This study explores the motivational components within Teacher rating systems and their impact on professional growth motivation. Employing a systematic review approach, it investigates texts pertaining to Teacher rating systems, motivation, and professional development literature. By examining various texts and research findings on Teacher motivation, factors influencing Teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's motivational theory, this study provides recommendations to bolster Teacher motivation and job satisfaction through improvements in the rating system.

Some engravings are meant to be adored and some possibly abhorred. Teacher Cognition, as a meant-to-be-praised engraving, is defined by Borg (2003, p. 81) as “the unobservable cognitive dimension of teaching what Teachers know, believe, and think.” This concept in teaching has recently gained momentum meaning that Teachers learn so much about their teaching through the vast experience they have gathered as learners (Nespor, 1987). A Teacher’s idea about teaching and the methodologies employed is largely shaped by his/her Cognition about the whole story of teaching. In this study, through a structured questionnaire, some open-ended questions, and a thorough interview, the researchers tried to delve into some deep-rooted beliefs and teaching conceptions of six EFL Teachers, which had led them to decide on delicate issues in the classroom. This was done with the intention to unravel the mysteries in their practice and to see if there was a way out. A few not-so-much-spotted problems are traced and general panoramas of what is going on in classes based on Teachers’ Cognition are depicted. Some implications and areas of research on Teacher Cognition are introduced at the end.

This paper aimed at investigating the theory of situated Cognition and its possible application in Teacher education. Based on new perspectives in the field of cognitive science, Cognition and its related components are not limited to the mind and mental processes. From the perspective of this theory, knowledge is distributed and is actively produced by participating in the different situations, the authentic activities and living in its special culture. The current paper based on the perspective of situated Cognition theory (SCT) and referring to normative inquiry explains the educational principles of SCT by using document and inference analysis. These principles included learning in context, community of practice, learning as active participation, knowledge in action, mediation of artifacts, tools and artifacts as cultural repositories, rules, norms and beliefs, history, levels of scale, interactionism, and identity and constructions of the self. Then, the application of each of these principles in Teacher education was explained. Finally, the paper proposeed two key strategies including implemention of cognitive apprenticeship and forming community of practice to apply the SCT in the educational systems in Iran in general and particularly in Teacher education.

Recent research has revealed huge interest in pursuing studies on Teachers’ Cognition. The present paper is a case study designed to investigate a pre-service Teacher’s beliefs about corrective feedback at the Iran Language Institute (henceforth ILI). To do so, a pre-service Teacher called Ali (a fictitious name) volunteered to participate in this study prior to attending his Teacher Training Course (henceforth T(TC)) held by the ILI. In order to unravel his beliefs about corrective feedback and the sources of such beliefs, a questionnaire developed by the researchers was given to him to complete. Later on, an informal interview was conducted by the second researcher in order to fathom Ali’s beliefs and also meet the triangulation criteria. Two weeks later, after Ali was officially employed as an English Teacher at the ILI, the second researcher observed his class to see how far Ali’s beliefs had altered after the T(TC). The observation session revealed a modification and change in Ali’s beliefs. The findings indicated that his beliefs had rigorously changed after the T(TC). The results are hence reported and discussed fully with possible pedagogical implications and rich areas of research for further exploration.

Introduction: The present study is an attempt to explain the components of the Teacher education curriculum based on the situated Cognition theory. This theory, with a new attitude to the Cognition and learning, believes that these two categories have been applied in specific situations. Therefore, people need to be involved in real-world situations to gain authentic knowledge. Methods: Based on the perspective of situated Cognition theory, the four main components of the Teacher education curriculum, including teaching-learning opportunities, learning strategies, and evaluation were explained using theoretical inquiry. A prescriptive model of Teacher education curriculum was presented in the form of teaching and learning strategies. This prescriptive model underlies the two concepts of cognitive apprenticeship and community of practice using learning opportunities to achieve the goals of the curriculum. The hidden evaluation component in the prescriptive model carried out to assess the process and output results. Results: The findings of the present study were discussed in terms of components such as goals, teaching-learning opportunities, learning strategies, and evaluation. In the goals section, four goals were focused on transferring well-appointed and applied knowledge to learners, social construction of meaning, training efficient and productive professional Teachers, and shaping learners’ professional identities. Learning opportunities have focused on doing authentic practices, discourse, narrative writing, scenario building, design, and visualization of their professional perceptions. Learning opportunities at the heart of two learning strategies, including cognitive apprenticeship, and communities of practice will accomplish the mentioned goals. Finally, the validated and authentic evaluation was proposed to evaluate the designed curriculum. Conclusion: Researchers believe that the application of the curriculum framework based on the situated Cognition theory in Teacher education contributes to reducing the gap between theoretical and practical knowledge, and as a result, between theory and practice.

Materials preparation is an important stage in EAP curriculum. Therefore, there is a pressing need to explore EAP Teachers’ materials preparation abilities, especially in Iran, where EAP courses are taught by two groups of Teachers; that is, language Teachers and content Teachers. Therefore, this nationwide study explored the similarities and differences between the Cognitions and practices of the two groups of EAP Teachers concerning their materials preparation abilities, at medical sciences universities across Iran. Instruments included questionnaire, semi-structured interviews, observations and field notes. A representative sample of 128 language Teachers and 190 content Teachers from all medical sciences universities participated in the study. The results of the questionnaire indicated that there were no differences between language Teachers and content Teachers; however, the interviews and the observations revealed substantial differences between the two groups. The findings present some implications for the EAP community and a need to renew the current materials.

Teacher factors encompass the Teachers’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language Teacher immunity is one of the affective factors that determines the Teachers’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ Teacher immunity philosophy. To this end, first, the researchers used convenience sampling for selecting 62 EFL Teachers including 38 novice and 24 experienced Teachers at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI philosophy using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their Teacher immunity philosophy. The findings of the study indicated that while the novice Teachers considered external support as the main factor in their philosophy, the experienced Teachers regarded their internal strength as the decisive factor that influenced their Teacher immunity philosophy. The findings may have practical implications for Teacher education courses in foreign language contexts.

Teaching English for Academic Purposes (EAP) requires specific qualifications on the part of Teachers for which reconstruction of Cognitions on EAP is a prerequisite. Previous studies have largely taken the quality of Teachers' EAP Cognitions for granted and few studies, if any, have sought to examine in-service Teachers' tacitly-held Cognitions on EAP. This study aimed to examine in-service Teachers' Cognitions on key EAP issues including EAP goals, distinction between EAP and English for General Purposes (EGP), and EAP Teacher qualifications as well as roles. Data were collected through semi-structured interviews and life-history narratives from nine EAP practitioners at a state university in Iran. Results showed that the Teachers' Cognitions were mainly incongruent with the EAP principles. A close relationship was also found among individual Teachers' Cognitions on different key issues. It is concluded that despite their past practical experience, in-service EAP Teachers' Cognitions might be limited and in need of reconstruction. The findings may promise some implications for EAP Teacher education and research.

Introduction: The aim of this study was to develop an optimized formulation for labeling a third-generation bisphosphonate, zoledronic acid with [99m(TC)] (TC) to achieve the best formulation in preparing an ideal skeletal radiotracer. Radiocomplex yield and purity, stability, biodistribution and imaging in normal rat were investigated. Methods: The samples containing different amounts of zoledronic acid, ascorbic acid and stannous chloride were prepared and labeled with [ 99m (TC)]technetium pertechnetate. TLC methods were used to determine the radiochemical purity. The stability was determined in saline and human serum solutions. Lipophilicity was calculated by measuring radio-complex that was divided between organic and aqueous phases. In vitro bone affinity was studied through hydroxyapatite binding assays. Considering the decomposition of radioactivity, biodistribution of radio-complex was assessed based on the percentage of injected activity per gram of organ (% IA/g). Results: [99m(TC)](TC)-zoledronic acid was prepared easily with high yield while 100 µ, g, 0. 34 µ, mol of zoledronic acid as a ligand and 100 µ, g, 0. 44 µ, mol SnCl2 as a reducing agent were used. Radiochemical purity of radio-complex was more than 99% with specific activity of 8050 MBq/µ, mol. The radio-complex showed rapid blood washout along with high bone uptake value (4. 53 ±,0. 14 % IA/g at 2 h post injection). Conclusion: Under optimized condition, [99m(TC)](TC)-zoledronic acid was prepared with high purity and stability together with high bone affinity and rapid blood clearance, make this radio-complex an ideal agent with great potential for skeletal imaging.