified. As a result, the academic motivation and scientific growth of todaychr('39')s students, depends on the efforts of teachers in the application of the mentioned Prerequisites.

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This study tries to formulate elements of practice -based curriculum in Iranian higher education from the perspective of education specialists with an interpretive approach. The research approach used is a qualitative methodology that has conducted semi-structured interviews with 21 academic actors. The data obtained from the interviews have been analyzed based on the research theory of the grounded theory in the form of three stages of open coding, axial coding and selective coding. The result was the determination of the elements of the practice-based curriculum model in seven elements: purpose, content, teaching-learning strategies, materials and resources, teaching-learning opportunities, learning environment conditions and evaluation. Each of these elements has components

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The purpose of this research was to investigate the views of experts in relation to the personal theorizing and its role in teaching excellence. In this regard, among the professors who had scientific experience and works were selected and interviewed. The data collection tool was a semi-structured interview. Interviews were conducted face-to-face and virtual. After coding, the collected data was analyzed using the categorization method. The results showed that from the point of view of most of the professors, having experience, knowledge and scientific awareness are among the prerequisites for personal theorizing. Also, the professors believed that the relationship between general theories and personal theorizing is in three forms: whole to part, integrated, and technical-artistic. According to the professors' point of view, increasing knowledge and improving professors' performance are the most important opportunities, and the lack of experience of professors is the most important challenge to personal theorizing.

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This Study aims to look into the evolution and revision of higher education curricula Post September 11, 2001. The study used a qualitative research method with an historical lens. The investigator shows the evolution of reviewing higher education curricula in 21st century from an analytical perspective. The study uses archival analysis primarily research publications and  documents related to higher education curricula available online and printed in digital sources.The finding show that the higher education curriculum in Afghanistan has gone through different phases. The data suggest that the curriculum experience show a transition from a relatively irregular curriculum planning system before September 11 to a centralized curriculum system post September 11 leading towards opinion polls and the delegation of some autonomy for curriculum to prestigious universities.The study found that 165 majors were identified that needed to be reviewed;among them, the curriculum of 71 fields of study have been revised to date