ارائة مدل کیفیت دانشجوـ معلمان دانشگاه فرهنگیان

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Azimi Vahidi, A. (2019). Comparison of professional qualifications of primary teachers who graduated from Farhangian University and other universities in Kabutar Ahang city. Master's thesis in the field of educational psychology. (in Persian)

Bietenbeck, J., Irmert, N. & Sepahvand, M. H. (2023). Teacher quality and cross-country differences in learning in francophone Sub-Saharan Africa. Economics of Education Review, 96(2023), 1-11.

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Bsharat, A. & Rmahi, R. (2016). Quality Assurance in Palestine’s Teacher Education Programs: Lessons for Faculty and Program Leadership. American Journal of Educational Research, 14(2), 30-36.

Buhl-Wiggers, J., Kerwin, J., Smith, J., & Thornton, R. (2017). The impact of teacher effectiveness on student learning in Africa. Centre for the Study of African Economies Conference.

Dawson, V., Candra, N. P., Nur Rizal, M., Sari, E., Eka Putri, P., Fauzia, R., & Windiyananingsih, E. S. (2024). Improving Teacher Quality in Vocational Education Schools in South Sulawesi, Celina Yaputra, AIC.

Dehghan Menshadi, M., Qadri Moghadam, M.E., & Saki, R. (2019). Investigation and comparison of the satisfaction of new education of teachers with a bachelor's degree and skilled students, Article (28) of the educational quality of Farhangian University. Quarterly Journal of Research in Teacher Education, 3(2), 69-86. (in Persian)

Ferasat, H. & Roshan, G. (2018). Evaluating the effectiveness of the Article 28 training course in improving the attitude, knowledge and ability of students at Farhangian University. Farhangian University Education Research Quarterly, 6(22), 60-78. (in Persian)

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Karimi, M.S., Rajaipour, S., Shaheswari, H., & Ghafouri, K. (2019). The problems of professional performance of teachers of Farhangian University. Curriculum Studies, 15(46), 89-118. (in Persian)

Khadivi, A., Seyed-Kalan, S. M., Hasanpour, T., Ahmadi, H., & Tarabari, H. (2017). Investigating the factors affecting the quality of education and teaching in Farhangian University (case study: Ardabil province campuses). Education and Evaluation Scientific-Research Journal, 11(32), 161-185. (in Persian)

Koellner, K. & Jacobs, J. (2015). Distinguishing models of professional development: The case of an adaptive model’s impact on teachers’ knowledge, instruction, and student achievement. Journal of Teacher Education, 66(1), 51-67.

Koopman, M., Aarts, R., Hulsker, J., Imants, J., & Kools, Q. (2019). Het Leren En De Leeropbrengsten Van Docenten En Studenten in Leerateliers. [The Learning Process and Learning Outcomes of Teachers and Student Teachers in Learning Labs.]. Pedagogische Studien, 96(6), 378–400.

Makwndi, M. (2020). Investigating the factors affecting the quality of education and teaching in Farhangian University from the perspective of students and teachers (case study: Khuzestan province campuses). Research in educational sciences and counseling, 6(12), 2-21. (in Persian)

Namdari-Pejman, M., Mirkamali, S. M., Pour-Karimi, J., & Farastkhah, M. (2018). Identifying the effective components in ensuring the quality of student teacher preparation in Farhangian University: a qualitative approach. Scientific-Research Quarterly New Approach in Educational Management, 10, 2(38), 1-36. (in Persian)

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Niazi, M., Barkat, G., & Behmai, L. (2022). Factors affecting the improvement of the quality of electronic education in Farhangian University of Khuzestan province based on the grounded theory approach. Journal of Jundishapur Education Development, 12, 1(1), 235-247. (in Persian)

Osma, I. & Radid, M. (2015). Analysis of the Students’ Judgments on the Quality of Teaching Received: Case of Chemistry Students at the Faculty of Sciences Ben M'sik. Procedia-Social and Behavioral Sciences, 197, 2223-2228.

Rahimi. H., Hejazi, Y., Lou, N.M., & Heidarzadeh, M. (2024). Are teachers with better quality of work life more innovative? The mediating roles of psychological empowerment and teaching mindsets. Acta Psychologica, 274(2024), 1-8.

Rosi, J., Imam-Joma, S.M.R., & Ahmadi, G.A. (2016). Extracting the dimensions of effective teachers in order to provide a conceptual framework for effective teacher education and training and its accreditation. Research in Teacher Education, 1(1), 13-46. (in Persian)

Sahrai Sarmzdeh, F. & Salehi, M. (2021). Comparison of self-efficacy, professional commitment and new motivation of teachers according to the method of recruitment (graduates of Farhangian University and skill students of Article 28. New strategies of teacher training, 7(11), 93-114. (in Persian)

Sepehri, Y., Liaqat Dar, M. J., & Esfijani, A. (2022). Identifying the goals of the fourth generation university curriculum in Iran's higher education. Scientific Research Journal of Curriculum Studies of Iran Curriculum Studies Association, 11, 2(22), 101-125. (in Persian)

Seyed-Kalan, S.M., Zahed Bablan, A., Moinikia, M., & Rezaei Sharif, A. (2017). Quality culture in Farhangian University presenting a model based on foundational data theory. Culture Strategy, 44, 147-170.

Shahidi, N., Jafari, P., Ghorchian, N., & Behdoyan, J. (2012). The relationship between self-efficacy, organizational commitment and teaching quality of faculty members in an Islamic Azad University region. Scientific-Research Quarterly New Approach in Educational Management, 4(3), 21-44. (in Persian)

Shirbighi, N., Barkhoda, S., & Fatehipour, G. (2018). Analyzing the structural relationship between organizational commitment and organizational learning of employees (a case study of Kurdistan University). Scientific-Research Quarterly New Approach in Educational Management, 10, 4(40), 188-209. (in Persian)

Snoek, M. (2021). Educating quality teachers: How teacher quality is understood in the Netherlands and its implications for teacher education. European Journal of Teacher Education, 44(3), 309-327.

Tabarsa, G.A., Hasanvandemfard, M., & Arifnejad, M. (2011). Analysis and ranking of factors affecting the improvement of educational quality (case study: Isfahan University). Interdisciplinary Quarterly in Humanities, 4(4), 51-53. (in Persian)

Wu, C. (2021). Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study. Educ. Sci, 11, 206, 1-16.