The current research was conducted with the aim of understanding the lived experiences of student-teachers of the implemented curriculum of the primary education field in Teacher Training University. The qualitative research approach and the descriptive phenomenological research method were based on Husserl's theory, the participants of the research were students and teachers in the field of elementary education at Teacher Training University of Arak, (Iran) which was conducted using a purposeful sampling approach and using a semi-structured interview with 65 students of elementary education at Teacher Training University of Arak. The data analysis was conducted through a descriptive method based on the Claysey approach, which was implemented using Max Kyoda 12 software. The findings of the research indicated that in the coding process, 4 main categories (reduced by the researcher), 22 sub-categories (reduced) and 55 open categories (suspended) were identified. The lived experiences of the student-teachers were similar in the main and secondary codes, but different in the open codes. The main codes included: acquiring ability in the field of teaching method, using information and communication technology, developing cognitive ability, helping students solve learning problems. According to the results of the research, it was observed that the experiences gained by student teachers overlapped with the topics of the elementary education curriculum, which indicated alignment with the intended goals of the elementary education curriculum of Teacher Training University.

The aim of this survey research was to study the elementary school teachers’ attitudes toward the inclusive education. Using stratified random sampling method, 177 teachers (149 females & 28 males) were selected from primary school teachers of educational region 3 in Tehran, Iran in academic year of 2014-2015. Attitude Toward Mainstreaming Scale (ATMS) questionnaire was used as a research tool. The data were analyzed by One-Sample T test, Independent-Sample T test. Results showed that the primary school teachers have a negative attitude toward philosophy of inclusive education. They didn’t have sufficient knowledge in terms of the philosophy of inclusive education. In addition, such teachers have estimated weak performance regarding their abilities to teach SENs students. The results also showed that the teachers evaluated SEN students’ behavior negatively. There was no significant relationship between teachers’ attitudes, gender and receiving special training related to SEN (Special Education Needs) students. These findings have a critical value for educational policy makers and planners because of their effect on inclusion process in the system of education.

This Studywas conducted to determine the current Job Satisfaction Level of elementaryschool teachers in the city of Tehran. The method of study was survey research, and data was collected by questionnaire.A modified version of the Minnesota Satisfaction Questionnaire (MSQ) was used. Sample included 400 Elementary School Teachers in districts, 1,11and 16 in Tehran. The findings in this research were as follows:76.5%of elementary school teschers indicated they were either satisfied or very satisfied with their jobs, while 9% were very dissatisfiedor dissatisfied.Of the 20 aspects of work measured by the(MSQ), teachers only indicated dissatisfaction with the compensation area. The two demographic variables of educational degree status and teachers intent to remain in the current position were found to be predictors of job satisfactionfor teachers.There were sixareas of teachers job satisfactionthat produced the most satisfactionin the study.These areas were social service, moral values, creativity,activity,variety,and ability utilization. In this study, teachers were the least satisfied with the areas which included compensation,companypolicies,advancement,and job security.

Purpose: This study aimed to measure the cognitive readiness of primary education teachers in the 20th district of Tehran, focusing on individual cognitive preparation, workgroup preparation, learning readiness, and social-emotional readiness. Method: This quantitative, descriptive-survey research employed a standard questionnaire to collect data. The questionnaire's reliability was established using Cronbach's alpha (α = 0. 89), and content validity was assessed. Descriptive statistics, analysis of variance, single-sample t-tests, and Friedman's test were used to analyze the data and test the research hypotheses. Findings: Significant differences were found in all components of cognitive readiness: individual cognitive preparation (t = 16. 12, p < 0. 01), workgroup preparation (t = 12. 46, p < 0. 01), learning readiness (t = 0. 4, p < 0. 01), and social-emotional readiness (t = 3. 99, p < 0. 01). Conclusion: The results indicate that individual cognitive preparation is a key indicator of teachers' abilities. Enhanced personal knowledge and awareness in the educational environment may enable teachers to better engage with new ideas and gain a more comprehensive understanding of their surroundings. These findings suggest the importance of focusing on cognitive readiness in teacher development programs. Future research could explore the long-term impact of cognitive readiness on teaching effectiveness and student outcomes.

Purpose: The purpose of this study is to examine the effect of the teaching of philosophy for children (p4c) on the development of students' creativity. Method: This research is a causal-comparative study. For data analysis in descriptive and inferential sections, Kolmogorov-Smirnov (KS), Shapirovylak (SH-W) and independent t-tests were used by SPSS-22 software. Is. . Fifty fifth grade elementary school students were selected from among the regions of Baharestan using random cluster sampling. For data collection, the Torrance creativity test (Form B) Includes three activities that are used in four subsystems of fluidity, flexibility, originality and expansion. Results: The findings of the study showed that by comparing the averages, the difference between the group or the trained students (166. 48) was more than the control group or the untrained students (1396. 92). Conclusion: The results of the general hypothesis of the research that "the teaching of philosophy for children (p4c) on the development of creativity among male students of the fifth grade elementary school in Baharestan" showed that the teaching of children's philosophy (p4c) on creativity of students The fifth grade son of the district of Baharestan is affected.