https://www.jcstedicsa.ir/ Curriculum Studies in Teacher Education & Development en daily 1 Sat, 22 Nov 2025 00:00:00 +0330 Sat, 22 Nov 2025 00:00:00 +0330 https://www.jcstedicsa.ir/article_236919.html https://www.jcstedicsa.ir/article_236918.html https://www.jcstedicsa.ir/article_236715.html The aim of this study is to explain the nature of mentoring as a new method of professional development for Early Childhood Educators (ECE). Given the importance of educators' role in improving the quality of preschool education, the professional development of this influential group, who have mostly not received formal pre-service training - is of great importance.  However, traditional professional development models have failed to have a significant impact, and research has pointed to reasons such as lack of attention to the needs of mentors, the cycle of theory and practice, and prescriptive training. This study proposes an alternative model called mentoring and seeks to understand its nature and discover what it is through phenomenology, which focuses on understanding the essence of experiences related to a phenomenon. For this purpose, the lived experience of five mentors who have been working with preschool teachers for many years (purposive sampling) was analyzed. Then, to ensure the findings, the results were compared with a synthesis of previous research using the triangulation model. Finally, the research findings are categorized into three themes that provide practical guidelines for the professional development of preschool educators. https://www.jcstedicsa.ir/article_236716.html The aim of the present study is to explore second period elementary students’ perceptions of the characteristics of a desirable teacher. This applied qualitative study employed a descriptive phenomenological approach to analyze the views of 40 students in grades 4–6 from public schools in Alborz province during the 2022–2023 academic year. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. Trustworthiness was ensured through member checks, expert review, and thick descriptions. The findings revealed three main categories of teacher characteristics: personal (appearance and personality traits), specialized (scientific knowledge, pedagogical competence, classroom leadership), and professional (behavioral, emotional, nurturing, and interactive qualities). Among these categories, professional characteristics were most emphasized, with interactive qualities ranked highest, while scientific knowledge was cited the least. The results highlight that elementary students value relational and nurturing aspects of teaching more than academic expertise. Implications include revising teacher education curricula to strengthen communication, emotional intelligence, and interactive skills, incorporating relational indicators into teacher evaluation systems, and encouraging teachers to integrate playful and participatory methods that support both cognitive and affective development. https://www.jcstedicsa.ir/article_236719.html This study aimed to identify and prioritize the educational needs of elementary school teachers regarding the instruction of slow-learning students. A qualitative research approach was employed using criterion-based purposive sampling. Data were collected through semi-structured interviews, and trustworthiness was ensured through credibility, dependability, confirmability, and transferability. Data analysis was conducted using Strauss and Corbin’s coding method. The findings identified six main educational needs and 23 sub-needs: (1) understanding slow learners, including diagnosis and psychological theories; (2) identifying individual problems such as memory impairments (working, auditory, visual), motor difficulties (fine and gross), life skills, social participation, and emotional expression; (3) familiarity with instructional methods, including compensatory, game-based, group teaching, supervised instruction, environmental enrichment, and content adaptation; (4) supportive strategies such as enhancing motivation and confidence, teacher resilience, and talent identification; (5) teaching–learning principles, including hands-on learning, interaction, and attention to student interests; and (6) parent–teacher interaction, including parental support and family education. Prioritization results indicated that instructional methods and supportive strategies were the most critical needs. Accordingly, the study recommends designing pre-service and in-service teacher training programs emphasizing specialized instructional and support strategies, perceptual-motor challenge management, and family education. Future research should further examine effective strategies for identifying and supporting slow learners. https://www.jcstedicsa.ir/article_236720.html The purpose of this study was to survey the lived experiences of professors in the Iranian teacher education system regarding the characteristics of single-sex universities. The research method was based on a qualitative approach and a descriptive phenomenological method. Semi-structured interviews were used to collect data, and thematic analysis was used to analyze the research data. Regarding the first research question, with the aim of analyzing the challenges and consequences of single-sex universities, twelve general themes were placed in four central dimensions, including social challenges, educational challenges, cultural challenges, and structural challenges. Regarding the second research question, with the aim of explaining the opportunities of single-sex universities, six general themes were surveyed in the form of two central dimensions, moral-psychological and context-oriented. Based on the findings of this study, it can be concluded that in facing the challenges and consequences of the single-gender teacher education system, flexible policies should be formed that will lead to a new orientation towards the teacher education system and reduce the reductionist view of the identity of student teachers. If the existing practice of gender segregation continues and its issues are ignored, it will lead to gender biases and inefficiency in the teacher education https://www.jcstedicsa.ir/article_236721.html This study aimed to identify and analyze the factors influencing the implementation of entrepreneurship curricula in secondary schools,with a particular emphasis on the pivotal role of teachers, using an integrative approach based on Sandelowski and Barroso’s seven-step model(2007).Initially,129 articles published between 2015and 2024 were collected,and through purposive sampling,40 articles were selected based on relevance to the topic,publication in reputable journals,and high scientific quality.Data were analyzed using content coding with the assistance of the qualitative analysis software MAXQDA.The findings revealed that the factors affecting the implementation of the entrepreneurship curriculum can be categorized into three main dimensions:(1)the learning and teaching pathway,which includes the application of active learning approaches, professional development of teachers, and the creation of innovative, technology-driven environments; (2) the social and cultural context, encompassing attention to cultural and social characteristics, active stakeholder participation, and the enhancement of international collaborations; and (3) the implementation and evaluation mechanisms, involving the design of flexible assessment systems, alignment of the curriculum with overarching educational policies, and identification of barriers to effective program execution. This study offers a comprehensive and systematic model that can assist policymakers, educational administrators, and program implementers in improving the implementation of entrepreneurship curricula and adapting them to local conditions. https://www.jcstedicsa.ir/article_236722.html This study examined the effectiveness of the Farhangian University teacher training program in fostering the professional development of novice teachers recruited through the Ministry of Education’s entrance examination. Using a mixed-methods design, data were collected from a convenience sample of 400 novice teachers in Kashan through questionnaires and semi-structured interviews.  Quantitative results indicated that the program was effective in enhancing professional attitudes (M = 3.64/5) and improving instructor–teacher interactions (M = 4.16/5). However, shortcomings were found in practice-oriented training aligned with real classroom needs (M = 2.9/5) and in the quality of final assessments (M = 3.1/5). Qualitative findings further revealed challenges such as an overemphasis on theoretical content, inappropriate scheduling, and misalignment between assessment methods and learning objectives. These findings align with prior research emphasizing the limited practical relevance of teacher education curricula and the need for structural revisions. Major limitations include the focus on lower levels of Guskey’s evaluation model and the use of convenience sampling. It is recommended that the curriculum be redesigned based on active learning principles, that pre-service training occur prior to formal teaching, and that performance-based assessments be implemented to enhance program effectiveness.