اعتبارسنجی مدل صلاحیت‌های معلم کثرت‌گرا در نظام آموزش ایران

 

Abdullah, A., Alim, A., Andriyadi, F., & Burga, M. A. (2023). Application of multicultural education in strengthening community solidarity in Indonesia. Jurnal Ilmiah Peuradeun, 11(3), 1173–1198. https://doi.org/10.26811/peuradeun.v11i3.965

Achinstein, B., Curry, M. W., & Ogawa, R. T. (2015). (Re)labeling social status: Promises and tensions in developing a college-going culture for Latina/o youth in an urban high school. American Journal of Education, 121(3), 311–345. https://doi.org/10.1086/680411

Alismail, H. A. (2016). Multicultural education: Teachers’ perceptions and preparation. Journal of Education and Practice, 7(11), 139–146.

Arifin, Z., Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2592. https://doi.org/10.29333/ejmste/15912

Badiee, F., & Kaufman, D. (2015). Design evaluation of a simulation for teacher education. SAGE Open, 5(2), 1–10. https://doi.org/10.1177/2158244015592454

Baildon, M., & Alviar-Martin, T. (2018). Transforming social studies teacher education for global citizenship education. In C. C. Martell (Ed.), Social studies teacher education: Critical issues and current perspectives (pp. 77–100). Information Age Publishing.

Bajaj, M., & Hantzopoulos, M. (Eds.). (2016). Peace education: International perspectives. Bloomsbury Academic.

Banks, J. A. (Ed.). (2021). Transforming multicultural education policy and practice: Expanding educational opportunity. Teachers College Press.

Benediktsson, A. I. (2023). Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling. International Journal of Educational Research, 120, 102113. https://doi.org/10.1016/j.ijer.2023.102113

Bronwyn, A. S. (2024). Towards an understanding of how school climate strikes work as public pedagogy. Qualitative Research Journal, 24(1), 65–79. https://doi.org/10.1108/QRJ-08-2023-0123

Choi, E., Schallert, D. L., Jee, M. J., & Ko, J. (2021). Transpacific telecollaboration and L2 writing: Influences of interpersonal dynamics on peer feedback and revision uptake. Journal of Second Language Writing, 54, 100855. https://doi.org/10.1016/j.jslw.2021.100855

Choi, K. (2023). Conceptualising the multifaceted impacts of a Global Englishes-oriented teacher development programme. System, 113, 102985. https://doi.org/10.1016/j.system.2023.102985

Cochran-Smith, M. (2023). What’s the “Problem of Teacher Education” in the 2020s? Journal of Teacher Education, 74(2), 127–130. https://doi.org/10.1177/00224871221150416

Cremin, T., & Chappell, K. (2021). Creative pedagogies: A systematic review. Research Papers in Education, 36(3), 299–331. https://doi.org/10.1080/02671522.2019.1677757

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2024). Educating teachers to enact the science of learning and development. Applied Developmental Science, 28(1), 1–21. https://doi.org/10.1080/10888691.2022.2122289

Derman-Sparks, L., & Edwards, J. O. (2021). Teaching about identity, racism, and fairness: Engaging young children in anti-bias education. American Educator, 44(4), 35–40.

Dibaee Saaber, M. (2018). Analyzing the relationship between the development of professional competence of secondary school teachers and their effectiveness in the teaching-learning process of students. Modern Strategies in Teacher Education, 4(6). [In Persian]

Dikilitaş, K., Bahrami, V., & Erbakan, N. T. (2023). Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces. Learning and Instruction, 86, 101775. https://doi.org/10.1016/j.learninstruc.2023.101775

Doroughi Najmi, S., & Zarei, M. H. (2024). Identification and validation of opportunities, conditions, and training needs of teachers for professional development and improving teaching quality. Theory and Practice in Teacher Education, 10(18), 305-323. https://doi.org/10483310/itt.2025.17311.1005 [In Persian]

Ebrahimi, A., Heidari, M. H., & Golestani, H. (2022). Investigation and critique of professional teaching competencies from the postmodern approach perspective with emphasis on Henry Giroux's views. Iranian Political Sociology Monthly, 5(8), 160-177. [In Persian]

Fairley, M. J. (2024). Exploring transnationality as a resource for promoting social justice in language teacher identity construction: Insights from an inquiry group. Teaching and Teacher Education, 137, 104414. https://doi.org/10.1016/j.tate.2023.104414

Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610. https://doi.org/10.1177/1362168814541722

Fitria, N. (2025). Localizing global goals: Bekasi’s paradiplomacy in vocational education cooperation with Japan. International Journal of Environmental, Sustainability, and Social Science, 6(4), 888–901.

Forsberg, P. (2023). Symbols in wood as a means of reciprocity: Accounting and social cohesion in pluralistic economies. Critical Perspectives on Accounting, 96, 102551. https://doi.org/10.1016/j.cpa.2022.102551

Gay, D. (2022). The practicality of pluralism in the economic analysis of the least developed countries. In S. Pressman (Ed.), Monetary economics, banking and policy: Expanding economic thought to meet contemporary challenges (pp. 201–215). Routledge.

Gide, S., Wong, S., Press, F., & Davis, B. (2022). Cultural diversity in the Australian early childhood education workforce: What do we know, what don’t we know and why is it important? Australasian Journal of Early Childhood, 47(1), 48–61. https://doi.org/10.1177/18369391211041703

Gindis, E. J., & Kaebisch, R. C. (2025). Up and running with AutoCAD® 2025. Academic Press.

Goodrich, K. M. (2017). Exploring school counselors’ motivations to work with LGBTQQI students in schools: A Q methodology study. Professional School Counseling, 20(1a), 1–10. https://doi.org/10.5330/1096-2409-20.1a.1

Gorski, P. C., & Parekh, G. (2020). Supporting critical multicultural teacher educators: Transformative teaching, social justice education, and perceptions of institutional support. Intercultural Education, 31(3), 265–285. https://doi.org/10.1080/14675986.2020.1728498

Habibi, A., & Kalaei, B. (2022). Structural equation modeling and factor analysis (2nd ed.). Jihad Daneshgahi Publications. [In Persian]

Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139–152. https://doi.org/10.2753/MTP1069-6679190202

Harjatanaya, T. Y., & Hoon, C. H. Y. (2020). Politics of multicultural education in post-Suharto Indonesia: A study of the Chinese minority. Compare: A Journal of Comparative and International Education, 50(1), 18–35. https://doi.org/10.1080/03057925.2018.1492573

Hattie, J. A., & Donoghue, G. M. (2018). A model of learning: Optimizing the effectiveness of learning strategies. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists… in their own words (2nd ed., pp. 97–113). Routledge.

Hayosh, T., & Binyamin, I. P. (2021). A global pandemic in a multicultural society: Comparison between Jewish and Arab teachers' metaphors of teaching. International Journal of Multicultural Education, 23(3), 94–111. https://doi.org/10.18251/ijme.v23i3.2698

Hernández-Torrano, D., & Ibrayeva, L. (2020). Creativity and education: A bibliometric mapping of the research literature (1975–2019). Thinking Skills and Creativity, 35, 100625. https://doi.org/10.1016/j.tsc.2019.100625

Jordan, C. R. (2024). Cultural pluralism in the classroom: The role of culturally responsive pedagogy in developing empathetic and culturally competent teachers [Doctoral dissertation, University of Dayton]. ProQuest Dissertations & Theses Global.

Kerkhoff, S. N. (2017). Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale. Teaching and Teacher Education, 65, 91–106. https://doi.org/10.1016/j.tate.2017.03.011

Kerkhoff, S. N., & Cloud, M. E. (2020). Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education. International Journal of Educational Research, 103, 101631. https://doi.org/10.1016/j.ijer.2020.101631

Kohli, R., & Solórzano, D. G. (2012). Teachers, please learn our names!: Racial microaggressions and the K-12 classroom. Race Ethnicity and Education, 15(4), 441–462. https://doi.org/10.1080/13613324.2012.674026

Ladson-Billings, G. (2021). Three decades of culturally relevant, responsive, & sustaining pedagogy: What lies ahead? The Educational Forum, 85(4), 351–354. https://doi.org/10.1080/00131725.2021.1957632

Leo Kumar, S. P. (2019). Knowledge-based expert system in manufacturing planning: State-of-the-art review. International Journal of Production Research, 57(15–16), 4766–4790. https://doi.org/10.1080/00207543.2018.1424372

Lundberg, A., & Stigmar, M. (2023). University teachers’ shifting views of successful learning environments in the future. Scandinavian Journal of Educational Research, 67(6), 964–979. https://doi.org/10.1080/00313831.2022.2074553

Majedi, P. S. S., Seif Naraghi, M., & Naderi, A. (2019). Teaching competencies consistent with global characteristics and their validation from the perspective of exemplary school principals and teachers. Quarterly Journal of Educational Research, 7(1), 87-105. [In Persian]

Mayseless, O., & Kizel, A. (2022). Preparing youth for participatory civil society: A call for spiritual, communal, and pluralistic humanism in education with a focus on community of philosophical inquiry. International Journal of Educational Research, 115, 102038. https://doi.org/10.1016/j.ijer.2022.102038

McChesney, K., & Aldridge, J. M. (2021). What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact. Professional Development in Education, 47(5), 834–852. https://doi.org/10.1080/19415257.2019.1667412

Mohammadi, H., & Akradi, A. (2016). Critique and analysis of the theory of "teachers as transformative intellectuals in Henry Giroux's perspective". Qualitative Research in Curriculum, 4, 113-135. https://doi.org/10.22054/qric.2016.7483 [In Persian]

Myers, J. P. (2012). Developing global citizens: Secondary students' experiences with ICONS. In B. M. Maguth (Ed.), New directions in social education research: The influence of technology and globalization on the lives of students (pp. 61–80). Information Age Publishing.

Nurhartanto, A., Anwar, S., & Sukisno, S. (2024). Development of pluralist and multicultural approaches in PAI learning: A conceptual model for strengthening students' inclusivity competencies. Multicultural Islamic Education Review, 2(2), 154–163.

Obeng-Odoom, F. (2019). Pedagogical pluralism in undergraduate urban economics education. International Review of Economics Education, 31, 100156. https://doi.org/10.1016/j.iree.2019.01.002

Osler, A., & Skarra, J. A. (2021). The rhetoric and reality of human rights education: Policy frameworks and teacher perspectives. Multicultural Education Review, 13(3), 191–210. https://doi.org/10.1080/2005615X.2021.1964265

Panagiotopoulou, J. A., Rosen, L., & Strzykala, J. (Eds.). (2020). Inclusion, education and translanguaging: How to promote social justice in (teacher) education? Springer Nature.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244

Peleman, B., Van der Wildt, A., & Vandenbroeck, M. (2022). Home language use with children, dialogue with multilingual parents and professional development in ECEC. Early Childhood Research Quarterly, 61, 70–80. https://doi.org/10.1016/j.ecresq.2022.05.007

Shofiyyah, N. A., & Miharja, D. (2025). Strategy of integrating pluralism values in the development of inclusive curriculum in educational institutions. *al-Afkar, Journal For Islamic Studies, 8*(2), 278–294.

Sinclair, N. (2021). Practical expressivism: A metaethical theory. Oxford University Press.

Slaughter, Y., Bonar, G., & Keary, A. (2022). The role of membership viewpoints in shaping language teacher associations: A Q methodology analysis. TESOL Quarterly, 56(1), 281–307. https://doi.org/10.1002/tesq.3061

Tomlinson, B. (2020). Is materials development progressing? Language Teaching Research Quarterly, 15, 1–20. https://doi.org/10.32038/ltrq.2020.15.01

Treve, M. (2024). Comparative analysis of teacher-centered and student-centered learning in the context of higher education: A co-word analysis. Iberoamerican Journal of Science Measurement and Communication, 4(2), 1–12. https://doi.org/10.47909/ijsmc.187

Wu, X., & Li, J. (2023). Becoming competent global educators: Pre-service teachers’ global engagement and critical examination of human capital discourse in glocalized contexts. International Journal of Educational Research, 119, 102150. https://doi.org/10.1016/j.ijer.2023.102150

Zeichner, K. (2020). Preparing teachers as democratic professionals. Action in Teacher Education, 42(1), 38–48. https://doi.org/10.1080/01626620.2019.1700847