شناسایی چالش‌ها و راهبردهای ارتقای برنامه آماده‌سازی نو معلمان مهارت‌آموز ماده 28 در ایران: یک گستره پژوهی مروری نظامند

Aithal, P. S. (2015). Faculty empowerment strategies in higher education institutions. International Journal of Management, IT and Engineering, 5(7), 108-115.

https://ssrn.com/abstract=2778972

Akash, S., Dabbagh Amini, I. (2023). This research was conducted with the aim of investigating the level of satisfaction of skill students in Article 28 of the curriculum of the second-service course of Farhangian University. Journal of research in curriculum studies, 3(1), 92-106. doi: 10.48310/jcdr.2023.3307

Arskey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32.

doi: 10.1080/1364557032000119616.

Asgari, G. and Keledi, A. (2002). Job Satisfaction Among Elementary School Teachers in Tehran. Social Sciences, 9(18), 121-139. [In Persian].

Doi: 20.1001.1.17351162.1381.9.18.5.5

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

CASP. (2013). Critical skills appraisal programme qualitative research Checklist. Retreived from: https://casp- uk.net/casp-tools-checklists/.

Colquhoun, H., Levac, D., O'Brien, K., Straus, S., Tricco, A., Perrier, L., & Moher, D. (2014). Scoping reviews: Time for clarity in definition, methods, and reporting. Journal of Clinical Epidemiology, 67(12), 1291-1294. doi:10.1016/j.jclinepi.2014.03.013.

Crowe, E. (2011). Getting Better at Teacher Preparation and State Accountability: Strategies, Innovations, and Challenges under the Federal Race to the Top Program. Center for American Progress. https://files.eric.ed.gov/fulltext/ED535643.pdf

Curriculum for the one-year Skills Training Program (2018). Approved by the Council of Farhangian University, Tehran: Farhangian University. [In Persian].

Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 13, 1-48. https://doi.org/10.14507/epaa.v13n42.2005

Dukes, D., Abrams, K., Adolphs, R., Ahmed, M. E., Beatty, A., Berridge, K. C.,... & Sander, D. (2021). The rise of affectivism. Nature human behaviour, 5(7), 816-820.  doi: 10.1038/s41562-021-01130-8

Eslami, F., Mousapour, N., & Sadeghi, A. (2023). A Study of lived Experience of the Interns of Teacher Training program of Qom Farhangian University. Journal of Curriculum Studies, 17(67), 13-34. [In Persian] .  doi: 20.1001.1.17354986.1401.17.67.2.4

FathiAzar, E. , Adib, Y. and Golparvar, F. (2016). Phenomenology of Effective Factors and Motivator in Quality of In-Service Training Courses of Teachers. Research in School and Virtual Learning, 3(12), 47-56. [In Persian]. doi:20.1001.1.23456523.1395.3.12.5.6

Ferizat, M.,& Kuat, B. (2021). The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers. Kıbrıslı Eğitim Bilimleri Dergisi, 16(4), 1976-1996. https://doi.org/10.18844/cjes.v16i4.6066

Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher retention. Teachers and Teaching, 24(6), 604–625. https://doi.org/10.1080/13540602.2018.1457524

Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational evaluation and policy analysis, 22(2), 129-145. https://doi.org/10.2307/1164392

Hanushek, E. A., & Rivkin, S. G. (2007). Pay, working conditions, and teacher quality. The Future of Children, 17(1), 69-86. doi:10.1353/foc.2007.0002

Heidari, A. (2024). The policy system of teacher training in Iran based on the model of educational governance. Journal of Countries Studies, 2(1), 117-160. [In Persian]. doi: 10.22059/jcountst.2023.367071.1070

Hejazi, A. (2023). Internship in the Skill Training Program of the Employment Plan of Article 28 of Education; Challenges and Strategies. Teacher Professional Development, 7(4), 57-72. [In Persian].  doi:10.48310/TPD.2025.17514.1771

Helfeldt, J. P., Capraro, R. M., Capraro, M. M., Foster, E., & Carter, N. (2009). An urban schools–university partnership that prepares and retains quality teachers for “high need” schools. The Teacher Educator, 44(1), 1-20. Doi:10.1080/08878730802520050

Henry, D., Brantmeier, E. J., Tongen, A., Jaffee, A. T., & Pierrakos, O. (2021). Faculty empowering faculty: SoTL leaders catalyzing institutional and cultural change. Teaching and Learning Inquiry, 9(2). https://doi.org/10.20343/teachlearninqu.9.2.15

Kabiri, M. (2019). Comparison of policies of primary school teachers’ recruitment and education based on the students' learning. Journal of Educational Innovations, 17(4), 37-60. [In Persian]. https://noavaryedu.oerp.ir/article_84333.html?lang=en

Kashefi, H. R. (2022). Analysis of Injuries in Article 28 Training Course: Qualitative Study of the Mathematics Teaching Skills Learners Perspective. Quarterly Journal of Education Studies, 7(28), 67-84. [In Persian]. doi: 20.1001.1.25884182.1400.7.28.4.4

Keshmidar, M., Birjandi, K., & Razavi, M. H. (2009). Comparing the job retention factors of physical education and non-physical education teachers and their relationship with some individual characteristics. Journal of Sport Management and Motor Behavior, 5(9), 87-101. [In Persian]. https://msb.journals.umz.ac.ir/article_381.html

Khosravi, R. A. (2021). Skills Training Program at Teacher Training University and Professional Development of Teacher Candidates. Journal of higher education curriculum studies, 12(23), 69-101. [In Persian]. doi: 20.1001.1.25382241.1400.12.23.4.4

Lee, J. C. K. (2009). Teacher development and teacher education in the new century. Contemporary Education and Culture, 1(1), 69-73.

doi: 10.14221/ajte.2013v38n12.3

Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5(1), 69-69. doi: 10.1186/1748-5908-5-69.

Manski, C. F. (1987). Academic ability, earnings, and the decision to become a teacher: Evidence from the National Longitudinal Study of the High School Class of 1972. In Public sector payrolls (pp. 291-316). University of Chicago Press.

McMahon, M., Forde, C., & Dickson, B. (2015). Reshaping teacher education through the professional continuum. Educational Review, 67(2), 158-178.

 https://doi.org/10.1080/00131911.2013.846298

Meshkati, H., Delavar, A., Farrokhi, N., Minaei, A., & Kiyanei, G. (2018). Determination of the Coefficients of the Subscale for the Assessment of Professional Competencies (ASLAH) of Graduates of Farhangian University. Educational Measurement and Evaluation Studies, 8(23), 223-242. [In Persian].

https://jresearch.sanjesh.org/article_33072.html?lang=en

Mobra, T., & Hamlin, D. (2020). Emergency certified teachers’ motivations for entering the teaching profession: Evidence from Oklahoma. Education Policy Analysis Archives, 28(109), 1-29. https://doi.org/10.14507/epaa.28.5295

Namdari Pejman, M. (2024). Analysis of teacher recruitment and selection processes with the aim of enhancing policy making in public administration. Quarterly Journal of Research and Planning in Higher Education, 30(1), 94-112. [In Persian].

 doi:10.61838/KMAN.IRPHE.30.1.6

Novoa-Echaurren, A., & Canales-Tapia, A. (2018). Pedagogical uses of digital technologies by pre and in-service teachers: Literature review from a global perspective to the Chilean context. In Proceedings (Vol. 2, No. 21, p. 1335). MDPI.

Oades, L. G., Robinson, P., Green, S., & Spence, G. B. (2014). Towards a positive university. In Positive psychology in higher education (pp. 5-12). Routledge.

Otara, A. (2014). Students' Perceptions on Education Internship Program in Rwanda: Effectiveness and Challenges. European Journal of Educational Sciences, 1(2), 181-193.

https://files.eric.ed.gov/fulltext/EJ1236774.pdf

Parveen, S., & Mirza, N. (2012). Internship program in education: effectiveness, problems and prospects. International Journal of Learning & Development, 2(1), 487-498.

dOI: 10.5296/ijld.v2i1.1471

Pasalari, H. , Azizi, N. and Gholami, K. (2022). Comparative analysis of educational approaches and future training (in- service education) in teacher education in Iran and Finland, England, japan. Teacher Education Policy, 5(1), 35 -64. [In Persian]. doi: 20.1001.1.26457725.1401.5.1.2.1

Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Learning Policy Institute, Palo Alto, CA.

Rafiei, H., Abdollahi, M, S. (2022). Examining the challenges facing Farhangian University. Tehran. Report of Research Center of the Islamic Consultative Assembly. [In Persian].

Saafi, A. (2019). Hundred Years of Teacher Training in Iran: Opportunities, Threats, and Future Outlook. Quarterly Journal of Education, 35(2), 83-106. [In Persian].

 doi:20.1001.1.10174133.1398.35.2.4.3

Sahraie sarmazdeh, F., & Salehi, M. (2021). Comparison of teachers' self-efficacy and teacher motivation and occupational commitment between new teachers' by the recruitment method. Theory and Practice in Teachers Education, 7(11), 93-114. [In Persian].

Doi: 20.1001.1.26457156.1400.7.11.5.1

Schneider, M. (2003). Linking School Facility Conditions to Teacher Satisfaction and Success. Educational Facilities, Washington, DC. ERIC Publications.

https://files.eric.ed.gov/fulltext/ED480552.pdf.

See, B. H., Morris, R., Gorard, S., & El Soufi, N. (2021). Recruiting and retaining teachers: what works?. Researching Education, 1(2). https://doi.org/10.5281/zenodo.4550903

Shahi, S., Khwaja Kulki, E. Mehr Alizadeh, & Y. Marashi, M. (2021). Policies for Attracting and Training Teachers in Iran 2030. Quarterly Journal of Iranian Future Studies, 6(2): 137- 166. [In Persian]. doi:10.22034/IJCE.2023.367058.1444

Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and Teacher Education, 27(1), 136–146. doi: 27136146. doi:10.1016/j.tate.2010.07.010

Smylie, M. A., Lazarus, V., & Brownlee-Conyers, J. (1996). Instructional outcomes of school-based participative decision making. Educational evaluation and policy analysis, 18(3), 181-198.https://doi.org/10.3102/0162373701800318

Sutcher, L. Darling-Hammond, L., & Carver-Thomas, D. (2016). A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/247.242.

Thappa, S. R., & Baliya, J. N. (2021). Exploring awareness for technological pedagogical and content knowledge (TPAC) in pre-service teacher education programme. MIER Journal of Educational Studies Trends and Practices, 1-14.

 https://doi.org/10.52634/mier/2021/v11/i1/1765

Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher education research & development, 36(2), 325-342.

https://doi.org/10.1080/07294360.2016.1208154

Villar, A., & Strong, M. (2007). Is mentoring worth the money? A benefit-cost analysis and five-year rate of return of a comprehensive mentoring program for beginning teachers. Santa Cruz, CA: The New Teacher Center.

Vivian, J. R. (1985). Empowering teachers as colleagues: The Yale‐New Haven teachers institute. New Directions for Teaching and Learning, 1985(24), 79-89.

 https://doi.org/10.1002/tl.37219852410

Zandi, K. & Sadeghi, S. (2019). Analysis of the Damages of the Teacher Training System at Farhangian University (Case Study: Professional Development of Teacher Candidates in Western Universities), Fourth National Conference on Modern Approaches to Education and Research, Mahmoudabad, Mazandaran State, Iran. [In Persian].

https://civilica.com/doc/981472

Zare Khalili, M., Sadeghi, S., Bagheri Kerachi, D. A., & Alidadi, A. (2017). The Pathology of Training Courses for Employees in Ministry of Education Called (Maddeh 28) from the Viewpoints of Students, Educators and Organizers. Quarterly Journal of Education Studies, 3(11), 31-62. https://researchbt.cfu.ac.ir/article_603.html?lang=en

Zare, D. S., Jahedi, D. S., Mousavi, S. Y., & Ajami Baferani, B. (2017). Assessment of the Academic Satisfaction of the skill Trainees (called madeh28) of Farhangian University in Fars Province. Quarterly Journal of Education Studies, 3(11), 103-120.

 https://researchbt.cfu.ac.ir/article_624.html?lang=en