درخت حوزه‌های تخصصی

Social well-being is an important aspect of health that has not been given due attention so far. Especially in the teachers' group, who play an important role in nurturing the country's future leaders, and the need to pay attention to this issue is felt. Accordingly, the aim of the present study is to determine the role of optimism and self-compassion in teachers' social well-being. The method of conducting the research was descriptive correlational research. The statistical population of this study consisted of all teachers (male and female) in the primary school of Nimroz city, of whom 148 people were selected using a random stratified sampling method according to the Cochran formula. The research tools used were three questionnaires: optimism (Scheyer and Carver, 1985), self-compassion (Neff et al., 2012), and social well-being (Keyes, 2011). Linear and stepwise regression, Pearson correlation coefficient, were used to analyze the research hypotheses. The results showed that optimism and self-compassion were able to significantly predict the social well-being of teachers in Nimroz city. Among the components of optimism, the component of intrinsic optimism and among the components of self-compassion, the component of self-kindness played the most important role in the social well-being of teachers. Also, a significant relationship was observed between optimism and self-compassion and its components with the social well-being of teachers.

The rise of international education and Content and Language Integrated Learning (CLIL) has created new demands for teacher education and the development of pedagogical content knowledge. This exploratory qualitative study investigated teachers’ conceptualizations of pedagogical content knowledge in an English-medium, international, Content-and-Language Integrated Learning context, addressing instructional challenges, contextual influences on teaching practices, and the role of English proficiency in Pedagogical content knowledge development. Using a case-study approach, data were collected through classroom observations and in-depth interviews with eight participants selected via convenience sampling from an international school in Mashhad, Iran. The interview transcripts were analyzed using MAXQDA 12 and conducting open, axial, and selective coding procedures. Findings revealed six core pedagogical content knowledge domains, with knowledge of technology, culture, context, and language emerging as critical additions to traditional pedagogical content knowledge frameworks. The study highlights how technological advancements necessitate digital competence; internationalization of education demands intercultural competence; and English-medium instruction requires linguistic awareness or advanced language proficiency in the context. The results underscore the evolving nature of pedagogical content knowledge in a Content-and-Language Integrated Learning environment, emphasizing the role of Englishization and multiculturalism in shaping pedagogy. This study may serve as an effort in teacher education, advocating for more investigations in search of a more comprehensive model of pedagogical content knowledge within the context of international education.

The present study aimed to examine the Iranian high school teachers’ perceptions towards the new English textbook named Vision 1 and tried to find the level of these textbooks' communicative aspects based on the teachers' perceptions. To do so, one hundred participants were selected based on convenience random sampling, including 65 male and 35 female Iranian EFL teachers. To collect teachers' perspectives on Vision 1 , a questionnaire, adapted from a similar previous study (Razmjoo, 2010), was used. To gain more valid data and to triangulate the data, a semi-structured interview was also conducted with 25 teachers. The results indicated that Vision 1 was considered poor in terms of vocabulary, writing, and critical discourse analysis components by most teachers, but they rated it appropriate in terms of structure, reading, listening, and speaking tasks. The general methodological considerations of Vision 1 were perceived to be good, but some believed that they were poor. The findings of the interview revealed that the participants agreed that Vision 1 is based on the approach of CLT. Notwithstanding, they argued that this method has not been properly operationalized in the content of the book. The teachers pointed out that Vision 1 has some features like conversations and pronunciation practices, which are beneficial for developing the communicative competence of the students. The results have implications for teachers and materials writers as well as the policy makers.