درخت حوزه‌های تخصصی

Despite the widely recognized significance of values education in a rapidly changing world and teachers’ education-related beliefs, little research has investigated how English as a Foreign Language (EFL) teachers navigate values in their classrooms. The study reported in this paper explored in-service EFL teachers’ perceptions of values education and their conceptions of their moral roles, aiming to develop an instrument related to values education. To this end, this exploratory sequential mixed-methods study recruited 10 EFL teachers selected through maximum variation sampling. Semi-structured interviews were conducted with the teacher participants and the data were analyzed inductively through thematic analysis. Furthermore, the existing literature and the insights gleaned from the initial phase of the study led to the development of a questionnaire, which was administered to 332 EFL teachers in the quantitative phase of the study. Six overarching themes were identified through thematic analysis of the interview data, namely relational values, personal growth, academic excellence, regulatory values, teachers’ personal standards and global values with teachers prioritizing students’ motivation and wellbeing over other value types. In addition, confirmatory factor analysis of the developed questionnaire verified a five-factor structure. Only 23 items out of 53 initial items were retained in the final version of the questionnaire. Overall, the results revealed that master obligation of teachers, associated with nurturing students’ dignity was prioritized over teachers’ prima facie obligation which promotes students’ learning and intellectual growth. After a detailed discussion, implications and suggestions for future research are presented in the end.

Background: Housewives build a significant part of society. They play a key role in strengthening the foundation of the family and nurturing the next generation of any country, so it is very important to pay attention to mental health of this population.   Aim: This study investigated effects of a period of Hatha yoga-based mindfulness practice on distress tolerance and subjective wellbeing of housewives. Materials and Methods: Participants were 38 housewives between 31 to 52 years who were randomly divided into two experimental groups including face-to-face (i.e., presence on the grass, n=17) and online (via Sky room, n=21). A 6-week Hatha Yoga-based mindfulness training was held simultaneously in twelve sessions for both groups. Distress Tolerance Scale (DTS) and Keyes and Magyar-Moe’s Subjective Well-being Scale were used. Results: The results of analysis of covariance showed that all subscales of distress tolerance and subjective well-being of housewives in the face-to-face group were significantly higher than the online group. Moreover, the results of paired t-test showed that the means of post-test of all subscales of distress tolerance and subjective well-being of housewives were significantly higher than the means of pre-test. But in the online group, the means of pre-test and post-test did not differ significantly in all variables. Conclusion: Our findings emphasize that, in order to improve metacognitive processes, yoga-based mindfulness training in online method cannot replace face-to-face method.