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.

This paper sought to look critically at Iran’, s teacher training courses (TTCs) to discover the main problems and missing links. To this aim, twenty English teachers (8 men and 12 women) teaching general English courses at five private language institutes in Tehran and Mashhad participated in this study. Through a qualitative approach employing semi-structured interviews the needed data were collected and analyzed. It was worth mentioning that the researchers observed around 200 hours of teacher training courses in Iran for even delving deeper into the problem. By using inductive content analysis, the data were analyzed and the results and findings showed miscellaneous problems in Iran’, s teacher training courses. The main problems detected were Lack of THEORY, Lack of FREEDOM of CHOICE, Lack of SUPERVISION in the courses, Lack of teacher REFLECTION, Lack of TECHNOLOGY in education, and Lack of consideration for teachers’,PREVIOUS KNOWLEDGE. This study had important implications for teacher trainers to work more on their theoretical knowledge and for teachers to choose the right courses for their professional development. Also, this study helps managers and lesson planners to hold better courses by eradicating these problems.

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.

The purpose of this study is to evaluate the effectiveness of the Skill training Program at the teacher training University. For this purpose, research has been conducted with a qualitative approach and phenomenological strategy. The study population was 79 primary school teachers who have completed their skills training program at teacher training University of Zanjan, Iran. From this population, 14 individuals were selected as participants in the study using purposive sampling. Semi-structured (in-depth) interviews were used to collect data. Interviews with the samples continued until the data saturation stage. Thematic analysis method was used to analyze the data. The validity was investigated using two methods of long-term involvement and seeking colleague opinion. Also, reliability was done using the reviews of the participants. The research findings identified five organizing themes as follows: 1) curricula,2) professors and their teaching,3) university programs and policies, 4) skills learners,and 5) cultural and social environment. In general, the results showed that the Skills training Program at teacher training University is not effective enough.

International experiences of teacher training in developed countries and the process of acquiring and developing professional skills can help to improve the programs and methods of education and implementation of courses in our country. In order to achieve this goal, the methods of planning and implementation of student-teacher curricula in Finland are studied. This research was conducted with a qualitative approach and using a descriptive analytical method. The required information collected through direct observation of professional teacher training university in Finland and the study of library documents as well as the translation of research articles. The results showed that Finland has comprehensive professional development programs and experimental schools related to universities to increase the quality of work. University education prepares teachers for research and employment and includes a major contribution to clinical practice in a model school where students learn how to deliver research-oriented education and supervise beginners. In the end, suggestions made to those involved in teacher training to get the optimal implementation of training courses.

Transforming the educational system, improving the quality of teacher training, professional and cultural education competencies, and incessantly increase in scientific merits and capabilities of teachers are considered in general policies. Learning management and adjustment of educational practices improves the academic performance of learners. In this study, after collecting metacognition literature and expert’s opinions about models and meta-cognitive components, suitable model for student-teachers of FARHANGIAN University were inquired by in-depth qualitative interviews with 11 peoples. Results were analyzed using Grounded Theory. In the third phase, 5-point Likert scale questionnaire based on the model and its components a=0.96 was designed. Expert’s opinions about the appropriateness of the model and its components were collected. The findings were also confirmed previous models and proportionality of these models, provided new combine and topics to previous discussions in the field of metacognition in order to student-teachers training. Metacognition construct, consists of three components of metacognitive knowledge has 5 sub-sets, metacognitive regulation has 8 sub-sets, metacognitive beliefs has 4 sub-sets that involve totally 70. How training includes three components of the how present includes three sub-sets, how contents includes three sub-sets, time and place of training have two sub-sets and involve totally 20 indicators. Why training includes three components: teachers individual promoting includes four sub-sets, teachers professional promoting has five sub-sets, student’s individual promoting with three sub-components and involve totally 40 indicators.

In the last few decades, the focus of research in the field of language education has concentrated on learners, with studies carried out on how to lower their affective filter in order to develop their language skills (Reinders & Wattana, 2014), motivation (Meşe & Sevilen, 2021), flipped classrooms (Chen Hsieh, Wu, & Marek, 2017) and even their impressions on the layout of courses. However, whereas all these issues are of the utmost importance, the major contribution that teachers have in that learning process, and the necessary development of their skills in order to implement those new ideas in the classroom, have been left to one side. This study aims to present the findings of an online teacher training course based on didactic audiovisual translation (DAT) that has been carried out by the Universidad Nacional de Educación a Distancia (UNED) in Spain.  The initial and final questionnaires administered to the preservice teachers who participated in the course revealed their positive attitudes towards DAT as a rich resource for developing integrated linguistic and ICT skills.

The complexity of teachers’ role and various expectations from the teacher in the new world’ s condition require activities beyond the past such as apprenticeship and retraining. Therefore, the purpose of the present study was to compare pre-service teacher training, novice teachers’ training and in-service teacher training procedures in Iran and some other countries of the world in order to extract their similarities and differences. The research methodology was descriptive-analytical research method. The information whereof was collected through documents, research reports, searching the internet and the websites of ministry of education in the countries under study and they were analyzed through George Beredy’ s model. The research findings reveal the variability and plurality of training methods in traditional methods and alternative approached depending on teachers’ training needs, content, existing facilities, time and working schedule and policies of training system of the countries. Moreover, making continuous relationship between teacher training system and universities, schools and other social foundations, making relationship between pre-service training and in-service trainings and making coordination between foundations managing teacher training in these countries, have been among outstanding points in the success of their training.

The aim of this study was to investigate the positive and negative dimensions of life in the unisex teacher training University from the perspective of professors and teacher-students of this university. This research is an applied research in terms of purpose and a survey research in practice. Yazd teacher training University was selected as the population for study and the research tool included a questionnaire designed by Entezari (2018) which was used with some modifications. This questionnaire involves five components: individual and social development, Islamization of the university, academic performance, psychological peace and preparing for marriage. In this study, 120 questionnaires were completed by 20 professors (male & female) and 100 teacher-students (male & female). The findings show that majority of the participants do not give an acceptable grade to the atmosphere in the university for personal and social development, Islamization of the university, academic performance and preparing for marriage. However, they believe that studying at this university has been able to provide the psychological peace of students' parents to a great extent. Based on theoretical studies and quantitative and qualitative findings of this research, it seems necessary to review the policy-documents of this university and to avoid actions for which there is not enough religious and research evidence.

This study aimed to evaluate the curriculum in teachers training University, in the field of training teacher as a researcher. The method was evaluation and model was Malcolm Provus. In the course of investigation, the desirable situation of implemented curriculum in teacher University, purposive and chain sampling were used for selecting subject specialists; available sampling method was used for student population and purposive sampling was used for teacher population as well. In order to assess the implemented curriculum, necessary standards were identified for each stage and component of assessment. In the next step and after identifying the collection tools and techniques through questionnaires, observation inventory, interview, and written documents, actual performance of teacher training University was obtained in each stage of assessment and components. The findings showed that the university programs were moving towards research-centeredness in recent years. However, implemented curriculum of teacher training University still has shortcomings and deficiencies, including lack of space, facilities, equipment and physical infrastructure, and qualified and motivated forces.