درخت حوزه‌های تخصصی

Purpose: The purpose of the present study was Analysis of the Internationalization of Iran's Higher Education Curriculum; requirements & obstacles. Methodology: This research was applied in terms of the purpose and, in terms of the type of data collected, is quantitative. Also a descriptive survey type was used based on the data collection method. The statistical population of this research includes all faculty members of comprehensive universities of Tehran which was 4429 people. The sample was 384 people based on Cochran formula and selected by simple random sampling method. The main tool used for measuring and collecting data.in this research is a researcher-made questionnaire. To create the questionnaire, the components were extracted from the literature review and theoretical foundations and the researches carried out in the field. Then, after the modification, they were classified and arranged in a form. Finally, in the first section, in order to identify the current status of the university in terms of internationalization of the curriculum of higher education with 29 items and in the second section, to identify the obstacles to the internationalization of higher education curriculum with 8 grades on a 5-point Likert scale Low, very low, moderate, high, very high), was developed and answered to the professor. In this research, we used SPSS software and Cronbach's alpha test to obtain the reliability of the questionnaire. Cronbach's alpha for the questionnaire, "Identifying the barriers to internationalization of higher education curriculum" was equal to 0/74 and for the questionnaire "Reviewing the current status of curriculum internationalization" was calculated to be 0/76.Due to the fact that reliability is generally more than 0 70, the researcher-made questionnaire has a relatively high reliability. Findings: The Result showed that the “Lack of motivational and incentive factors for professors” with 6/909 T test and with 0/000 Significant was the most important obstacles that this research was Identified and the “Lack of financial support from professors in traveling abroad in line with international research” with 6/718 T test and with 0/000 Significant was second obstacles are Identified. Conclusion: The present status of internationalization of curriculum at the comprehensive universities of Tehran has been studied. Then the barriers were identified and finally solutions were presented. In the following, a comparison between the comprehensive universities of Tehran in relation to the internationalization of the curriculum was carried out and, finally, a comparison was made between the different faculties.

Purpose: The aim of this study was to identify the factors of formation and consequences of collective trust in schools. Methodology: The present study was conducted using a qualitative method using data foundation theory. The statistical population included education professionals and knowledge-based companies. The research sample consisted of 12 experts and experts in the field of education and collective trust, the Institute of Education Studies, the Ministry Office of the Ministry and the General Directorate of Education, experienced managers who were selected by purposive sampling method. . First, 7 people were selected using purposive sampling, and then 5 more people were selected using the snowball method. The data collection tool was a semi-structured interview. By analyzing the data theory, the basic model was extracted and then the components and sub-components were identified. Findings: The components of collective trust formation and its consequences in school were identified with 6 main dimensions, 17 pivotal components, and 85 coding. And the motivation and dynamism of the school community; The underlying conditions were: innovation and new technology, an effective educational program for teachers and school colleagues, and the consequences of the collective trust of schools were: improving the social status of teachers and administrators, students' academic success, setting educational goals and Appropriate teaching content - developing care insights in the school community. Conclusion: The results of the study showed that the causal factors and underlying collective trust in schools are: support of senior school principals and the organization, personality and professional characteristics and motivation and dynamism of the school community; Underlying conditions are innovation and new technology, an effective curriculum for teachers and school staff

Purpose: This study aims to infer the perception of experts about the psychological characteristics of effective teachers to clarify the angles and dimensions of the psychological characteristics of teachers. Methodology: The method of the present research is a qualitative phenomenon of phenomenological type, which has been purposefully selected from among experts in the field of psychology, especially educational psychology, and those who are directly related to the discussion of education, up to 12 people. And interviewed. The interview was first recorded with the permission of the interviewer and then turned into a text and sentences and phrases were analyzed using the Colaizzi method. Findings: According to the findings of interviews with experts in the field of education, the psychological characteristics of an effective teacher included eight themes, which were: 1. Behavior in the classroom including helpful, resilient, committed and motivated, 2. How to interact, including student’s comfort, listening, emotional relationship and having a simple expression, 3. Psychological ability including logical thinking, critical thinking, high emotional intelligence, self-confidence, social personality type and optimism, 4. Expressive skills including appropriate body language characteristics, large vocabulary, persuasive skills, 5. Mental health, 6. Creativity, 7. Ethics and 8. Discipline, including the characteristics of having mental order, regular knowledge, keeping promises and coming to class on time. Conclusion: The results showed that an effective teacher has psychological abilities in the field of thinking, including logical and critical thinking, to improve the teaching process in the classroom by creating challenges and paying attention to details. On the other hand, an effective teacher needs intelligence. It is a high emotion to build a constructive relationship, which in this connection also requires confidence so that an effective teacher can attract students in the classroom with a decisive and confident presentation.