مریم عزیزی

Purpose: The aim of this study was a comparative study of media literacy curriculum policy in the educational system of leading countries and Iran. Methodology: The approach of the research was qualitative approach and the method used in it was comparative-analytical method. The research population in this study included all valid scientific documents, including books, articles in specialized journals related to media literacy, from which the works related to the subject were selected using purposive sampling method and appropriate to the research objectives of the case. Were analyzed and data were collected by documentary method, Descriptive analysis method was used in data analysis. Based on the research question, a framework for data analysis was considered. Based on this framework, the required data from available resources were selected, organized, and then their similarities and differences were identified and compared and interpreted. Findings: Based on the results of this study, the concerns and views on content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media. . The results also showed that media literacy has been considered as one of the most effective monitoring tools in the countries. Also, according to the results of the research, the most important differences between the selected countries and Iran in this regard was that the goal of these countries is to institutionalize the media literacy curriculum in an organized manner and in the form of codified policies and long-term plans, but in Iran. Although this issue has been emphasized in the upstream documents, due to the lack of sufficient infrastructure, lack of culture appropriate to the age of technology and teachers not being familiar with this knowledge, these conditions have not been provided and implementation in schools has been unsuccessful. Several years of implementation have not yet led to a successful indigenous approach and model for implementing this skill in schools. Conclusion: The results showed that the concerns and views on the content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media.

The hidden constructs underlying teachers’ professional identity at a given point of teaching life are presumed to account for their practical qualities. The current study explored the cognitive skills of three groups of Iranian English as a foreign language (EFL) teachers with scant, moderate, and considerable teaching experience. To this end, a convenience sample, including 382 Iranian EFL teachers from 660 branches of five countrywide English language institutions, participated in a sequential explanatory mixed-method study. In the quantitative phase, a multivariate approach to comparison was adopted, and the three groups were compared in terms of a linear combination of nine subscales representing teachers’ pedagogical knowledge base. As shown by the results, the between-group differences in four of the nine sub-domains yielded a significant between-group gap in the overall level of teacher cognition. These differentiating knowledge areas included knowledge of learning, teaching, classroom management, and professional self. A qualitative follow-up phase was then launched in which a 95-member sample of the participants attended a retrospective interview to delve deeply into the nature of the four differentiating subdomains. The qualitative results divulged the processes and reasons underlying the four differentiating knowledge areas. The findings may have new insights into the exact nature of Iranian EFL teachers’ intellectual peculiarities at different stages of a teaching career.