seyed mahdi hosseini; kourosh fathiVajargah; mahmoud haghani; mahboobeh arefi; Morteza Rezaeezadeh
Abstract
Introduction As technology has grown, so problems related to its use raised. Because the growth of technology has increased the availability and expansion of the use of technology in primary schools as well as the use of these technologies by students at home, so the need to support students to stay ...
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Introduction As technology has grown, so problems related to its use raised. Because the growth of technology has increased the availability and expansion of the use of technology in primary schools as well as the use of these technologies by students at home, so the need to support students to stay safe, accountable, participate and collaboration in cyberspace and the like is more than ever. Issues related to the expansion of the use of technology and cyberspace; necessitate the education of digital citizens by the educational system.Method The purpose of this study was to investigate the position of digital citizenship education in the official curricula of elementary school in Iran. This research was descriptive and included documentary analysis and content analysis by Shannon entropy method. Content Analysis Unit; It was texts, pictures and textbook activities. The statistical population of the study was 41 volumes of elementary school textbooks in the academic year 2019-2020, of which 24 volumes were selected by purposive sampling. To determine the validity of the instrument, content validity was used in the form of a survey of experts on the degree of coordination of the content of the measuring instrument and the purpose of the research. The reliability coefficient was obtained by Scott method 0.83. ResultsFindings showed that out of 2631 counting units counted; 98 cases were related to the eight components of digital citizenship education. In other words, about 4% of the content of the three sections of the content of the studied textbooks has paid attention to the desirable components of digital citizenship education.Findings from Shannon entropy analysis showed that the highest Ej and Wj among the components of digital citizenship education belong to the component of "digital literacy" with a total value of (0.3866) and the lowest Ej and Wj belong to the components of "digital Security", "digital Etiquette", "digital Rights and Responsibilities", "digital laws" and "digital commerce " all to the value of (0).DiscussionAccording to the findings, it can be concluded that the position of digital citizenship education in Iranian elementary school curricula has been largely neglected. Therefore, it is suggested that considering the necessity of educating digital citizens in the present age, elementary school curricula should be revised in terms of providing appropriate coverage on the components required for educating digital citizens.
Zeinolabedin Darvishi; behnaz mohajeran; farshid Ashrafi Salimkandi
Abstract
IntroductionThe purpose of this research is to design and validate the model of Research development of faculty members and instructors of Farhangian University. Reasech MethodThe present study in terms of purpose is applied Reasech and in terms of how data collected, is in the exploratory blend research ...
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IntroductionThe purpose of this research is to design and validate the model of Research development of faculty members and instructors of Farhangian University. Reasech MethodThe present study in terms of purpose is applied Reasech and in terms of how data collected, is in the exploratory blend research group. The statistical population in the qualitative section was included of 12 experts on the topic of Research development, and in the quantitative section is 806 faculty members of the campus of Farhangian University, that 260 people were selected through multistage cluster random sampling and Morgan table. The research instrument consisted of two researcher-made questionnaires of faculty members' Research development and paired comparisons based on the hierarchical analysis process. The statistical tests used included confirmatory factor analysis, single sample T and hierarchical analysis process.ResultsThe findings of the qualitative section included five sub-themes of Research development in the form of: 1- Preparation and improvement, 2- Citizenship behavior, 3- core research, 4. Professional groups and 5- View Future. And the validity of the conceptual model obtained by fitting goodness indicators was confirmed. The findings also showed that the level of faculty members' Research development was a good relatively in terms of the components of Preparation and improvement; Citizenship behavior, Professional groups and view Future, and were an Undesirable level in terms of core research. Another finding is that the components of Research development in importance were: 1- core research (relative weight of 0/284); 2- Professional groups (0/276); 3- Preparation and improvement, (0/167); 4- View Future (0/163); 5- Citizenship behavior (0/110).DiscussionAccording to the statistical results, the design and validation of the Research development pattern of faculty members and instructors at Farhangian University have been obtained and the present status of Research development and the importance of its components were identified.
Zahra Yohnai; Maniejah Shehni Yailagh; Sirous Aalipour; Alireza Haji Yakhchali
Abstract
Introduction
Since the academic performance of children with attention-deficit/ hyperactivity disorder in math and math-related areas is affected by their disorder, and nowadays self-regulation training method is prescribed to solve the problems of these children, therefore, the present study aims to ...
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Introduction
Since the academic performance of children with attention-deficit/ hyperactivity disorder in math and math-related areas is affected by their disorder, and nowadays self-regulation training method is prescribed to solve the problems of these children, therefore, the present study aims to study the effectiveness of self-regulation training on selective attention. , spatial perception and mathematical reasoning in elementary school children with attention deficit/hyperactivity disorder was conducted in the academic year 2022.
Method
The research method was practical in terms of purpose and quantitative in terms of the nature of the data collected and based on a quasi-experimental approach (pre-test-post-test design with control group). The statistical population consisted of all boys suffering from attention deficit/hyperactivity disorder aged 9 to 12 years (4th to 6th year) in Karaj city who referred to counseling or psychiatric centers during the first 4 months of 1401. 30 students were randomly divided into self-regulated and control training groups. To collect data, the visual-spatial processing subtest questionnaire from the Tehran-Stanford-Binet Modern Intelligence Test, fifth edition, the selective attention test, and the mathematical reasoning subtest of the Tehran-Stanford-Binet Modern Intelligence Test, fifth edition, were used. For the experimental group, training was given in 10 sessions (45 minutes and 2 times a week) and the control group did not receive training during the sessions. The data were analyzed at two descriptive levels (mean and standard deviation) and inferential (single and multivariate covariance analysis) with SPSS-24 and AMOS-21 software.
Results
As the results of show, the F values in the variables of selective attention (p=0.16, F=1.90) and visual-spatial perception (p=0.18, F=1.74) were not significant, but F in the solution variable Combined problems (p=0.002, F=7.10) are significant. According to the results, there is a significant difference between the average post-test scores of the mathematical reasoning variable, after checking the scores of the pre-tests, in the test and control groups. Also, according to the effect size, self-regulation training had a 27% effect on mathematical reasoning.
Discussion
Self-regulatory skills are critical to the development of math abilities because multiple self-regulatory skills are employed when children attempt to solve math problems. Specifically, children must maintain their attention on relevant information (attentional focus) and keep it in mind while solving a broader math problem (memory work). Inhibitory control is employed when children need to ignore salient yet extraneous information and inhibit counterproductive strategies or incorrect responses. Self-regulatory behavioral measures using multiple self-regulatory skills have also shown a positive relationship with math achievement.
Sorayya Ruodi aliabadi; Mohammad akbary; Mohsen Ayati
Abstract
IntroductionThe world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning. MethodsThe method of ...
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IntroductionThe world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning. MethodsThe method of this study using the systematic review method. To achieve the purpose of the study, a regular and extensive review of the research background was conducted. For this purpose, databases of SID, Magiran, Noormags, Eric, Sage, Science Direct & scholar google were searched. After removing the articles disproportionate to the purpose of the research, a complete review was performed on the remaining 27 articles. ResultsFinally, it was revealed that of regular review of research background led to the extraction of 4 general factors. Findings showed that individual, educational, socio-cultural and family factors are involved in lifelong learning. Individual factor including personality factors and mental agency; The educational factor includes factors related to the teacher, factors related to teaching and curriculum, and factors related to educational tools and facilities; The socio-cultural factor also included community relations, integrated team-based learning, and culture structures, and family factors including the relationship between the family and the university and the parent-teacher association. According to the extracted articles, among the many factors involved in lifelong learning, the individual factor and the educational factor are the most abundant. The socio-cultural factor is also the third factor that has the most frequency. Family factors are next, which are effective in lifelong learning. The findings of this study can provide appropriate solutions for education authorities.Based on the results of this study, the effects of the individual, education, family, culture and society on lifelong learning awareness are reflected in the individual's motivation and learning goal, which directly affects the effectiveness of learning. As a result, there will be a guide to the general habit of lifelong learning. Therefore, lifelong learning policy, in addition to a high-level strategy, should create a positive conscious environment with sufficient learning materials and social conditions to stimulate self-learning initiative and strengthen self-directed learning motivations. The findings of this research can provide appropriate solutions to the guardians of education.
Zahra Tahmasebizadeh; Gholamhosein Rahimidoost; Ghodratallah Khalifeh
Abstract
Introduction Despite research on teachers' technological skills and competencies, it is unclear what technological skills and competences teachers need to be effective for teaching-learning processes. Therefore, it is necessary to conduct a research in this field rather than through the results teachers ...
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Introduction Despite research on teachers' technological skills and competencies, it is unclear what technological skills and competences teachers need to be effective for teaching-learning processes. Therefore, it is necessary to conduct a research in this field rather than through the results teachers the power of maneuvering to enhance the level of education and initiative in teaching. Therefore, this study attempts to identify and classify the technological competencies of elementary school teachers and to test and validate their related competencies. Method Purpose of the present study was to explore the technological competencies of elementary school teachers; therefore, research was a descriptive research. The statistical population of this study consisted of all elementary school teachers in Ahvaz in the academic year of 1397-98 with more than 5000 teachers in the year. In this study 6 to 7 samples were considered for each item, ie, according to 69 items in the researcher-made questionnaire, the minimum desirable sample size was 414 people. The sampling method was multistage cluster sampling. The face and content validity of the instrument was calculated in several steps and confirmed by experts. Reliability of the test was calculated based on Cronbach's alpha coefficient (0.98). Results In order to develop teachers' technological competencies scale a Factor analysis was performed. The test revealed teachers' technological competencies, comprising 3 factors and 47 items, which accounted for approximately 60% of the variance of the construct. The test consisted of 20 items on the first factor (competences of technology integration in education), 17 items on the second factor (identification, selection, and application of technological tools) and 10 items on the third factor (tendency to use technology). The overall results showed that most of the questions in the test measure teachers 'technological competencies and have good validity and reliabilityand. The factors derived from factor analysis can adequately measure teachers' technological competencies. Discussion Considering the increasing importance of the role and application of various technologies in education and consequently teachers' competencies and competencies, the present study aimed to construct and validate the technological competencies of primary school teachers. Based on the results of factor analysis, three components were identified and named by the technology integration competencies in education; the competencies of identifying, selecting and applying technological tools, and the tendency to use technology. Exploratory factor analysis and confirmatory factor analysis were used to identify the path coefficients and confirm the extracted model. The obtained data through the comparative fitness, goodness of fitness and root mean variance estimation supported the three-component structure of the questionnaire. Finally, the overall results of this study showed that the validity and reliability indices of psychometric evaluation are appropriate and this test can be used for technological competencies of elementary school teachers.
zahra tabatabaie jabali; ali delavar; Noorali Farrokhi; mohammad asgari
Abstract
Introduction The current process of evaluating the promotion of faculty members is not in line with the higher education literature and the world's top universities' experiences. Accordingly, this study was conducted to develop and validate a model of the evaluation process of the promotion of faculty ...
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Introduction The current process of evaluating the promotion of faculty members is not in line with the higher education literature and the world's top universities' experiences. Accordingly, this study was conducted to develop and validate a model of the evaluation process of the promotion of faculty members. Method In this study at first, using a comparative study of the evaluation process in the world's top universities and reviewing the research literature, the initial model was developed. Experts in higher education modified the model. Then, by conducting a survey research, the validity and reliability of the model were assessed using an electronic questionnaire in sampling from faculty members of humanities and social sciences, which constitute this study's statistical population. Results The results of the comparative study showed that in most of the top universities studied, there are several points: 1) the basic role of in-university institutions in evaluating faculty members 2) choosing the best source of evaluation and emphasizing in-depth evaluation 3) the importance of transparency and accountability in evaluation. Quantitative research findings showed that faculty members approve the proposed model for evaluating faculty members' promotion at three levels of department, college, and university and 10 actions. Discussion The proposed evaluation process begins with an annual review to identify strengths and weaknesses in the proposed model. But in the proposed model the formal evaluation process of promotion starts from the department level and by internal and external peer rev iews as the most important source of evaluation. Then, the college committee's evaluation of the promotion at the college level is done, and finally, the evaluation of the faculty promotion is done by the university committee. In this model, the college and the university committee have a more supervisory role in the evaluation process. Besides, the proposed model emphasizes the writing of teaching and research Statements by the candidate and the reporting of written and detailed evaluation results by evaluation committees to increase transparency and accountability in evaluation. Also, in the proposed model, faculty members have the opportunity to appeal to promotion decisions after the evaluation of each committee. In general, the proposed model of the promotion evaluation process emphasizes peer evaluation, transparency, and accountability in the evaluation process.
Curriculum Development
Zohreh Karami; Maysam Karami
Abstract
IntroductionToday, one of the most important tasks of education is to strengthen the excellent functions of the mind and to develop the depth of knowledge of learners. Strengthening the higher mental functions and cognitive development of learners is achieved through cognitive engagement and complex ...
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IntroductionToday, one of the most important tasks of education is to strengthen the excellent functions of the mind and to develop the depth of knowledge of learners. Strengthening the higher mental functions and cognitive development of learners is achieved through cognitive engagement and complex thinking. Involvement of learners in exploratory activities, problem solving, etc. provides the ground for their cognitive development. Through the Norman Webb Knowledge Depth Model (DOK), teachers can enhance learners' cognitive complexity.MethodThis study aimed to present of curriculum model based on depth of knowledge to increase the level of cognitive complexity of learners. In this research, the method of document mining and categorical content analysis was used. The resources were studied and using the content analysis method, the main and secondary themes were identified, and finally, based on them, a curriculum model based on the depth of knowledge was presented. In order to validate, this model was provided to experts, and after announcing their opinions, the Content Validity Ratio (CVR) was calculated, the results showed that the model in terms of Specialists is acceptable.ResultsBased on the research findings in this model, four levels of recall and reproduction, skills and concepts, strategic thinking, and extended thinking, predicted and elements of objectives, method of action, activities and evaluation appropriate to each level, are introduced. In general, in the curriculum model based on the depth of knowledge, goals Included strengthening the skills of analysis, reasoning, judgment, decision-making, leadership, problem solving, critical thinking, flexible thinking, creative thinking and .... In-depth knowledge-based content tries to prepare the learner to face such situations in life by confronting them with complex and ambiguous situations. In-depth knowledge-based assessment is also in line with the curriculum, and the level of questions and activities is adjusted from low to high complexity.DiscussionIn the knowledge depth model, learners engage in exploratory and problem-solving activities and often acquire what they have learned through mental effort and activity. Involve students in activities such as interpreting, predicting, inferring, classifying, analyzing, reasoning, criticizing, inventing, designing and executing, participating, researching, combining, Self-monitoring, critique, production and presentation contribute to their cognitive development.
Curriculum Development
marjan sojoodi; Marzieh Dehghani; mohamad javadipour; Reza Zaefarian
Abstract
Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present ...
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Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present research was conducted in order to identify the fundamental factors affecting the flourishing of ideas and innovation among elementary school students. The present study is practical in terms of purpose and the research approach is qualitative and phenomenological. The sample size was 12 people and sampling was done in a targeted way. The data collection tool was a semi-structured interview. Data analysis was done using Claysey's method. The identified factors in the flourishing of children's ideation and innovation included four main factors. The first factor, "idea search tools", includes the application of idea search techniques and creative strategies, games and gamification, and innovative activities and assignments. The second factor, "mental factors" includes; Students' questioning and the power of imagination and mental imagery, the third factor "inspiring teachers and parents" includes the guiding role of the teacher, encouraging and knowledgeable parents and proactive and active teachers and the fourth factor "atmosphere and physical space" which includes the atmosphere and physical space and The governance was an atmosphere of trust and acceptance. The results of the current research show the broad angles and dimensions of ideation and innovation, and the activation of these angles through the factors identified in this study plays a significant role in realizing the goals of the elementary school and provides the ground for cultivating thinkers, active and free-thinking learners. Makes. On the one hand, searching for ideas promotes individual and social identity and independence and increases the self-confidence of elementary school students, and on the other hand, from a practical point of view, it leads to the active participation of children in educational activities and special events of the elementary school.
Curriculum Development
Hedyeh Mohamadzadeh; Afsaneh Naraghiadeh; Parvin Samadi
Abstract
IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research ...
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IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research were teachers, administrators and parents. The research tool was a semi-structured interview that reached theoretical saturation with 8 teachers, 7 managers and 9 parentsResultsThe results of the analysis of the theme in the teachers' section for examples of responsibility in two sub-categories: individual (personal) and class (professional); For factors affecting responsibility, there are four sub-categories of family factor, social factor, personality factor and educational factor; For the teacher's actions to make students responsible, two sub-categories of formal assignments and informal assignments; For the evaluation method, two quantitative and qualitative sub-categories were extracted from responsibility, and three short-term, medium-term and long-term sub-categories were extracted for the consequences of responsibility.DiscussionAlso, the results of the content analysis of managers' interviews for examples of responsibility under individual and group categories, to affect responsibility under family, personal, environmental and educational categories; The manager's actions for students' responsibility of team, individual, social and organizational categories were extracted and for the consequences of responsibility, two sub-categories of individual and social were extracted. In general, when a person learns from childhood to create a balance and be responsible for his potential and actual abilities and the expectations that exist from him, he will undoubtedly be successful in his educational, career and life destiny. Less confusion and failure.Since developing societies need responsible and self-sufficient people, therefore today's people must accept responsibility for their lives and destiny more than ever, and this is not possible unless the basis of education is based on increasing children's understanding. and teenagers about their role in building their destiny and quality of life, and to achieve this goal, effort and careful planning is necessary. Teaching responsibility helps children and teenagers to accept responsibility for their feelings, knowledge and behavior and also to accept that they are responsible for their health, success, relationship with others and relationship with the environment.
Educational Planing
Akram Dehbashei; Hadi Pourshafei; Mohsen Ayati
Abstract
Many educational activities in schools are planned in order to prepare students for the future life and the ability to play different roles. The aim of the current research is to investigate and identify the effects of students' future prospects.MethodThe research approach is qualitative and its method ...
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Many educational activities in schools are planned in order to prepare students for the future life and the ability to play different roles. The aim of the current research is to investigate and identify the effects of students' future prospects.MethodThe research approach is qualitative and its method is research synthesis. The research area consists of 293 articles about the future prospects of learners, which were presented in reputable scientific journals between 1999 and 2023. The research sample includes 43 articles that were collected purposefully and were selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Content analysis was used for the synthesis of scientific documents and documents in the field of research. The data obtained from this research were analyzed based on coding in three open, central and selected levels.ResultsBased on the data analysis, the effects of the future perspective for learners were classified into 5 dimensions, 17 factors and 47 categories, which include the behavioral dimension (reducing stressful behavior, strengthening healthy behavior and emotional behavior); psychological dimension (motivation, self-knowledge and psychological effects); The contextual dimension (economic and social), the educational dimension (academic progress, motivation, learning independence, active evaluation, academic satisfaction and deepening of learning) and the planning dimension (planning, time management and goal setting) were classified. DiscussionThe results showed that creating an attitude of the future perspective in the learners can be the basis for many effects for the learners in the present and future times, therefore, the ground should be provided to improve and strengthen this attitude in the learners according to the curricula. come Paying attention to the perspective of the future in the three areas of the curriculum, including the intended, implemented and acquired programs, provides the background for the dynamics of educational systems in relation to the changes in society.
Curriculum Development
zeinab sharaf; M.reza nili ahmadabadi; mohamadjavad liaghatdar
Abstract
Introduction: The present research has analyzed the ideal pattern of organizational training for water and electricity engineers based on the teachings of the professionalism approach. The main purpose of the research is to identify the important elements of the ideal model of organizational training ...
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Introduction: The present research has analyzed the ideal pattern of organizational training for water and electricity engineers based on the teachings of the professionalism approach. The main purpose of the research is to identify the important elements of the ideal model of organizational training and the characteristics of each of them.Method: According to the purpose, this research is of an applied type and in terms of data collection, it is a qualitative method of phenomenological type. Research data has been collected by following the principle of theoretical saturation, through semi-structured interviews with 20 lecturers and industry employers, using purposeful sampling and snowball technique. A three-step coding method was used to analyze the data.Results: The findings show that, the desirable process of training engineers in the four basic elements of goal setting (clear and based on competence dimensions; attainable; based on interest and job and managerial needs and a forward-looking view of today's technologies), content design and compilation (comprehensiveness of content; based on job needs and skills; attractiveness and appropriate organization and based on the principle of usefulness), teaching and learning strategies (active teaching method; use of technological platforms; participation in learning and suitability to learners' conditions) and Evaluation and revision of the program (standardization of the evaluation tool, emphasis on the types of goals and variety of evaluators and corrective feedback and design of the rehabilitation program) can be abstracted.Discussion: It can be said that the elements of the organizational training model are the same as the well-known elements of university curricula, but the features calculated for these elements are somewhat different, and it is necessary to design these elements in line with the practical needs of industrial engineers and the current issues facing them, and to pay attention to all dimensions of professional competence of engineers.
Curriculum Development
Somayeh Saedi; Parvin Samadi; parvin Ahmadi
Abstract
IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society ...
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IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society in order to be able to solve some of the issues related to employment and gaining new job competencies. The aim of this study was to validate the university curriculum model based on Fugit's employability model.MethodThe present study was conducted in terms of the type of development goal and quantitatively with a survey approach. The research instrument was a researcher-made questionnaire and the statistical population was all undergraduate students in comprehensive public universities in Tehran. Sampling was Stratified Random Sampling method. The statistical sample size according to Cochran's formula for was estimated at 384. Due to the limitations, 290 questionnaire samples were completed and entered into the analysis process. The obtained data were analyzed using analysis test. ResultsFindings indicated that adaptability to employability skills by 0.529, job identity to employability skills by 0.807 and socio-human capital to employability skills They have a positive and direct effect of 0.424. Also, content on human-social capital (0.960), teaching method on human-social capital (0.998), teaching method on job identity (0.236), evaluation method on human-social capital (1.23), Learning characteristics on human-social capital (0.247), teaching characteristics on job identity (1.39), teaching characteristics on adaptability (0.382), learning environment on job identity (13/13) 1) Finally, the learning environment affects adaptability (2.06). DiscussionThe sum of extracted elements, components and concepts provides a basic model of university curriculum based on students' entrepreneurial competencies. The higher education curriculum framework based on entrepreneurial competencies for students, while creating a new lens, forms a window through which the higher education community can look at its possibilities with a fresh perspective, and also provides this possibility. make it possible to look at the strange and normal separation of the university and other organizations and institutions outside the borders of the university with an enlightened view.
Curriculum Development
Nazanin Ghasemi; Marzieh Dehghani
Abstract
Reflection and teaching are two inseparable concepts and the combination of these two has led to the formation of the concept of reflective teaching. In reflective teaching, teachers think about the entire teaching-learning process that takes place in the classroom. The purpose of this study is to explore ...
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Reflection and teaching are two inseparable concepts and the combination of these two has led to the formation of the concept of reflective teaching. In reflective teaching, teachers think about the entire teaching-learning process that takes place in the classroom. The purpose of this study is to explore different aspects of teachers' reflective teaching at school.This study was conducted using Qualitative approach and Meta-Synthesis method. In the Meta-Synthesis, the seven-step method of Sandeliski and Barroso (2006) was used, which includes some processes like; setting research questions, systematic review, finding out and selecting basics, extracting and analyzing findings, analysis and synthesis, quality control and presenting meta-synthesis.The research findings showed reflective teaching mainly has three aspects. One of them is various dimensions of reflective teaching; which include having reflection before the act of teaching, during the teaching, and after the teaching. The second aspect refers to reflective teaching strategies like; observing own self-performance of teaching, students' feedback, action research, journalling, using portfolio, and collaboration with colleagues in teaching. The third and last aspect is related to the requirements of reflective teaching, which is included professional, personal, and socio-cultural factors. The meta-Synthesis showed that teachers' reflective teaching in school is a complex and multi-dimensional practice. Teachers' reflection in reflective teaching is not limited to reflection before teaching, they reflect on the teaching and learning process during and after teaching. Using different strategies, teachers look at teaching and learning from different perspectives, including themselves, students, and colleagues. Of course, reflective teaching of teachers in school requires requirements such as personality factors, professional factors, and socio-cultural factors. For reflective teaching, teachers must have unique personality traits such as patience, criticism, and flexibility. Professional factors related to teachers' reflective teaching also include things such as how to face teaching and learning issues, providing learning opportunities, and how to communicate with students. Socio-cultural factors are another requirement of reflective teaching, which is related to the existence of a suitable social and cultural atmosphere for the interaction of teachers with students, the interaction of teachers with each other, and school staff.