Cognitions

Pre-service teacher cognition literature abounds with the concept of change as well as proposals regarding desirable conceptual changes to be undertaken so that teacher candidates can set out their path of professional development with right beliefs. Yet, such changes would seem less likely to occur if the trainees’ thoughts, beliefs, and cognitions are not identified in the first place. This study was an attempt to identify the cognitions of EFL pre-service teachers and trace possible changes expressed by the candidates. Through a convenient sample of 64 pre-service teachers studying at three teacher training colleges in Iran, this mixed -methods exploration utilized a teacher cognition questionnaire and interview techniques. Results of the cognition questionnaire indicated that many of the candidates’ cognitions were still in need of adjustments. Also, the content analysis of the interviews revealed that the candidates’ attempts during the practicum revolved mostly around challenging debilitating beliefs, developing a sense of professional agency, managing stress, and resolving tensions between contradicting beliefs. Findings suggest that the trainees’ prior experiences as language learners exerted a very influential effect on their cognitions and also their attempts to refine those cognitions.

Central to the spirit of reflective teaching is the ability to focus critically on one’s own beliefs, cognitions, and concerns. Numerous proposals have been developed for implementing reflective practices in pre-service teacher education contexts with the aim of producing highly competent reflective teachers. However, it is imperative to identify the candidates’ beliefs and knowledge base before any interventions could be introduced to effectively trigger a response. This study utilized a reflection oriented model to explore pre-service language teachers’ concerns about language learning/teaching. Interview techniques facilitated such an in-depth exploration among a conveniently sampled 13 candidates studying at a teacher college in Iran. The content analysis of the interviews revealed that affective factors, classroom management, language-related fears, and tensions between their beliefs and practices were the candidates’ major concerns. On the whole, candidates’ preexisting learning experiences seemed to cast a shadow over their cognitions and concerns. Implications regarding reflective practicums in teacher education programs are discussed.

Attractiveness principal in Iranian- Islamic architecture and decorating in this issue Iranian Architecture in the period of Islam use different means to show the influential and effective thoughts and interpretations and meanings on the people. One way to identify the means is to Research and investigate in the audience’s cognition and understanding particularly architectures and identify the current Theories and Ways which describe the presses of perception and cognition. Cognition and mind system of middle periods of Islamic is obvious for us particularly with helping from left texts and the way of describing issues and subjects, Although mental and thinking studies from this period of time has been studied but some principles not all of them have been considered . In fact in cognitive system based on Islamic understanding. The stage which the characterize the beauty, amazements and attractiveness derived from creations and world. And can help the level and quality of maker and his ability. as in good arguments to understand It, the issues are considered which gradually can create the meaning, symbol, emotional concepts in the person who understands It. One of the principles is the sense of beauty and attractiveness and in literal language is wonderfulness and this article shows that this sense has been influential and effective in Islamic thinkers and architectures. And gradually some means have been used to derive the meaning and perceptions from It. Material means in Islamic architecture are decoration.