درخت حوزه‌های تخصصی

Learning to teach is conceptualized as a complex process of identity development. To address this process, this study explored Prospective Teachers’ (PTs) professional identity development at different stages of learning to teach within a four-year Second Language (L2) initial teacher education program. Participating in a sequential explanatory mixed-methods approach, 140 PTs filled out the English language teacher professional identity questionnaire three times: at the end of the second year, third year, and fourth year. Then, after each round of the questionnaire administration, 12 PTs were asked to participate in the interview phase to gain further insight into the participants’ professional identity development. Three separate sets of Freidman test and grounded theory were employed to evaluate the questionnaire and interview data, respectively. The results of both quantitative and qualitative data analyses revealed that the second-year PTs’ language awareness had a major contribution to the enactment of collective identity of language analyst and language user roles as part of their professional identity. Teaching practicum experiences also helped the third-year PTs develop a sense of belonging to the school community by aligning themselves with its rules and policies, which helped them develop their professional identity in a prescribed manner, informing institutionally situated identity of formal teachers. The fourth-year PTs’ identification of themselves with regard to their prospective learners’ needs was also the identity development observed in the form of learner-oriented attitude toward learners as whole persons, all conducive to imagined future identity of needs analysts. The results and implications are further discussed.

According to the economic literature, foreign direct investment (FDI) has the main role in the growth of countries. Therefore, the main goal of present study is to examine the direct and indirect (spatial) effect of FDI on growth of GDP in different regions of Iran using the spatial econometric model. For this purpose, the data of 30 provinces of Iran during 2010-2018 has been used. The spatial weight matrix (W), is considered based on the contiguity of the regions. The results of model showed that FDI had a positive direct and spillover effects on growth of regions. Also, government spending in the regions, increase of financial credits and human capital had a direct positive effect on economic growth of the region's economy. The spillover effects of two variables, FDI and financial development, was significant. Meanwhile, the spatial (indirect) effect of FDI was positive, but the indirect (spillover) effect of financial development was negative.

The purpose of this study was to examine the effect of uncertainty in economic policy on the stock price crash risk. In this applied descriptive-analytical ex post facto study, the statistical population included the companies listed on the Tehran Stock Exchange. Over a seven-year period, 148 companies are selected using the systematic sampling method (2015–2021). In this study, the negative skewness of return on equity (ROE) and down-to-up volatility were used to assess the stock price crash risk (dependent variable) and uncertainty in economic policy (independent variable). The data was then analyzed using the multivariate regression model. The results of the hypothesis testing indicated that volatility in the interest rate, dollar exchange rate, inflation, and economic growth had a positive significant effect on the stock price crash risk or the negative skewness of ROE and down-to-up volatility. Hence, given the effects of macroeconomic variables on the ROE, in order to achieve economic sustainability, the Government of the Islamic Republic of Iran should pay close attention to the adoption of macroeconomic policies, prevent economic policymakers and planners from implementing hasty unscientific policies, and increase the share of tax revenues from income sources.