مطالب

Purpose: The purpose of this paper is to understand of the presence of entrepreneurial competencies in the curriculum of teacher education in Iran. Methodology: approach – This was a qualitative research with an interview and content analysis approach. The research population consisted of two groups of entrepreneurs with teacher education and the curriculum syllabus a bachelor of teacher education. The research tools included a semi-structured interview, and a content analysis checklist. Findings: The research findings resulted in the extraction of 42 competencies in the form of three classes of knowledge, attitude and skill. Results also indicated that the presence of entrepreneurial competencies among the syllabus of teacher education curriculum does not meet a suitable level. Conclusion: Therefore, the officials and curriculum developers should take the necessary steps to revise the curriculum syllabus according to the addition of intended competencies in this area to push teacher students towards entrepreneurship.

Historical maps are one of the most important sources for studying the historical geography of lands, borders of dynasties and territories, historical names and border changes. also, by studying historical maps, one can discover the geographical vision and view of people throughout the centuries and in different societies, and in this way achieve a correct understanding of concepts such as the world, geography, territorial boundaries and things like these. on the other hand, the researcher of Iranian history, especially the researcher of the Safavid era, is bound to refer to various maps that have been drawn about the geographical boundaries of Iran. by studying the elements and data included in the historical maps, one can get a visual understanding of the borders of Iran's territory and the correct recording of specific geographical names. the map of the "Etats du Grand-Seigneur en Asie : Empire de Perse, Pays des Usbecs, Arabie et Egypte" was drawn in the first half of the 12th century AH/18th CE by the efforts of two of the most prominent European cartographers of that era, namely Gilles Robert de Vaugondy and his son Didier Robert de Vaugondy. Vaugondies were prominent cartographers in the 17th and 18th centuries whose scientific activities were largely acknowledged in the French court and across Europe, and European rulers tended to acquire maps and geographical globes developed by the Vaugondies. Now the question is, how did a European cartographer describe the geographical area of Iran in the early 18th century? Did he look at the territory of Iran from a dynastic lens or did he consider it as a whole unit? Adopting a descriptive-analytical approach and qualitative methodology, the present study strives to outline the domain of Iran in the late Safavid period based on the information provided on the map drawn by Gilles Robert de Vaugondy and Didier de Vaugondy. Analysis of obtained data unveils that Vaugondy, alike his contemporaries, regarded Iran as a unit and distinct geography. The image that he provided of the boundary of Iran also aligns with Persian texts of the given era.

Improving the quality of education and empowering students are important issues in educational systems, and it is necessary to identify influential factors for them. One of the factors that can help improve the educational system is enhancing resilience in schools. Resilient schools are those that create conditions for students and teachers to be able to respond to the challenges of school and community and help them achieve educational goals in difficult conditions, by providing necessary space and educational facilities. Therefore, the present article aims in identifying the dimensions and components of resilient schools to present a related model. In this regard, a qualitative method based on the grounded theory approach is used. The statistical population of this research includes faculty members, psychology specialists, and school principals in Kurdistan province. A purposeful sampling method is used to select the sample based on the saturation rule by using sixteen interviews, and for more assurance, it is continued up to twenty interviews. Data collection was conducted through semi-structured interviews and data analysis was done through open, axial, and selective coding methods. The findings indicate that causal conditions (development of student’s abilities, establishing proper communication with students, learning life skills, and improving the status of teachers) through the central phenomenon (resilient schools) influence the strategies for achieving resilient schools. These strategies include making the educational environment happy, developing parents’ participation, providing extra-curricular activities, appropriateness of curriculum content, supporting teachers, making the curriculum content applicable, and instruction. Some intervening conditions (salary and benefits, recruitment and selection of human power, and decentralization) as well as contextual conditions (facilities, leadership, and teaching-learning processes) influence these strategies. Finally, the consequences of these strategies and their impact include mental health, self-awareness, cooperation, participation, and promotion of general health.