Academic studying is a significant factor in the socio-economic development of nations. Faculty members play an effective role in this process besides their initial academic and skills qualifications. The present study investigated the Continuous Professional Development (CPD) system and the implementation strategies in Ahvaz universities by adopting mixed-methods research. The statistical population of this study consisted of all the full-time faculty members of Ahvaz universities. In the quantitative phase of the study, 341 participants were selected based on Morgan table. In the qualitative part, snowball sampling was used and interviews continued until saturation was reached. A researcher-made CPD questionnaire with a reliability coefficient of 0.89 and a semi-structured interview were employed to gather the necessary quantitative and qualitative data respectively. The results showed that, in general, 12 strategies are used for professional development of faculties in Ahvaz universities. Although strategies could facilitate the achievement of different goals in the sample universities, more emphasis seems to be placed on the development of educational and research skills. The findings also revealed the inadequacy of professional development opportunities for faculties, the complexity of faculty members’ responses to the use of professional development strategies, the positive impact of continuous professional development activities on various university processes, and the different approaches of universities to implementing the professional development strategies.

Background and purpose: Role modeling is defined as "a purposeful activity that demonstrates the knowledge, skills, attitudes, and behaviors that students should acquire. " This is an educational method suitable for the medical environment where students have the opportunity to observe their professors in action and behavior. All the teachers of medical sciences are diligent in training human resources, but developing a professional identity in medical students is a top priority which could help them to become good doctors. The purpose of this study was to explain the role modeling of teachers in professional identity formation of medical residents. Materials and methods: Sixteen medical residents, aged between 26 and 40 (male and female), participated in this qualitative content analysis study. The residents beloned to four major specialty groups including obstetrics and gynecology, surgery, internal medicine, and pediatric. Data were collected from four specialty hospitals of Tehran University of Medical Sciences through semi-structured in-depth interviews. Then the collected data were analyzed using conventional content analysis. Results: Data analysis showed four main categories of "access to the role of models" including ethical role modeling, professional role modeling, personality role modeling, and interpersonal interaction role modeling. These conceptualized categories explained that role modeling teachers created good opportunities for professional identity formation of medical residents. Conclusion: Based on the present study, role modeling is a combination of individual characteristics and professional patient care that is implicitly revealed in medical education. Excellence in role modeling requires showing superior clinical care, teaching skills, and strengthening the good personal characteristics of professors. More studies and effective interventions in empowering of medical teachers can help lifelong learning and create a positive learning environment in the formation of professional identity in medical students and residents.

The purpose of this study was to develop a model of social behaviors in Iranian professional athletes. The research was based on a combination of exploratory and sequential exploration. Data collection tools were qualitative phase, semi-structured and open interviews with 23 professional athletes, athletic instructors, sports managers, psychologists and sports sociologists. In the qualitative research, statistical samples were selected using snowball method. Data were analyzed in qualitative phase by coding method in three stages: open, axial and selective. The findings included 93 tokens in open coding. In the central coding stage, the factors affecting the formation of the social behaviors pattern of professional athletes in Iran are categorized in the form of organizational component, economic component, political component, cultural component, ethical component, technical component, social component, component of rules and component of internal factors. In the selected coding stage, we have developed a model of social behaviors of professional athletes in Iran. The research tool was a researcher-made questionnaire based on the qualitative results of the research. Sampling in quantitative phase, randomized, classified. In the quantitative phase, structural equations under the Smart PLS 3. 00 software were used to evaluate the behavior patterns of professional athletes in Iran. According to the results of the test, the coefficients (t-value) of all factor loads were significant at 99% confidence level and played a significant and positive role in shaping the behavior patterns of Iranian athlete's athletes.

Introduction Identity is an ongoing concept that is generally described in terms of a set of one’s personal features in comparison to other persons (Pennington, 2015). It is stated that identity is associated with our concept of who think we are, and what others think of us (Gee, 2000). The line of studies on teachers’ identity was started by Norton’s (1995) seminal work and within the last two decades has changed into an established paradigm of research that tries to understand its connection with different aspects of teaching practices like power relations and cultural and sociopolitical discourses (Varghese et al., 2016; Yazan, 2018). In this regard, the notion of language teachers’ professional identity has also witnessed an increasing interest (Mahmoodarabi et al., 2021). Teachers’ professional identity is revealed in their lesson plans, teaching styles, classroom practices, and reactions to the demands and regulations posed by schools and higher-level educational institutions (Naidoo, 2012). Background of the Study In the available literature, researchers mostly have attempted to explore the components of this construct (Beauchamp & Thomas, 2009), or its contribution to some factors like teaching quality (Labbaf et al, 2019) and the amount of success in dealing with work tensions (Wang, 2021). Teacher identity construction has also attracted some researchers’ attention (e.g., Cheng, et al., 2021,). However, few empirical studies have explored factors related to EFL teachers’ professional identity and teacher education in the context of Iran. For example, Riahipour et al, (2020) attempted to explore the impact of curriculum reform on Iranian EFL teachers’ professional identity. Results did not show any change in the professional identity of teachers in terms of task perception and self-esteem but a slight effect on their job motivation and self-image. Therefore, the shortage of research on how EFL student-teachers construct their identity within the context of teacher education and whether this context can change this identity is sensed. In this respect, the present study has attempted to shed light upon this area by considering freshman and senior student teachers for comparative purposes.Methodology The participants of this study were 124 male and female Iranian EFL student-teachers who were selected from two branches of Farhangian University through convenience sampling. The sample consisted of 67 first-year and 57 last-year student-teachers. For the quantitative phase of the study, all of the participants filled out the English Language Teacher Professional Identity Scale (ELTPIS) developed by Mahmoodarabi et al. (2021) and for the qualitative phase 8 senior student teachers who expressed their willingness to answer the interview questions were selected. Conclusion Based on the obtained data, it can be concluded that the first-year student teachers had positive view in terms of all the domains that made their identity including researching and developing one’s practice, language awareness, institutional and collective practice, engaging learners as whole persons, appraising one’s teacher self, and sociocultural and critical practice. However, the senior students’ idea about the impressive role of doing research and considering socio-cultural factors in developing their practice was changed slightly near to graduation. Therefore, this research might contribute to a critical assessment of the student-teachers’ role in education and in deconstructing such discourses by making student-teachers aware of how discourses shape their identity development and how they might face resistance. Moreover, since only the first and last-year students were selected due to time limitations, conducting longitudinal studies in which identity construction among student teachers is qualitatively explored from the beginning of their study in teacher education universities is recommended.

2Introduction: Professional identity is an important process in the creation and expansion of the nursing profession, which is created over time and includes gaining insight into professional performance and creating the ideals and values of the profession. Therefore, this study was conducted with the aim of determining the challenges of professional identity formation in nursing students. Methods: The present study was conducted using a systematic review method. Articles were searched using the keywords Professional Identity, Challenges, Nursing Students, Nursing and its Persian equivalent Professional Identity, Challenges, Nursing Students and Nursing. The search for Persian and English articles was conducted in the internal databases of SID and IRANDOC and external databases of PubMed, ProQuest and Science Direct. A number of 21 studies were evaluated and analyzed based on the inclusion and exclusion criteria for data extraction. Results: The challenges related to the formation of professional identity in nursing, in 4 categories: challenges related to nursing students, challenges related to the educational system, challenges related to nurses and challenges related to the environment and Social culture can be classified. Conclusions: Challenges related to the formation of professional identity in nursing include challenges related to nursing students, educational system, nurses, environment and social culture. It is suggested that nursing managers and trainers in the clinical areas of nursing act as a perfect model for future nursing students, nursing programs should aim to reduce the gap between theoretical and clinical education. It is also suggested that media members support the nursing profession and nurses' effort to show their professional capabilities in social media.

The aim of this study was to investigate the role of mass media on social behaviors formation in Iranian professional athletes. The research used a mixed exploratory sequence for data collection. In the qualitative stage, semi-structured interviews with 23 professional athletes, coaches, managers, psychologists and sport sociologists and sport media specialists were used to collect data. The research sample was selected by purposive sampling method and snowball technique. In the qualitative stage, the data were analyzed through coding method in three stages: open, axial and selective, and the findings included 81 tokens in open coding which were classified in the form of 11 concepts in axial coding. In the selective coding stage, mass media components which played an effective role in forming the social behaviors of professional athletes were modeled. In the quantitative stage, the sample consisted of 220 subjects who were selected by stratified random sampling method. A researcher-made questionnaire was used in the quantitative stage. Exploratory and confirmatory factor analyses by the SPSS20 and AMOS were used to evaluate the research model. The results of the research model test showed that according to the goodness fitness index (GFI)=0. 924, the model of the role of sport mass media in forming the social behaviors of professional athletes in Iran had a good fit.

The teachers’ qualification has become more important today compared to the past; however, there are still doubts to be considered whether new teachers graduating from teacher training universities are well-prepared to face the challenges in their initial years of teaching. The main purpose of this paper is to identify the methods of formal induction for new teachers worldwide. In this study, the technique of thematic analysis (Attride-Stirling) was used to analyze the themes of English papers on the Induction (initial period of service) published from 2010 to 2020, and selected from three data-bases by using a systematic text review model. After using the MAXQDA software, the data were analyzed into three themes including in the form of three comprehensive themes, fourteen organizing themes, and fifty-eight basic themes. The results showed that the formal induction for new teachers includes three components of "organizational (administrative) support", "mentoring," and "school-based support" during the initial period of service that complement each other. The formal induction have made teachers more resilient and efficient. Accordingly, it is suggested that Iranian Education Ministry takes actions and apply this global experiences to developing and implementing a local curriculum of Induction for the initial period of teacher service.

The Present study aims to propose a conceptual model for explaining Iranian internal auditors’ professional identity formation process. A qualitative approach and the grounded theory strategy were used to obtain a profound and rich description of the experiences, attitudes and perceptions of research participants about this process. For this purpose, using theoretical and purposeful sampling method, 14 experts in the field of internal auditing were interviewed as the key informants of the research, finally, the gathered data were coded and analyzed into 13 axial categories and one core category. Findings indicated the existence of negative and stereotypical perceived image of internal auditors in organization, and this image was affected by some causal conditions. In the face of the mentioned phenomenon, internal auditors are adopting two strategies: defensive, adaptive and passive strategies. Lack of adequate rules supporting internal auditors, weakness of control and supervision culture in Iranian society, and the problems related to economic structure were among contextual factors affecting core category and related strategies. Poor corporate governance as well as weak internal control systems among organizations are intervening conditions that exacerbate negative image of the internal auditors in the organization. Moreover, core category of this research, according to strategies adopted by internal auditors, will have positive and negative consequences for them.